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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6.3 Findings
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6.3.1 Teachers’ Perceived Attitudes and Practices and Students’ Responses in Relation to the Development of CDA and ICC in Year Group 5

6.3.1 Teachers’ Perceived Attitudes and Practices and Students’ Responses in Relation to the Development of CDA and ICC in Year Group 5

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the course of my classroom-based inquiry, I observed two Year 5 English classes, each taught in two 90-minute block sessions, totalling 360 minutes. These classes provided a unique opportunity to investigate not only the teachers’ perceived attitudes and practices related to CDA and ICC but also the students’ intercultural responses and classroom interaction. The first group (YG5/1) consisted of eight culturally diverse students from China, Hungary, Israel, Italy, Lebanon, and Russia. The second group (YG5/2) included 15 students from Angola, Azerbaijan, China, Hungary, Japan, Iraq, Italy, Pakistan, Slovakia, and Turkey.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In YG5/1, while the teacher incorporated structured lesson sequences—starting with learning objectives, using visual media, engaging students in tasks, and concluding with checkpoints and homework—the content was largely focused on SPaG. The first observed lesson, centred on birds, offered no visible integration of cultural content. However, the second lesson on human development introduced opportunities to engage with cultural perspectives. During a warm-up activity, the teacher asked about homework policies in students’ home countries. This led to a lively exchange where students shared their experiences, with a Chinese boy expressing appreciation for the less demanding schedule at the international school. Although these moments reflected an implicit engagement with students’ own cultural contexts, they remained superficial and knowledge-based.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The teacher’s explanation of developmental stages included references to climate-influenced puberty onset in Arab and African countries and a brief discussion on retirement systems in Australia. However, the cultural content was neither framed critically nor explored in depth. When I later asked the teacher about her comment on Hungarian schools assigning “too much homework,” she clarified it was based on her comparison of Australia and Hungary, shaped by her own educational experiences.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Although this lesson implicitly incorporated big C and little c culture, deep culture remained absent. Skills of discovery were marginally addressed through the homework task involving family photo albums, while interpretation skills were fostered through classroom questions. However, the lesson objectives written on the board contained no explicit reference to culture. This suggests that some cultural components were integrated unconsciously, reflecting the gap between explicit intent and implicit practice.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Student engagement was high throughout the lesson. They enthusiastically shared cultural references, communicated in English and with non-verbal strategies, and supported one another—particularly those with lower English proficiency. These observations echoed teachers’ interview comments on younger students’ willingness to participate and reduced fear of making mistakes. The teacher actively encouraged English use, even asking students to avoid using Hebrew. She also corrected students’ pronunciation, demonstrating a focus on oral accuracy not commonly observed in other year groups.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The YG5/2 observations also spanned two block lessons, during which two teachers co-taught: a main teacher and a shadow (SEN) teacher. The focus remained on language development, with students engaging in individual reading, vocabulary clarification, and peer feedback on writing tasks. Although cultural references emerged—such as a discussion about Halloween, an explanation of “vegetarian” vs. “vegan,” and references to the U.S. figure Johnny Appleseed—these were limited to surface-level knowledge. A student-led project on myths from different cultures had the potential to foster CDA and ICC through comparison and reflection. Unfortunately, I was unable to observe the follow-up presentations due to scheduling constraints.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The students demonstrated strong autonomous and collaborative learning habits. They selected books independently, discussed tasks respectfully, and corrected one another’s writing using conventions mimicking their teacher’s feedback style. The calm, focused classroom atmosphere reflected clear behavioural norms and mutual respect. Even newcomers with lower English proficiency contributed examples from their cultures during discussions.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The teachers followed the lesson plan closely, offering individual support, reinforcing classroom management, and scaffolding comprehension. Their roles clearly aligned with those of facilitator, organiser, and linguistic support. However, their cultural teaching practices remained implicit, with few activities promoting deep culture or critical awareness.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

To conclude, the observed Year 5 classes focused heavily on language development, with occasional, implicit references to culture. While big C and little c culture emerged in some lessons, elements of deep culture and critical reflection were notably absent. The teachers’ primary emphasis on SPaG, vocabulary, and comprehension reflects their adaptation to the needs of students with varied proficiency levels, as described in their interviews. The curriculum, designed for native English speakers, often required simplification or modification. As such, the limited integration of CDA and ICC elements in practice diverged from the teachers’ stated beliefs. This discrepancy highlights the tension between curricular demands and intercultural aspirations—particularly in classrooms with young learners and linguistic diversity. The findings suggest a need for greater awareness and training to help teachers consciously incorporate cultural objectives into language teaching, particularly through age-appropriate, deep cultural exploration that fosters meaningful intercultural development.
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