Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes - Appendix G: School Documents Analysis Criteria

Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes

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14 Suggestions for Further Research

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Appendices

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Appendix G: School Documents Analysis Criteria

Part 1 The Concept of Culture

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Hivatkozások

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Harvard

Dogan Ger, Songul (2025): Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641689Letöltve: https://mersz.hu/hivatkozas/m1332dscda_982/#m1332dscda_982 (2025. 12. 05.)

Chicago

Dogan Ger, Songul. 2025. Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641689 (Letöltve: 2025. 12. 05.https://mersz.hu/hivatkozas/m1332dscda_982/#m1332dscda_982)

APA

Dogan Ger, S. (2025). Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes. Akadémiai Kiadó. https://doi.org/10.1556/9789636641689. (Letöltve: 2025. 12. 05.https://mersz.hu/hivatkozas/m1332dscda_982/#m1332dscda_982)

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The Concept of Culture	School Documents (Official Documents, websites, etc.)	Curriculum	Syllabus
Different orientations to culture, such as - a tool for acquiring knowledge and understanding of the beliefs, values, discourses, practices, and products of one’s own and other cultures, - for effective communications - for intercultural encounters, etc.
An approach such as language and culture are inseparable
Or new items emerged during the study

Part 2 Type of Culture

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Types of Culture	School Documents (Official Documents, websites, etc.)	Curriculum	Syllabus
Target Cultures: English Speaking Countries (English-speaking Cultures, e.g., UK, USA, Canada, Australia, New Zealand, Ireland, etc.)
International Cultures (Other cultures different than English-speaking cultures)

Part 3: Aspects of Culture: Big C, Little c, and Deep Culture

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Aspects of Culture	School Documents (Official Documents, websites, etc.)	Curriculum	Syllabus
Big C Culture Does the teaching material include any activity related to politics, economy, history, geography, literature, art/social norms, education, architecture, and music. If yes, how?
Little C Culture Does the teaching material include any activity related to food, holiday, lifestyle, customs, values, hobbies, gestures If yes, how?
Critical and Deep Culture Does the teaching material deal with any of these? Racism, xenophobia, discrimination (racial, cultural, gender, sexual orientation.), refugees’ problems, social inclusion, social problems poverty If yes, how?

Part 4: Intercultural Components

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Intercultural Components	School Documents (Official Documents, websites, etc.)	Curriculum	Syllabus
Attitudes: Does the material develop students’ cultural diversity awareness? empathy towards others? tolerance towards others? curiosity about different cultures? respect to other cultures/nationalities/ethnicities/beliefs/, etc.? challenging stereotypes? national identity? willingness to cooperate with people who have different cultural affiliations.
Knowledge and Understanding Does the material include internal diversity-heterogeneity of cultural groups? awareness and understanding of one’s own and other’s assumptions, preconceptions, stereotypes, prejudices, overt and covert discrimination? understanding the influence of one’s own language and cultural affiliations on one's experience? communicative awareness, including verbal and nonverbal communicative conventions? knowledge of the beliefs, values, practices, discourses, and products used by people by particular cultural orientations? understanding of processes of cultural, societal, and socially constructed nature of knowledge?
Skills Does the material develop students’ skills, such as? Multi-perspectivity? Discovering information about other cultures? Interpreting other cultural practices, beliefs, and values and relating them to their own? Ability to understand and respond to other people's thoughts, beliefs, values, and feelings? Cognitive flexibility? Critically evaluating and making judgments? Adapting their behaviours to the new cultural environment? Linguistic, sociolinguistic, and discourse skills? Intercomprehension? (Use of more than one language or variety, or drawing on a known language to understand another.) Acting as a mediator in intercultural exchanges, including translating, interpreting, and explaining.
Action Does the material develop students’ actions, including? Seeking opportunities to engage with different cultural affiliations? Interacting and cooperating appropriately with people from different cultural backgrounds? Discussing differences in views and perspectives? Constructing common views and perspectives with people who have different cultural affiliations? Taking actions to defend and protect the dignity and human rights of people regardless of their cultural affiliations? Intervening and expressing opposition when there are expressions of prejudice and acts of discrimination against individuals or groups? Challenging cultural stereotypes and prejudices? Encouraging positive attitudes towards the contribution to the society made by individuals irrespective of their cultural affiliations? Mediating in situations of cultural conflict?