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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8.2.3 Data Collection Instrument

8.2.3 Data Collection Instrument

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An analytical tool was developed to examine how culture and ICC are embedded in the curriculum, syllabuses, and school policies. This tool (see Appendix G) was structured into five parts:

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  • Part 1 analysed the conceptual relationship between language and culture in the documents. It examined whether language is treated as a means for acquiring cultural knowledge, or if language and culture are viewed as inseparable.
  • Part 2 explored the types of culture presented, distinguishing between target cultures (English-speaking countries), international cultures (non-English-speaking countries), or both.
  • Part 3 focused on aspects of culture (big C, little c, and deep culture), investigating whether these elements were presented in ways that promoted critical engagement and intercultural sensitivity.
  • Part 4 investigated the presence of ICC components (attitudes, knowledge and understanding, skills of discovery and interaction, interpreting and relating, action, and critical cultural awareness/political education), based on the frameworks developed by Byram (1997) and Barrett et al. (2014).
  • Part 5 examined the roles assigned to teachers and students in the development of CDA and ICC. This included a focus on cognitive and affective development and whether learners were positioned as active participants or passive recipients.
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