Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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2 Theoretical and Empirical Background
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2.1 Key Terms and Definitions
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2.1.1 Culture

2.1.1 Culture

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The concept of culture is notoriously complex and contested, with scholars offering a wide range of definitions depending on disciplinary focus and theoretical orientation (Spencer-Oatey, 2000; Useem et al., 1963). For the purposes of this monograph, which explores culture in the context of language education, culture is understood as a set of learned and shared attitudes, values, beliefs, behaviours, and practices that shape the ways individuals make sense of the world and interact within social groups.

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Spencer-Oatey (2000) defines culture as a “fuzzy set of basic assumptions and values… that are shared by a group of people, and that influence (but do not determine) each member’s behaviour and interpretation of meaning” (p. 4). This definition underscores both the shared and acquired nature of culture, aligning with the view that culture is not inherited but learned through socialisation (Spencer-Oatey, 2012; Useem et al., 1963). Turner (1999) offers a complementary perspective by defining culture as “a dynamic process which produces the behaviours, the practices, the institutions, and the meanings which constitute our social existence” (p. 52), and highlights language as a key mechanism in the production and reproduction of cultural meanings.

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In language education, culture is not an add-on but an essential component. As Byram and Morgan (1994), Kramsch (1993), and Bennett (1997) argue, language and culture are inseparably linked. Bennett (1997) famously warns against producing “fluent fools”—language learners who may have high linguistic proficiency but lack the cultural competence to use the language meaningfully.

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Therefore, developing CDA and ICC requires more than linguistic knowledge; it involves integrating cultural understanding, skills, and attitudes into language teaching. As such, this monograph adopts a dynamic and critical view of culture that prioritises awareness of cultural diversity, recognition of difference, and the development of intercultural sensitivity in language learning contexts.
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