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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8.3 Findings
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8.3.1 Analysis of the School Curriculum

8.3.1 Analysis of the School Curriculum

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In examining how CDA and ICC are embedded in school documents, I analysed the English programmes outlined in the British National Curriculum for KS2, KS3, and KS4, as implemented at the observed EMI international school in Budapest. The curriculum for Years 5 and 6, labelled as upper KS2, was reviewed first, followed by the Secondary National Curriculum used in KS3 and KS4.

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The findings indicate that although culture learning is present, it is not explicitly foregrounded. The English curriculum primarily focuses on developing English as a first language through reading, writing, listening, speaking, grammar, and vocabulary. Culture is referred to mainly as part of a broader educational aim to support pupils’ spiritual, moral, cultural, and emotional development. Literature is the primary vehicle for this, with references to myths, legends, and books from diverse traditions. The idea of communication across audiences and contexts is encouraged, particularly through spoken language objectives. While the curriculum for modern foreign languages clearly frames culture as a gateway to understanding the world, the English curriculum’s treatment of culture remains implicit.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The integration of culture into English teaching appears mostly through literature. Although works from other cultures are included, there is little specificity about which cultures are represented. As expected, the dominant focus is on British culture. This mirrors the findings of other parts of the case study, where British cultural content was prevalent in both teaching materials and classroom practices. Given the national scope of the curriculum, such a focus is understandable.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Nonetheless, various cultural dimensions—big C, little c, and deep culture—are indirectly included through literature, religious education, PSHE, and cross-curricular activities. For example, reading about museums or theatre visits links cultural knowledge with functional language use. The curriculum supports cultural understanding through developing pupils’ knowledge and skills, particularly those related to critical reading, vocabulary development, inference, and multiperspectivity. Pupils are encouraged to evaluate texts, consider multiple viewpoints, and communicate effectively with varied audiences. Although not framed as ICC explicitly, such skills closely align with its components.

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The curriculum promotes sociolinguistic awareness through teaching about register, grammar, and varieties of English. Statements about building wide vocabularies and understanding linguistic conventions suggest a sociolinguistically sensitive approach. References to world literature and language diversity hint at cultural awareness goals, albeit not under the banner of CDA or ICC.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Teachers are positioned as central figures in guiding this development. They are responsible for creating stimulating lessons around the core knowledge provided and must respond to diverse student needs. While learning objectives are clearly stated, pedagogical strategies are only partially prescribed, allowing some autonomy. Teachers are also expected to account for learners’ backgrounds, especially when pupils’ first language is not English. They are described as facilitators and supporters, aiming to develop both affective and cognitive capacities in students.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Students, in turn, are encouraged to take an active role in their own learning, not only by acquiring knowledge but by participating in discussions, peer collaboration, and independent study. Their development is framed as cognitive, social, and linguistic, particularly through spoken language activities. The curriculum emphasises independence and self-driven learning, including reading beyond the classroom and engaging in structured conversation.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Although the British National Curriculum does not explicitly reference CDA or ICC, its content suggests a latent presence of both through its emphasis on reading diverse literature, developing sociolinguistic awareness, and promoting communication across contexts. However, the curriculum’s implicit treatment of cultural content and lack of specificity in referring to international perspectives or critical engagement with cultural difference limits its transformative potential. Teachers are central agents in mediating these goals, yet the responsibility to interpret and implement cultural learning largely falls on them, given the absence of clearly defined cultural outcomes. Consequently, while the curriculum lays a foundational framework for developing CDA and ICC-related components, its realisation in practice is contingent upon teacher agency and pedagogical interpretation.
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