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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7.2.4 Data Analysis

7.2.4 Data Analysis

Jegyzet elhelyezéséhez, kérjük, lépj be.!

To analyse the selected teaching materials, I employed a combined inductive and deductive thematic approach as outlined by Braun and Clarke (2006). The deductive phase was guided by the four-part analytical instrument I had developed earlier, which was rooted in theoretical constructs related to culture teaching, CDA, and ICC. Simultaneously, inductive analysis was applied to identify any emergent themes that were not initially covered by the analytical framework.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

All materials were carefully read and coded using both semantic and latent thematic levels. Semantic themes allowed for the identification of explicit references to cultural content, while latent themes enabled me to explore deeper, more abstract meanings embedded in the text, particularly those relating to deep culture and critical cultural reflection. Although Braun and Clarke (2006) typically advocate for focusing on a single level in thematic analysis, I opted to integrate both to better capture the nuanced portrayal of cultural diversity and intercultural learning.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Special attention was given to the critical dimensions of culture, such as how the materials addressed issues of difference, power, inclusion, and exclusion—central aspects in the development of CDA. These deeper themes were especially relevant when analysing the treatment of controversial or sensitive topics that could encourage learners to engage with diverse perspectives and reflect on their own cultural assumptions. I used thick description to document all culturally significant findings and link them back to the analytical categories outlined in Parts 1 to 4 of the research instrument.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Each identified theme was not only described but also interpreted in relation to its potential impact on ICC development. This interpretive step was crucial for understanding whether the materials merely presented cultural content or actively fostered intercultural skills, attitudes, and critical awareness. In this way, the thematic analysis supported a nuanced evaluation of how the teaching materials contributed—or failed to contribute—to the integration of CDA and ICC in the English-medium classroom.
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