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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2.6 Empirical Studies on Teaching Culture, CDA, and ICC in Language Classes
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2.6.3 Studies on the Practice of Teaching Culture and Developing CDA and ICC in Language Classes

2.6.3 Studies on the Practice of Teaching Culture and Developing CDA and ICC in Language Classes

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Baroudi (2017) explored how ICC is fostered at EMU in Cyprus, using interviews with 10 instructors and reviewing course policy fiches. The study revealed varied ICC-promoting practices, including intercultural comparisons, discussions on perceptions, and language-use differences across cultures. However, only a third of course documents explicitly addressed ICC, suggesting a limited institutional commitment.

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In contrast, Rezaei and Naghibian (2018) designed an ICC-focused syllabus integrating American short stories and reflective tasks, including journals aligned with Byram’s (1997) components. Through activities like critical reading, role-play, and interviews, students deepened cultural awareness and appreciated both local and Western cultures, highlighting the value of literary texts in ICC development.

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Byram and Morgan (1994) provide a broader theoretical foundation, aligning culture teaching with the British National Curriculum. Their framework promotes comparative methodology and cognitive empathy through themed activities that span personal, social, environmental, educational, and global domains. The approach places foreign language learning at the heart of liberal education, aiming to combat prejudice and promote critical cultural understanding.

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Building on this, Usó-Juan and Martínez-Flor (2008) offered practical techniques across all four language skills, advocating for activities such as video-based intercultural analysis, critical reading, and culturally focused writing. These tasks not only support linguistic development but also cultivate ICC, CDA, and multiperspectivity—essential attributes for navigating cultural complexity (Barrett et al., 2014).

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Together, these studies and frameworks demonstrate a shared emphasis on cultural comparison, critical reflection, and learner agency. Yet, they also expose a gap: while recommendations for culture teaching exist, little is known about how these practices unfold in multilingual, international classrooms. This monograph addresses that gap by investigating how critical intercultural aims are interpreted and enacted by teachers, experienced by students, supported by materials, and represented in institutional documents.
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