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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7.4 Discussion

7.4 Discussion

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The findings from Data Source 3 offered a nuanced understanding of how various types and aspects of culture—particularly big C, little c, and deep culture—were embedded across the English teaching materials used in an international school in Budapest. Through the thematic analysis of 2,397 pages of teaching materials, it became evident that literary texts were especially effective in fostering students’ cultural understanding and ICC components. These texts provided access to complex sociohistorical contexts and invited students to explore values, beliefs, and experiences both within and beyond their own cultural frameworks. The development of empathy, respect, openness, and curiosity was frequently targeted through character analysis, reflective writing, and discussion-based tasks. This aligns with prior findings in the literature (e.g., Gómez Rodríguez, 2013; Rezaei & Naghibian, 2018), confirming that literature can be a powerful tool in developing ICC, especially when paired with explicit scaffolding.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Nonfiction materials—including newspaper articles, speeches, reviews, and debate prompts—also contributed to intercultural learning by broadening students’ understanding of controversial and contemporary issues. These materials frequently encouraged students to question stereotypes and engage with multiple perspectives, though such opportunities were more prevalent in the higher years (KS3 and KS4). In earlier key stages, culture tended to be presented at a more superficial or knowledge-based level. Although students occasionally encountered rich cultural material, tasks that enabled interpretation, comparison, or critical reflection were rarely included in lower year materials. This echoes patterns found in other textbook-based studies (Shin et al., 2011; Méndez-García, 2005), where deep culture elements and skills of discovery were more commonly reserved for learners with higher language proficiency and cognitive maturity.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

A particularly striking feature of the Year 10 materials was the explicit integration of critical cultural awareness and action. These appeared through activities that addressed sociopolitical issues, including racism, human rights, and ideological critique. Tasks prompted students to analyse political discourse, reflect on their own beliefs, and take a stance through debates or action plans. These practices point to an emerging commitment to critical intercultural competence in the upper year levels. However, this emphasis was uneven across the key stages. The dominance of the target culture—particularly the UK and US—remained a consistent pattern, limiting the extent to which students engaged with diverse global perspectives or developed the ability to relate across cultures.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Although a range of ICC components were identifiable across the materials—including attitudes, knowledge, skills, and, occasionally, action—the teaching of culture was not always approached systematically. Many tasks relied on implicit learning rather than intentional cultural instruction. Teachers were often left to interpret or supplement the cultural content without clear guidance from the materials. While drama, drawing, debates, and role play were present in varying degrees, compare/contrast activities were rare, and opportunities for cultural mediation or dialogue across international perspectives were limited. This reflects a broader challenge in both EMI and EFL contexts: balancing linguistic goals with intercultural aims.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Critically reflecting on these patterns, it becomes clear that the integration of deep cultural learning and ICC development is feasible and pedagogically meaningful but remains inconsistently embedded across key stages and material types. Deep culture elements—though present—are heavily reliant on literary texts, and intercultural skills are more likely to be developed when students are provided with multimodal, scaffolded tasks that foster critical reflection. The findings support previous calls in the literature for more balanced cultural representation and pedagogical intentionality (Byram et al., 2002; Lázár et al., 2007). In order to fully realise the potential of culture teaching, materials must move beyond surface representations and provide structured opportunities for students to explore culture through inquiry, comparison, and action. Furthermore, teacher training and instructional guidance are essential if culture is to be taught not only as content but as lived, dynamic experience.
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