Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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2 Theoretical and Empirical Background
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2.5 Approaches and Techniques for Teaching Culture and Developing CDA and ICC in Teaching English as a Second or Foreign Language and English as a Medium of Instruction

2.5 Approaches and Techniques for Teaching Culture and Developing CDA and ICC in Teaching English as a Second or Foreign Language and English as a Medium of Instruction

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Developing IC in the classroom requires structured pedagogical strategies. Byram et al. (2002) emphasise establishing “procedural ground rules” for discussion and debate, based on human rights. These include respectful turn-taking, appropriate language, rejection of discriminatory expressions, and the expectation to challenge stereotypes. Peer learning is encouraged to foster shared understanding and cultural comparison, alongside critical analysis of biases in texts and visuals.

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Liddicoat (2004) proposes five key principles for intercultural language learning: active construction, making connections, social interaction, reflection, and responsibility. Similarly, Lázár et al. (2007) recommend a variety of activities including brainstorming, role-plays, critical incidents, ethnographic tasks, project work, and small group discussion to facilitate ICC development.

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Usó-Juan and Martínez-Flor (2008) introduce a cultural project structured in three stages: explanation, collection, and implementation. The first stage involves awareness-raising and cultural comparison, drawing on Cain’s (1990) five-word technique. In the second, students gather materials representing aspects of the target culture. In the final stage, they engage in four-skill tasks to enhance communicative competence and cultural understanding.

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Barrett et al. (2014) identify experiential learning, project work, and cooperative learning as effective pedagogical approaches. Experiential learning combines experience, reflection, and cooperative action. Project work allows learners to determine content, design materials, and assess outcomes collaboratively. Cooperative learning, grounded in constructivist and inquiry-based models, supports the development of attitudes, skills, and knowledge essential for IC.

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Reid (2015) notes that teachers often focus on surface-level sociocultural content, while overlooking sociolinguistic and pragmatic aspects. She advocates for varied techniques including comparison, cultural assimilation, cultural capsules and islands, TPRS, role play, reformulation, and treasure hunts to foster ICC.

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Piątkowska (2015) outlines three instructional models: knowledge-based, contrastive, and ICC-based. Drawing on Meyer (1990) and Kordes (1990), she identifies three developmental stages: monocultural, intercultural, and transcultural. These stages mark learners’ progression from awareness of their own culture to the ability to resolve intercultural misunderstandings and mediate between cultures.

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Piątkowska (2015) also highlights the role of experiential learning, intercultural tasks, and digital technologies. Exposure to intercultural experiences, embedding culture in language courses, and using online platforms to connect learners from diverse backgrounds are shown to increase cultural awareness and competence.

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The approaches and techniques presented here are rooted in the core components of ICC—attitudes, knowledge, and skills—and contribute to the development of CDA and ICC. Throughout this monograph, these pedagogical practices are referenced where relevant, particularly when the classroom activities identified in this research align with or reflect transferable elements for English language teaching contexts.
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