Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes - 7.2.2 Research Design

Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes

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7 The Place of Culture in Teaching Materials Used in an International School in Budapest – Data Source 3: Teaching Materials Analysis

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7.2 Research Design and Methods

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7.2.2 Research Design

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Hivatkozások

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Harvard

Dogan Ger, Songul (2025): Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641689Letöltve: https://mersz.hu/hivatkozas/m1332dscda_389/#m1332dscda_389 (2025. 12. 05.)

Chicago

Dogan Ger, Songul. 2025. Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641689 (Letöltve: 2025. 12. 05.https://mersz.hu/hivatkozas/m1332dscda_389/#m1332dscda_389)

APA

Dogan Ger, S. (2025). Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes. Akadémiai Kiadó. https://doi.org/10.1556/9789636641689. (Letöltve: 2025. 12. 05.https://mersz.hu/hivatkozas/m1332dscda_389/#m1332dscda_389)

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This part of the study explored how the teaching materials used at the observed school supported the development of students’ CDA and ICC. It addressed Research Question 1.3 and focused on two sub-questions:

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(1) How is culture represented in the teaching materials?

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(2) How are teachers guided in delivering culture-related content?

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A qualitative, interpretive design was adopted to investigate both the cultural content embedded in the materials and the pedagogical support they offer. Materials from English language lessons across Key Stages 2, 3, and 4 were selected, covering a range of genres—including fiction, nonfiction, and poetry—and representing different academic terms. This ensured a broad and representative sample aligned with the school’s curriculum.

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The analysis aimed to identify both explicit cultural references and underlying opportunities for fostering intercultural understanding. An analytical framework grounded in existing literature on culture teaching and intercultural competence guided the process. While the framework provided a clear structure, the design also allowed for the inclusion of unanticipated patterns that emerged during the analysis. This balance supported a flexible but theoretically informed exploration of how culture and criticality are represented in the teaching materials.

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