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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7.3 Findings

7.3 Findings

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This section presents the findings of Data Source 3, described and interpreted according to the thematic framework established in the research instrument. The aim is to address the guiding research questions by analysing the cultural content and intercultural elements embedded in the selected materials. Altogether, the fiction, nonfiction, and poetry lesson units comprised 1,286 pages for Years 5 and 6, and an additional 200, 200, 250, and 461 pages for Years 7, 8, 9, and 10 respectively. These materials included PowerPoint presentations, worksheets, and teaching idea sheets, selected primarily through random sampling procedures.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The analysis is structured around three key thematic dimensions: (1) the type of culture presented—whether target or international; (2) the cultural aspects represented—including big C, little c, and deep culture; and (3) the components of intercultural communicative competence (ICC). The findings across all year groups and material types are reported in accordance with these categories.

7.3.1 Types of Culture

7.3.2 Aspects of Culture: Big C culture, Little c Culture, and Deep Culture

7.3.3 The Components of ICC

7.3.4 Analysis of the Guidance for Teachers

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