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5 Teachers’ Perceived Attitudes and Practices Concerning the Development of Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in an International School in Budapest – Data Source 1: Interviews with the Schoolteachers
5 Teachers’ Perceived Attitudes and Practices Concerning the Development of Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in an International School in Budapest – Data Source 1: Interviews with the Schoolteachers
Tartalomjegyzék navigate_next
- Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
- Copyright page
- Series editors’ foreword
- Acknowledgements
- 1 Introduction
- chevron_right2 Theoretical and Empirical Background
- chevron_right2.1 Key Terms and Definitions
- chevron_right2.2 Aspects of Culture
- 2.3 The Components of Intercultural Communicative Competence
- 2.4 Teaching Culture and Developing CDA and ICC in the Teaching of English as a Second or Foreign Language
- 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
- chevron_right2.6 Empirical Studies on Teaching Culture, CDA, and ICC in Language Classes
- 3 Purpose of the Study and Research Questions
- chevron_right4 Research Design and Methods
- chevron_right5 Teachers’ Perceived Attitudes and Practices Concerning the Development of Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in an International School in Budapest – Data Source 1: Interviews with the Schoolteachers
- 5.1 Introduction
- chevron_right5.2 Research Design and Methods
- chevron_right5.3 Findings
- 5.4 Discussion
- 5.1 Introduction
- chevron_right6 Teachers’ Perceived Attitudes and Practices and Students’ Responses to the Development of Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 2: Classroom Observation
- 6.1 Introduction
- chevron_right6.2 Research Design and Methods
- chevron_right6.3 Findings
- 6.3.1 Teachers’ Perceived Attitudes and Practices and Students’ Responses in Relation to the Development of CDA and ICC in Year Group 5
- 6.3.2 Teachers’ Perceived Attitudes and Practices and Students’ Responses in Relation to the Development of CDA and ICC in Year Group 6
- 6.3.3 Teachers’ Perceived Attitudes and Practices in Relation to the Development of CDA and ICC in Year Group 8
- 6.3.4 Teachers’ Perceived Attitudes and Practices in Relation to the Development of CDA and ICC in Year Group 9&10
- 6.3.5 Teachers’ Perceived Attitudes and Practices in Relation to the Development of CDA and ICC in EAL Classes
- 6.3.6 The Students’ Responses to the Development of CDA and ICC in Terms of Demonstrating ICC Components in English and EAL Classes
- 6.3.1 Teachers’ Perceived Attitudes and Practices and Students’ Responses in Relation to the Development of CDA and ICC in Year Group 5
- 6.4 Discussion
- 6.1 Introduction
- chevron_right7 The Place of Culture in Teaching Materials Used in an International School in Budapest – Data Source 3: Teaching Materials Analysis
- 7.1 Introduction
- chevron_right7.2 Research Design and Methods
- chevron_right7.3 Findings
- 7.3.1 Types of Culture
- 7.3.2 Aspects of Culture: Big C culture, Little c Culture, and Deep Culture
- chevron_right7.3.3 The Components of ICC
- 7.3.3.1 Components of Intercultural Communication in the Year 5 Materials
- 7.3.3.2 Components of Intercultural Communication in the Year 6 Materials
- 7.3.3.3 Components of Intercultural Communication in the Year 7 Materials
- 7.3.3.4 Components of Intercultural Communication in the Year 8 Materials
- 7.3.3.5 Components of Intercultural Communication in the Year 9 Materials
- 7.3.3.6 Components of Intercultural Communication in the Year 10 Materials
- 7.3.3.1 Components of Intercultural Communication in the Year 5 Materials
- 7.3.4 Analysis of the Guidance for Teachers
- 7.3.1 Types of Culture
- 7.4 Discussion
- 7.1 Introduction
- chevron_right8 Analysis of the Approach of the School to the Development of Cultural Diversity Awareness (CDA) and Intercultural Communicative Competence (ICC) in the English Curriculum, Syllabuses and Official Documents – Data Source 4: Document Analysis
- 8.1 Introduction
- chevron_right8.2 Research Design and Methods
- chevron_right8.3 Findings
- 8.4 Discussion
- 8.1 Introduction
- chevron_right9 The Students’ Views About the Development of their Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 5: Interviews with the Students
- 9.1 Introduction
- chevron_right9.2 Research Design and Methods
- chevron_right9.3 Findings
- 9.3.1 The Students’ Perceived Attitudes to Different Cultures
- 9.3.2 The Students’ Perceived Knowledge and Understanding of Different Cultures
- 9.3.3 The Students’ Perceived Skills of Interpreting, Relating, Discovery, and Interaction
- 9.3.4 The Students’ Critical Cultural Awareness/Political Education and Action
- 9.3.1 The Students’ Perceived Attitudes to Different Cultures
- 9.4 Discussion
- 9.1 Introduction
- chevron_right10 The Parents’ Views About Their Children’s Development of Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 6: Interviews with the Parents
- 10.1 Introduction
- chevron_right10.2 Research Design and Methods
- chevron_right10.3 Findings
- 10.3.1 The Parents’ Reasons for Sending Their Children to an International School
- 10.3.2 The Parents’ Expectations Concerning International Schools
- 10.3.3 The Effects on Students of studying in a Multicultural School
- 10.3.4 Teaching and Learning Cultures
- 10.3.5 Parents’ Perception of ICC Components
- 10.3.6 Aspects of Other Cultures
- 10.3.1 The Parents’ Reasons for Sending Their Children to an International School
- 10.4 Discussion
- 10.1 Introduction
- 11 Overall Conclusions
- chevron_right12 Implications
- 12.1 Implications for the Development of CDA and ICC in the Context of English Language Education
- 12.2 Implications for Critical Culture Teaching and the Development of CDA and ICC in the Context of English Language Education
- 12.3 Implications for Developing Language Teachers’ Attitudes and Practices in Relation to Teaching CDA and ICC
- 12.4 Implications for Designing English Teaching Materials for Teaching Culture and Developing 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
- 12.6 Implications for Teacher Training Programmes in English as a Second or Foreign Language
- 12.1 Implications for the Development of CDA and ICC in the Context of English Language Education
- 13 Limitations
- chevron_right14 Suggestions for Further Research
- References
- chevron_rightAppendices
- Appendix A: An Interview Schedule for Schoolteachers
- Appendix B: Teaching Materials Analysis Criteria
- Appendix C: A Copy of Teaching Guidance
- Appendix D: A Copy of Teaching Guidance
- Appendix E: A Sample Syllabus of Year 5
- Appendix F: A Sample Syllabus of KS3
- Appendix G: School Documents Analysis Criteria
- Appendix H: An Interview Schedule for Students
- Appendix I: An Interview Schedule for Parents
- Appendix A: An Interview Schedule for Schoolteachers
- References
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