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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6.2.4 Data Collection and Analysis

6.2.4 Data Collection and Analysis

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Field notes were taken during each observed session, noting lesson content, teacher-student interactions, student engagement, instructional materials, and the sociocultural dynamics of the classroom. Teachers provided pre-lesson information on topics and student backgrounds and occasionally clarified classroom decisions post-lesson. Notes were analysed by categorising observed activities according to the type of culture (target/international), cultural dimensions (big C, little c, deep culture), and ICC components (attitudes, knowledge, skills of discovery and interaction, interpreting and relating, critical cultural awareness, and action).

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Thematic analysis was used at both semantic and latent levels to uncover explicit practices and underlying ideologies (Braun & Clarke, 2006; Castleberry & Nolen, 2018). Latent themes were particularly useful in examining how, and to what extent, deep culture and critical perspectives were addressed. Themes were qualitatively described and linked to existing literature to identify overlaps with recommended practices for fostering CDA and ICC.

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To enhance the trustworthiness of the findings, extensive field notes were revisited and clarified through informal post-lesson conversations. Though classroom visits were granted by school leadership, teacher participation was voluntary. Some teachers opted out or agreed to only one observation. Overall, the classroom-based component of this case study offered valuable insight into the realisation of cultural teaching goals within a multicultural school context.
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