Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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6 Teachers’ Perceived Attitudes and Practices and Students’ Responses to the Development of Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 2: Classroom Observation
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6.1 Introduction

6.1 Introduction

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The preceding interview-based findings raised the question of whether the teachers’ reported attitudes and practices concerning CDA and ICC were mirrored in their actual classroom behaviour. To further investigate this, classroom observation was employed as a complementary strand within the overall case study. Conducted at the same international school, this phase aimed to examine how teachers integrated cultural content and ICC-related components into their English language lessons, and how students responded to these pedagogical practices.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Although no pre-designed observation instrument was used, the inquiry was guided by an analytical framework that focused on several key dimensions: the types of culture introduced (i.e., target cultures from English-speaking countries and international cultures from non-English-speaking countries), the levels of cultural content (big C, little c, and deep culture), and the components of ICC as defined by Byram (1997). These included knowledge and understanding, attitudes, skills of interpreting and relating, skills of discovery and interaction, action, and critical cultural awareness. The classification of cultural content also drew on Kachru’s (1985) model of English usage across “inner,” “outer,” and “expanding” circles to contextualise the focus of classroom materials and discussion.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The observation focused on how teachers structured lessons that aimed to support students’ linguistic and intercultural development, and how they selected or adapted content to reflect cultural diversity. It also considered the origins of the cultural content, such as whether it drew primarily from English-speaking countries or included a wider range of global perspectives. Special attention was given to whether classroom activities were limited to factual knowledge or invited critical engagement with deeper or more complex cultural issues.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This chapter begins by outlining the research design that underpins the classroom-based inquiry. It then presents and analyses the findings in light of the research objectives, offering a critical interpretation of the data. The discussion is interwoven throughout to highlight how the observed practices relate to the development of CDA and ICC within the broader case study context.
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