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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8.3.3 Analysis of Syllabuses for English Classes in KS3

8.3.3 Analysis of Syllabuses for English Classes in KS3

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The syllabuses used in Years 7 to 10 at the observed EMI international school were closely aligned with the British National Curriculum and analysed thematically as part of the broader case study. Although culture learning is embedded in the learning objectives, it is rarely identified explicitly as such. As in KS2, the target culture dominates the materials, though international perspectives are included to some extent.

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All three cultural dimensions—big C, little c, and deep culture—are evident in the syllabuses. In contrast to KS2, however, little c and deep culture appear more frequently and with greater complexity. Big C culture is reinforced through the emphasis on canonical English literature, both historical and contemporary. Texts span a broad literary range and are accompanied by contextual materials on historical periods such as the English Civil War, the Great Depression, the Jim Crow era, and both World Wars. Biographical details of authors and figures from music, politics, and exploration also contribute to the cultural knowledge presented. While language instruction remains focused on English, the inclusion of language families and historical linguistics broadens the scope.

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Elements of little c culture are conveyed through the social codes and norms of different historical periods. Pupils are encouraged to research the cultural expectations of, for example, Victorian or Elizabethan England to better understand texts like The Picture of Dorian Gray or Shakespearean plays. Deep culture is addressed more directly in KS3 through thematic discussions on ethics, gender, and identity. Examples include analysing power relations in Of Mice and Men or exploring gender norms through LGBTQ+ representation and the portrayal of social taboos. Students are asked to reflect critically on the social acceptability of behaviours, encouraging engagement with contested cultural values.

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The ICC components most consistently developed are attitudes, knowledge and understanding, and skills. Empathy is a key affective focus, cultivated through imaginative exercises like role-play, diary writing, and character reflection. One syllabus invites students to “develop reasons for and against sympathising with particular characters,” and differentiates between empathy and sympathy. Curiosity is similarly nurtured through inquiry-based tasks. While respect, openness, and tolerance are not explicitly named, they are fostered indirectly through engagement with varied cultural norms and historical contexts.

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Knowledge and understanding are developed through a variety of text types and media, including visual, audio, and written resources. Background information is often provided to aid interpretation of literature, such as notes on the slave trade or the US justice system in support of the Black Lives Matter unit. Students are also expected to investigate historical authorship contexts as part of their engagement with pre-1914 literature.

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Skills of discovery, interpreting, and relating are central to the tasks outlined. Presentations, group projects, debates, and class discussions encourage interpretation and collaboration. Pupils are prompted to relate past cultural frameworks to contemporary issues—an approach that begins to foster critical cultural awareness. Literary analysis exercises further develop linguistic, discourse, and sociolinguistic skills. For example, the analysis of dialects in Blood Brothers introduces pupils to sociolect and class-based language variation.

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Action is promoted through the interrogation of characters, moral dilemmas, and societal issues. Although primarily explored through literature, students are asked to evaluate ethical positions and challenge injustice. Stereotypes, racism, and different forms of discrimination are discussed, and students are encouraged to imagine strategies to counter them. In this way, ICC development moves beyond passive reception and into engagement with real-world social and moral questions.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The KS3 syllabuses offer a broader and more explicit engagement with CDA and ICC than in KS2, particularly through the inclusion of deep culture themes and the emphasis on empathy, critical thinking, and social reflection. However, the overall framework remains heavily centred on the target culture, particularly British literary and historical narratives. While skills and attitudes are developed through meaningful literary tasks, action and critical reflection remain underrepresented or only implied. These syllabuses hold potential for fostering intercultural competence but require more deliberate and inclusive strategies to ensure that learners are equipped to engage critically and ethically with cultural complexity across both target and international contexts.
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