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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2.1.2 Cultural Diversity Awareness

2.1.2 Cultural Diversity Awareness

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While the term cultural diversity awareness (CDA) appears frequently in the literature (Brown, 2004; Larke, 1990), it lacks a precise, universally accepted definition. Some scholars use it interchangeably with cross-cultural awareness (e.g., Dasli, 2011; Knutson, 2006), although the two are not identical. CDA tends to offer a more concrete and multidimensional understanding of culture, focusing on the diversity within and across cultural patterns, while cross-cultural awareness is often framed as understanding “the Other” across national boundaries and languages (Kramsch, 1998, p. 81).

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Damen (1987) broadens this view by including one’s own culture: “Cross-cultural awareness involves uncovering and understanding one’s own culturally conditioned behaviour and thinking, as well as the patterns of others” (p. 141). Her emphasis on recognising both internal and external cultural influences aligns with the core of CDA, which goes beyond comparison to encourage reflection on one’s own cultural assumptions.

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Given the lack of an established definition, this monograph conceptualises CDA as the awareness and understanding of both one’s own and others’ cultural practices and values—including visible, hidden, and controversial elements. CDA promotes criticality, openness, and cognitive and affective flexibility. Importantly, it acknowledges that learners may not always fully accept or understand others’ cultural norms but can still develop an informed tolerance and sensitivity to difference.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As classrooms become increasingly diverse due to globalisation and migration, CDA becomes essential for fostering mutual understanding and effective communication. Scholars argue that this growing diversity demands greater cultural awareness among both teachers and students (Acquah & Commins, 2015; Angelova & Zhao, 2014; Gay, 2013; Knutson, 2006; Larke, 1990). In response, this study explores how CDA can be cultivated through language education by integrating cultural perspectives into both content and pedagogy.
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