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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5.2.3 Interview Instrument and Focus

5.2.3 Interview Instrument and Focus

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A semi-structured interview schedule was developed to explore the participating teachers’ perceived attitudes and practices related to the development of students’ CDA and ICC. The schedule consisted of three main sections:

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  1. Perceptions of Culture and Culture Teaching (Questions 1–7). This section explored how the teachers define culture, how they perceive the relationship between language and culture, and how intercultural experiences shape their thinking. It also examined their views on the role of culture in English language education, the aspects of culture they consider important, and how they believe intercultural content can be integrated into lessons.
  2. Attitudes Towards Learning About Other Cultures (Questions 8–11). This part of the interview focused on the teachers’ attitudes toward cultural learning more broadly. They were asked to share personal experiences of learning about other cultures, reflect on their preferred ways of engaging with cultural content, and recall any cultural misunderstandings they had encountered and how these shaped their perspectives.
  3. Classroom Practices for Developing CDA and ICC (Questions 12–21). The final part of the schedule investigated specific teaching practices, including methods for incorporating culture into lessons, strategies for encouraging empathy, openness, curiosity, and respect among students, and the challenges of addressing cultural diversity. It also asked teachers to comment on the influence of curricula, syllabi, and teaching materials on their ability to promote CDA and ICC in the classroom.
     

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The interview schedule also included basic demographic questions to gather information about the teachers’ educational backgrounds, teaching experience, and any prior participation in intercultural or multicultural training programmes. The instrument was reviewed by a senior researcher and several peers, whose feedback helped refine question wording and sequencing.
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