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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6.4 Discussion

6.4 Discussion

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The classroom observations allowed me to engage closely with the dynamics of intercultural communication and cultural representation in practice. Rather than providing a summative overview of the findings, this discussion focuses on how those observations illuminate deeper pedagogical issues within the specific institutional, curricular, and interpersonal context of the case.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

One of the most striking patterns I noted was the tension between teachers’ stated openness to cultural diversity and the cautious, sometimes inconsistent ways they navigated culture-related topics in practice. Even when cultural references emerged organically from students or materials, there appeared to be a reluctance to explore them in depth or link them to critical cultural questions.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This hesitancy often emerged not as overt resistance but as avoidance, silence, or a rapid return to language-focused tasks. It led me to reflect on the subtle ways that institutional priorities, teacher training gaps, and affective factors (such as fear of controversy or making mistakes) mediate classroom discourse. In my view, this reflects a systemic limitation within EMI environments where English proficiency is prioritised over intercultural learning, even when both are implicitly expected.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Additionally, what became evident across different year groups and teaching styles was the performative nature of some culture-related activities. Quizzes, short presentations, or food-related discussions offered surface-level engagement but rarely involved comparative thinking or critical questioning. While these may have served as entry points, the absence of structured follow-up meant missed opportunities for deeper development of CDA and ICC. From my perspective, this superficiality did not stem from a lack of goodwill or effort on the part of the teachers, but from the absence of an integrated framework to scaffold critical intercultural dialogue in a safe and meaningful way.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Another notable observation was the uneven distribution of intercultural participation among students. The younger learners appeared more spontaneous and less inhibited in expressing their cultural identities, whereas the older groups were more cautious, especially when their contributions might provoke disagreement or scrutiny. This age-related pattern suggests that fostering ICC requires age-appropriate strategies that evolve with students’ emotional, cognitive, and linguistic development. It also raises questions about how teachers perceive intercultural sensitivity in older learners and whether they adjust their expectations accordingly. These pedagogical assumptions remain largely implicit and may inadvertently limit student expression.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Perhaps most revealing were the incidents where teachers’ spontaneous reactions—verbal or non-verbal—shaped the emotional tone of intercultural moments. Their ability (or failure) to acknowledge a student’s perspective without judgement had a direct effect on classroom safety, student willingness to contribute, and the overall affective climate. These moments highlighted not just the importance of cultural content, but of relational competence—how teachers manage disagreement, tension, and unfamiliarity in real time. I was reminded that ICC cannot be reduced to textbook content or lesson plans; it is enacted through ongoing interactions and embodied dispositions.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This case study, viewed through the lens of CDA and ICC, underscores the need for more than cultural knowledge. Teachers require pedagogical confidence, intercultural sensitivity, and institutional support to take intercultural learning beyond polite curiosity. I came to realise that many well-intentioned teachers may still struggle to engage in dialogic or critical intercultural practices without sustained professional development and structural backing. More importantly, they need to be empowered to shift from incidental exposure to intentional facilitation of intercultural growth.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In conclusion, the insights drawn from this observation phase challenge any assumption that culture teaching occurs naturally in diverse classrooms. What I witnessed was that without explicit pedagogical intention, deep intercultural learning remains peripheral. This has clear implications not only for curriculum design but also for how teachers are prepared, mentored, and supported to navigate the complexities of intercultural classrooms in EMI contexts.
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