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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5.2.2 Research Design

5.2.2 Research Design

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This part of the research followed a qualitative, exploratory design aimed at gaining an in-depth understanding of the participating teachers’ perceived attitudes and practices related to the development of students’ CDA and ICC. The study adopted an open-ended and emergent approach, allowing for flexibility in both data collection and interpretation, in line with recommendations from McDonough and McDonough (1997) and De Costa et al. (2019).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

To investigate the research questions, I designed a semi-structured interview schedule and conducted one-on-one interviews with teachers at the international school:

Jegyzet elhelyezéséhez, kérjük, lépj be.!

  • RQ1.1: What are the English language teachers’ perceived attitudes concerning the development of their students’ CDA and ICC?
  • RQ1.2: What are the English language teachers’ practices concerning the development of their students’ CDA and ICC?
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Initially, I intended to conduct interviews both before and after classroom observations. The first round aimed to explore how teachers conceptualise culture, their attitudes toward culture teaching, and their strategies for fostering CDA and ICC. The second round would have allowed for reflection on classroom practices observed. However, the outbreak of the COVID-19 pandemic led to school closures and scheduling disruptions, making it difficult to implement this plan fully. As a result, only the first round of interviews was completed, with nine teachers interviewed in person and six online between March 2020 and January 2021. A few informal follow-up conversations were later held to clarify specific issues that emerged during classroom visits.
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