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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9.3 Findings
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9.3.2 The Students’ Perceived Knowledge and Understanding of Different Cultures

9.3.2 The Students’ Perceived Knowledge and Understanding of Different Cultures

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The participating students were asked to explain why it is important to have knowledge of their classmates’ cultural backgrounds. They consistently highlighted that understanding cultural rules, especially those related to religion and values, helps avoid offensive behaviour and facilitates respectful communication. Pierre stated, “I think it’s important not to break the rules they follow in their cultures. I know the boundaries of how they feel in their culture, for example, religion.” Kate echoed this view, explaining that “a word that doesn’t mean anything wrong in your culture might be very rude in their culture.”

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Students linked knowledge with communicative sensitivity, noting that understanding the reasons behind others’ actions helped them navigate differences. Zara pointed out, “Information about different cultures helps to know why people do things or not,” while Miguel reflected on dietary practices, noting, “If you have information, you will not accidentally say anything offensive… you won’t mention the food they can or can’t eat.” These responses reflected a strong awareness of the nuances of intercultural interaction and the need to adapt one’s behaviour in a diverse environment—an essential aspect of intercultural competence (Barrett et al., 2017).

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When asked what kind of information they would like to learn and how they would access it, most students focused on sensitive aspects such as religion and upbringing. They stated that this knowledge helped them interpret behaviours and avoid miscommunication. Benjamin remarked, “It’s important to know about religion… so you can understand them and learn how to communicate.” Another student explained that if something appeared unfamiliar, “I wouldn’t be shocked; I would just accept it.”

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The students described proactive strategies such as asking questions and conducting research to deepen their understanding. Pierre noted, “I think you should know all the basics of their culture… and always ask them if it’s wrong in their culture. I guess we can also research a bit.” Their comments indicated a mature, open-minded approach to difference, with a focus on mutual understanding rather than judgment.

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Given their diverse backgrounds, it was unsurprising that students frequently referred to religion when explaining behaviours or norms. For example, they discussed religious reasons for students choosing to sit with peers of the same gender or avoiding dating. My prior knowledge of the students’ cultural and religious contexts, including observations made inside and outside the classroom, supported these interpretations.

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The findings illustrate that the participating students had developed a meaningful understanding of how cultural knowledge influences interpersonal communication. Their insights extended beyond surface-level awareness to include the motivations behind behaviours, shaped by beliefs, values, and religion. Their proactive interest in learning about their peers’ cultural backgrounds, coupled with an emphasis on avoiding offence, reflects a growing intercultural sensitivity and adaptability. While their responses primarily focused on practical respect and awareness, they also demonstrated analytical thinking and openness—core components of ICC. These reflections, shaped by the school’s multicultural context, underline the importance of everyday intercultural interactions in building deeper cultural understanding and respectful dialogue.
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