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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5.2 Research Design and Methods
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5.2.1 Research Context and Participants

5.2.1 Research Context and Participants

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This part of the research was conducted at an international school in Budapest that follows the British National Curriculum. The curriculum is organised into blocks of years known as Key Stages (KS), and the school includes learners from Reception (aged 4–5) up to Year 10 (aged 14–15). Notably, Year 11—part of KS4—is not offered at this school.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

English is the primary medium of instruction for all core subjects (English, maths, and science), and learners receive English language education as if it were their first language. However, newly arrived learners with limited English proficiency are required to take English as an Additional Language (EAL) classes. These lessons aim to support learners in developing their skills in reading, writing, listening, speaking, and comprehension to a level where they can access the academic curriculum independently. The school assesses EAL learners using a combination of diagnostic tools, including a standardised test, oral interview, comprehension tasks, and writing prompts. Once learners reach the A2 level of the Common European Framework of Reference for Languages (CEFR), they exit the EAL programme and join mainstream lessons.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The participating teachers in this part of the research included both class teachers responsible for teaching core subjects and English language teachers specialising in literature and EAL. A purposive, non-probability sampling approach was used to identify participants (Dörnyei, 2007). The group comprised eight native English speakers from the USA and the UK, two teachers from Northern Europe, four from Southeastern Europe with experience living or studying in English-speaking countries, and one South African teacher who spoke English as a second language. Their teaching experience ranged from four to thirty years. All had lived and taught abroad and had completed intercultural or multicultural education training through university courses, workshops, or professional development seminars.
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