Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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3 Purpose of the Study and Research Questions

3 Purpose of the Study and Research Questions

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This case study set out to examine how culture teaching and the development of ICC were embedded in the curriculum, classroom practices, and teaching materials of an English-medium international school in Budapest, Hungary. I focused on one main research question, supported by a series of sub-questions that shaped the structure of the study. To address these, I conducted interviews, observed lessons, and analysed school documents, including English curricula, syllabuses, and teaching materials.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

RQ 1, “How are the students’ cultural diversity awareness (CDA) and intercultural communicative competence (ICC) developed in English language classes at an English-medium instruction (EMI) international school in Budapest?”, generated five sub-questions.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

RQ 1.1, “What are the English language teachers’ attitudes concerning the development of their students’ CDA and ICC at the observed EMI international school?”, investigated teachers’ attitudes towards different cultures and the development of their students’ CDA and ICC. This was investigated in Data Source 1, which comprised interviews with English teachers working at the observed school.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The goal of RQ 1.2, “What are the English language teachers’ practices concerning the development of their students’ CDA and ICC at the observed EMI international school?” was to explore teachers” attitudes and practices in relation to the development of CDA and ICC, including the students’ related attitudes and behaviours towards one another and the teachers, which were also the subject of RQ 1.5. Data Source 2, a classroom observation study, was carried out to answer these sub-questions.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

RQ 1.3, “How do the teaching materials aid the development of the students’ CDA and ICC at the observed EMI international school?”, explored what kind of culture teaching took place and how ICC components were facilitated in the teaching materials used in the middle and upper primary classes at the school under investigation (year groups 5, 6, 7, 8, 9, and 10; children aged between 9 and 15). To answer this sub-question, Data Source 3, a teaching materials analysis, was conducted.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

RQ 1.4, “How does the development of the students’ CDA and ICC appear in the relevant school documents at the observed EMI international school?” involved the examination of the school's documents, including the school’s official documents, websites, English curriculum, and syllabuses. Data Source 4, a document analysis, was carried out to explore how culture teaching and the development of ICC are presented in the relevant documents.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

To answer RQ 1.5, “What elements of ICC and CDA do the students demonstrate in response to the development of ICC and CDA in their English language classes at the observed EMI international school?”, Data Source 5 and Data Source 6 — interview studies with students and parents — were conducted. Data Source 2, the classroom observation study, also contributed to the investigation of the students’ responses/reactions to the development of CDA and ICC.
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