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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8.2.4 Data Collection and Analysis

8.2.4 Data Collection and Analysis

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The analysed documents included the British National Curriculum for English (KS2–KS4), school syllabuses aligned with the curriculum, and other official documents such as policies and mission statements found on the school’s website. The syllabuses were accessed via the websites regularly used by the observed school; https://www.twinkl.hu/ for KS2 and https://www.hamilton-trust.org.uk/ for KS3 and KS4.

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The curriculum content was detailed and organised by key literacy components (e.g., word reading, comprehension, composition, grammar, vocabulary, spoken English), and accompanied by guidance, glossaries, and statutory requirements. The syllabuses provided structured termly units, specifying learning outcomes, lesson foci, genres, required resources, and suggested teaching timeframes. Teaching materials supporting these syllabuses were included in the corresponding resource packs. Additional documents, such as the EAL policy, SPHE policy, competences document, curriculum policy, and mission statement, were also analysed.

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Thematic analysis was applied to the data (Braun & Clarke, 2006). The analytical framework, adapted from Ben-Peretz (1977), enabled the identification of themes related to the five parts of the research instrument. A combination of inductive and deductive approaches was used, incorporating both semantic and latent levels of analysis. The latent analysis was particularly useful in identifying deep culture elements and critically oriented representations of culture in the documents.

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Where relevant, the framework incorporated classifications from existing studies, such as Lavrenteva and Orland-Barak (2015) for cultural orientations, Shin et al. (2011) and Kachru’s (1985) model for types of culture, and the CDA/ICC models of Byram (1997), Barrett et al. (2014), and others. Data were analysed thematically and systematically coded according to the five analytical dimensions. Any emerging themes outside the predefined categories were also recorded and critically evaluated.
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