Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes - 8.2.1 Research Context and Participants

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

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8 Analysis of the Approach of the School to the Development of Cultural Diversity Awareness (CDA) and Intercultural Communicative Competence (ICC) in the English Curriculum, Syllabuses and Official Documents – Data Source 4: Document Analysis

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8.2 Research Design and Methods

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8.2.1 Research Context and Participants

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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_516/#m1332dscda_516 (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_516/#m1332dscda_516)

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_516/#m1332dscda_516)

BibTeX EndNote Mendeley Zotero

Data Source 4 focused on the analysis of the official school documents, including the British National Curriculum and associated syllabuses used in English classes for Key Stages (KS) 2, 3, and 4 at the observed EMI international school in Budapest. The documents covered Year Groups 5 to 10, corresponding to pupils aged 9 to 15. These year groups were selected to ensure consistency with the classroom observation and teacher interview studies previously conducted, which also targeted the same key stages. This alignment allowed for coherent cross-referencing across data sources.

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The rationale for focusing on the middle and upper primary classes was based on the assumption, supported by Sadeghi and Sepahi (2017), that pupils at this stage possess sufficient cognitive and linguistic maturity to engage with topics related to little c and deep culture. My own professional experience teaching English in these year groups further informed the selection, as it offered familiarity with the structure and content of the curriculum, syllabuses, and teaching materials in use at the school.

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