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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7.2.3 Data Collection Instrument

7.2.3 Data Collection Instrument

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To systematically examine how the selected teaching materials addressed cultural content and supported the development of CDA and ICC, I developed a four-part analytical instrument (see Appendix B). The tool was used to evaluate the presentation of culture and the pedagogical guidance offered to teachers. It allowed for a detailed exploration of explicit and implicit cultural elements as well as the presence of teacher-directed activities that promote intercultural learning.

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Part 1 assessed the types of culture featured in the materials, following Cortazzi and Jin’s (1999) distinction between target cultures (English-speaking countries) and international cultures (non-English-speaking countries). This classification helped identify whether cultural references were primarily localised or globally inclusive. By differentiating these two categories, the analysis could highlight the extent to which learners were exposed to diverse cultural perspectives.

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Part 2 focused on cultural dimensions, particularly big C and little c culture, and placed a strong emphasis on deep culture and criticality. Drawing on Gómez Rodríguez (2015a), deep culture was examined in terms of hidden or implicit values embedded within little c culture. The analysis also looked for references to issues such as power, identity, resistance, exclusion, and justice—elements that foster critical cultural awareness. These were further informed by works on intercultural pedagogy that stress the importance of addressing complex social realities such as racism, xenophobia, discrimination, refugee issues, and poverty (Angelides et al., 2004; Byram et al., 2002; Hadjisoteriou & Angelides, 2016; Huber-Kriegler et al., 2003).

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Part 3 examined the presence of ICC components using Barrett et al.’s (2014) and Byram’s (1997) frameworks. These included attitudes, knowledge and understanding, skills of discovery and interaction, skills of interpretation and relating, action, and critical cultural awareness. Special attention was paid to whether learners were encouraged to reflect on their own cultural assumptions, interpret other cultural viewpoints, and mediate intercultural meaning. Language use was also considered as part of ICC, particularly in relation to sociolinguistic competence and strategies to prevent or repair communication breakdowns.

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Part 4 involved open-ended questions designed to assess whether and how the teaching materials supported teachers in implementing culture-related tasks. These questions guided my analysis of instructional prompts, suggested activities, and the inclusion of reflective or collaborative exercises. I examined whether cultural themes were integrated through discussion topics, research tasks, comparisons, or creative projects that fostered intercultural understanding.

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Each cultural reference in the materials was classified as mentioned, explained, or task. A reference was coded as mentioned when it was simply named without elaboration. Explained indicated that specific details or background information were provided about a culture. Task was used when learners were actively required to engage with the cultural content through classroom activities or independent work.

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The instrument was designed based on an extensive review of literature on culture teaching and ICC development. After drafting, I obtained expert feedback from my colleague and a fellow researcher in the field. Their suggestions led to refinements in structure, wording, and thematic organisation, ensuring that the instrument was both rigorous and easy to apply. Changes included shortening complex questions, adding ICC-specific components, and improving categorisation.

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To enhance the validity and reliability of the tool, I provided thick descriptions for each analytical item and included illustrative examples from the selected teaching materials, in line with Dörnyei’s (2007) guidelines for qualitative credibility. The final stage involved a pilot test, where a peer researcher with expertise in ICC used the instrument to analyse a unit of 12 lessons comprising 60 pages. The consistency of our findings confirmed the instrument’s reliability and further reinforced its suitability for the present study.
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