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

5.1 Introduction

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This part of the study focuses on the participating teachers’ perceived attitudes and practices related to the development of students’ CDA and ICC. I conducted in-depth interviews with teachers at an international school in Budapest to explore how they understand culture, how they approach culture learning and teaching, and what strategies they use to foster CDA and ICC in their classrooms.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Beyond general approaches to culture teaching, I also examined whether and how the participating teachers engaged with deeper, more critical dimensions—what Byram (1997) describes as critical cultural awareness, and what others refer to as critical intercultural competence (Olaya & Gómez Rodríguez, 2013; Gómez Rodríguez, 2015a, 2015b). These perspectives encourage learners to reflect on the underlying causes of cultural beliefs and behaviours and to critically explore complex social issues such as inequality, racism, and injustice.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This chapter begins by outlining the methodology for this part of the research, including the school context, participant profiles, research instruments, and the procedures followed for data collection and analysis. It then moves on to explore the teachers’ reported attitudes and classroom approaches in relation to the development of CDA and ICC. The interpretation of the interview data is presented with reference to the overarching research aims that guide this case study.
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