Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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12 Implications
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12.2 Implications for Critical Culture Teaching and the Development of CDA and ICC in the Context of English Language Education

12.2 Implications for Critical Culture Teaching and the Development of CDA and ICC in the Context of English Language Education

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An essential implication arising from this research is the integration of criticality into culture teaching and the development of intercultural competence. Criticality enables students to explore the underlying causes of cultural norms, fostering understanding, empathy, and a non-judgemental mindset—thus helping to reduce miscommunication, conflict, and prejudice. A number of scholars have emphasised the role of critical cultural awareness or political education (also framed as critical multiculturalism) in enhancing students’ ability to engage analytically with cultural perspectives. They advocate the discussion of controversial and complex issues—such as poverty, inequality, racism, social class divisions, discrimination, and marginalised groups—as a central component of intercultural education (e.g., Byram, 1997; Gómez Rodríguez, 2015a, 2015b; Kubota, 2004; Kumaravadivelu, 2001; Pennycook, 1999).

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Despite such scholarly guidance, the present research revealed that controversial topics are rarely addressed in English classrooms. A key reason identified was teachers’ hesitation, often linked to uncertainty about how to approach such themes appropriately and constructively. Nevertheless, culture-related activities should be designed to include the teaching, exploration, research, presentation, and discussion of such critical topics. In doing so, students can develop an understanding of deep culture, moving beyond surface-level content (Gómez Rodríguez, 2015a).

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To ensure effective integration, controversial issues can be selected and scaffolded according to students’ language proficiency and cognitive maturity. Widely recognised topics, such as gender-based discrimination or the Black Lives Matter movement, might serve as suitable entry points. Teachers can introduce such issues through curated materials—literary excerpts, autobiographies, blogs, videos—and then assign small-scale research projects. Students might later present their findings and engage in structured classroom discussions or debates. Group-based formats can be employed, allowing students to explore differing or opposing viewpoints in a respectful and safe environment. As Byram (1997) suggests, establishing ground rules and clear criteria for engagement is essential to create an inclusive space. Such discussions should not impose ideological positions but instead encourage learners to listen, reflect, and broaden their perspectives. For this to be effective, teacher education programmes must offer explicit training on critical culture teaching and equip future educators with practical strategies.

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Critical reading and textual analysis are also pivotal. When students engage in deeper readings of literary and media texts—examining linguistic, discourse, and sociocultural layers—they simultaneously build CDA and ICC while enhancing language proficiency. Interpreting the semantic, pragmatic, and ideological meanings of texts leads to a more nuanced understanding of both the target language and the cultural contexts in which it is used. González Rodríguez and Puyal (2012) similarly highlight the value of analytical literary engagement in intercultural learning.

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Finally, the study reiterates the significance of compare–contrast activities. These enable students to evaluate their own cultural assumptions in relation to others’, question cultural differences, and engage critically with the roots of those differences. Even when students do not share or accept the values of another culture, being able to analyse them with empathy and awareness is a key step toward developing CDA. As Byram (1997) states, such comparisons encourage reflection and decentring, which are vital to meaningful intercultural education.
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