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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12.5 Implications for Designing and Selecting Curricula Focused on Culture Teaching and the Development of Intercultural Competence and Critical Cultural Awareness

12.5 Implications for Designing and Selecting Curricula Focused on Culture Teaching and the Development of Intercultural Competence and Critical Cultural Awareness

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The implications outlined for teaching material designers also extend to curriculum developers, particularly regarding the inclusion of cultural content and the fostering of intercultural competence. As emphasised throughout this monograph, English curricula should integrate references to local cultures, international cultures, and the cultures of English-speaking countries to reflect the multifaceted use of English in today’s globalised world.

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The flexibility embedded in the curriculum analysed in this research—where teachers were encouraged to operate within broad learning objectives rather than rigid content prescriptions—offers a valuable model for other curriculum designers. Such flexibility allows educators to tailor content to the linguistic and cultural profiles of their learners while aligning with wider intercultural learning goals. Moreover, the inclusion of seminal works from both British and international literature within the curriculum can support the integrated development of linguistic and intercultural competencies.

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Importantly, the research findings also underscore the need for careful and context-sensitive curriculum decisions, particularly in international or local schools that adopt internationally recognised programmes and qualifications. The use of the British National Curriculum in international schools, for instance, raises important questions about its appropriateness for linguistically and culturally diverse student bodies. Despite its widespread adoption, this curriculum was originally designed for native English-speaking students in the UK.

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As revealed in this research, several participating teachers noted that some of the selected literary texts were linguistically and conceptually too advanced for their learners, posing significant comprehension challenges. Similarly, subjects such as geography and history—often taught through a predominantly British lens—may not fully engage or benefit non-British students. These findings highlight the potential disconnect between curriculum content and student needs in multilingual, multicultural settings.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Consequently, school leaders and policy-makers should consider the adoption of more globally inclusive curricula that are specifically designed for international learners. Such curricula would ideally incorporate a balance of global, local, and target-culture perspectives, thereby offering culturally relevant and linguistically accessible learning experiences that foster both language development and intercultural understanding.
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