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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6.2 Research Design and Methods
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6.2.1 Research Context and Participants

6.2.1 Research Context and Participants

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This classroom-based inquiry took place at an international EMI school in Budapest, where I also worked as an English teacher. The school follows the British National Curriculum and accommodates students from more than 50 national backgrounds. Organised into four key stages (KS1–KS4), it offers a culturally rich environment well suited for exploring classroom-level CDA and ICC development.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

I observed English and EAL classes across Year Groups 5, 6, 8, and 9&10. Year Group 7 was excluded, as I was their classroom teacher at the time. Observations were scheduled based on availability and to avoid timetable conflicts with my own teaching load. A total of one to three lessons were observed per group, conducted both before and after COVID-19-related closures (from March 2020 to November 2020).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The English classes typically focused on British and American literature and the development of spelling, punctuation, and grammar (SPaG), while the EAL classes targeted students at earlier stages of English proficiency, offering more intensive language instruction. Class sizes ranged from eight to fifteen students, aged between nine and fifteen, and represented a broad range of cultural and linguistic backgrounds.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Each classroom was equipped with basic teaching tools such as desks, whiteboards, projectors, and visual displays. My presence in the classrooms was natural and non-disruptive, as students were accustomed to peer teacher visits as part of school practice. The selection of classes was made in close coordination with colleagues, with efforts to ensure a varied and balanced perspective across year groups and ability levels.
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