Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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9 The Students’ Views About the Development of their Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 5: Interviews with the Students
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9.1 Introduction

9.1 Introduction

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Following the previous stages of this study—including the teacher interviews, classroom observations, and analyses of syllabuses, teaching materials, and school documents—I aimed to understand how CDA and ICC are intended to be fostered at the observed EMI school in Budapest. The findings indicated that while teachers showed positive attitudes towards culture teaching and incorporated cultural elements into their English lessons, these remained largely implicit, knowledge-driven, and centred on the target culture.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The reviewed documents confirmed the inclusion of various cultural dimensions—big C, little c, and deep culture—as well as multiple ICC components aligned with existing frameworks (Byram, 1997; Lázár et al., 2007; Barrett et al., 2014; Gómez Rodríguez, 2015a, 2015b). However, to explore how students themselves perceive these efforts, I conducted Data Source 5: a qualitative, exploratory interview study. This phase focused on gathering students’ views about their own CDA and ICC development, analysed thematically to uncover patterns in their responses to the school’s intercultural teaching practices.
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