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Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
5 Teachers’ Perceived Attitudes and Practices Concerning the Development of Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in an International School in Budapest – Data Source 1: Interviews with the Schoolteachers
5 Teachers’ Perceived Attitudes and Practices Concerning the Development of Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in an International School in Budapest – Data Source 1: Interviews with the Schoolteachers
5.1 Introduction
5.2 Research Design and Methods
5.3 Findings
5.4 Discussion
Eszköztár
Tartalomjegyzék
Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
Copyright page
Series editors’ foreword
Acknowledgements
1 Introduction
2 Theoretical and Empirical Background
2.1 Key Terms and Definitions
2.1.1 Culture
2.1.2 Cultural Diversity Awareness
2.1.3 An Overview of Communicative Competence, Intercultural Competence, and Intercultural Communicative Competence
2.1.4 Intercultural Communicative Competence (ICC)
2.1.5 Multiculturalism
2.1.6 English as the Medium of Instruction
2.2 Aspects of Culture
2.2.1 Big C culture, Little c Culture, and Deep Culture
2.2.2 A Critical Approach to Culture in the Teaching of Second/Foreign Languages
2.3 The Components of Intercultural Communicative Competence
2.4 Teaching Culture and Developing CDA and ICC in the Teaching of English as a Second or Foreign Language
2.5 Approaches and Techniques for Teaching Culture and Developing CDA and ICC in Teaching English as a Second or Foreign Language and English as a Medium of Instruction
2.6 Empirical Studies on Teaching Culture, CDA, and ICC in Language Classes
2.6.1 Studies on Language Teachers’Attitudes Towards Teaching Culture, CDA, and ICC
2.6.2 Studies on Language Teaching Materials for Teaching Culture, CDA, and ICC
2.6.3 Studies on the Practice of Teaching Culture and Developing CDA and ICC in Language Classes
3 Purpose of the Study and Research Questions
4 Research Design and Methods
4.1 Research Design
4.2 Data Sources, Collection Procedures, and Analysis in a Case Study Context
4.3 Research Ethics and Quality Control
5 Teachers’ Perceived Attitudes and Practices Concerning the Development of Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in an International School in Budapest – Data Source 1: Interviews with the Schoolteachers
5.1 Introduction
5.2 Research Design and Methods
5.2.1 Research Context and Participants
5.2.2 Research Design
5.2.3 Interview Instrument and Focus
5.2.4 Data Collection and Analysis
5.3 Findings
5.3.1 Teachers’ Attitudes Towards the Concept of Culture
5.3.2 Teachers’ Perceived Attitudes Towards Culture Teaching
5.3.3 Teachers’ Attitudes Towards Learning About Different Cultures
5.3.4 Teachers’ Practices in Teaching Culture and Developing CDA and ICC
5.4 Discussion
6 Teachers’ Perceived Attitudes and Practices and Students’ Responses to the Development of Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 2: Classroom Observation
6.1 Introduction
6.2 Research Design and Methods
6.2.1 Research Context and Participants
6.2.2 Research Design
6.2.3 Data Collection Instrument
6.2.4 Data Collection and Analysis
6.3 Findings
6.3.1 Teachers’ Perceived Attitudes and Practices and Students’ Responses in Relation to the Development of CDA and ICC in Year Group 5
6.3.2 Teachers’ Perceived Attitudes and Practices and Students’ Responses in Relation to the Development of CDA and ICC in Year Group 6
6.3.3 Teachers’ Perceived Attitudes and Practices in Relation to the Development of CDA and ICC in Year Group 8
6.3.4 Teachers’ Perceived Attitudes and Practices in Relation to the Development of CDA and ICC in Year Group 9&10
6.3.5 Teachers’ Perceived Attitudes and Practices in Relation to the Development of CDA and ICC in EAL Classes
6.3.6 The Students’ Responses to the Development of CDA and ICC in Terms of Demonstrating ICC Components in English and EAL Classes
6.4 Discussion
7 The Place of Culture in Teaching Materials Used in an International School in Budapest – Data Source 3: Teaching Materials Analysis
7.1 Introduction
7.2 Research Design and Methods
7.2.1 Research Context and Participants
7.2.2 Research Design
7.2.3 Data Collection Instrument
7.2.4 Data Analysis
7.3 Findings
7.3.1 Types of Culture
7.3.2 Aspects of Culture: Big C culture, Little c Culture, and Deep Culture
7.3.3 The Components of ICC
7.3.3.1 Components of Intercultural Communication in the Year 5 Materials
7.3.3.2 Components of Intercultural Communication in the Year 6 Materials
7.3.3.3 Components of Intercultural Communication in the Year 7 Materials
7.3.3.4 Components of Intercultural Communication in the Year 8 Materials
7.3.3.5 Components of Intercultural Communication in the Year 9 Materials
7.3.3.6 Components of Intercultural Communication in the Year 10 Materials
7.3.4 Analysis of the Guidance for Teachers
7.4 Discussion
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
8.1 Introduction
8.2 Research Design and Methods
8.2.1 Research Context and Participants
8.2.2 Research Design
8.2.3 Data Collection Instrument
8.2.4 Data Collection and Analysis
8.3 Findings
8.3.1 Analysis of the School Curriculum
8.3.2 Analysis of the Syllabuses for English Classes Followed in KS2
8.3.3 Analysis of Syllabuses for English Classes in KS3
8.3.4 Analysis of Syllabuses for English Classes Followed in KS4
8.3.5 Analysis of the Official School Documents
8.4 Discussion
9 The Students’ Views About the Development of their Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 5: Interviews with the Students
9.1 Introduction
9.2 Research Design and Methods
9.2.1 Research Context and Participants
9.2.2 Research Design
9.2.3 Data Collection Instrument
9.2.4 Data Collection and Analysis
9.3 Findings
9.3.1 The Students’ Perceived Attitudes to Different Cultures
9.3.2 The Students’ Perceived Knowledge and Understanding of Different Cultures
9.3.3 The Students’ Perceived Skills of Interpreting, Relating, Discovery, and Interaction
9.3.4 The Students’ Critical Cultural Awareness/Political Education and Action
9.4 Discussion
10 The Parents’ Views About Their Children’s Development of Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 6: Interviews with the Parents
10.1 Introduction
10.2 Research Design and Methods
10.2.1 Research Context and Participants
10.2.2 Research Design
10.2.3 Data Collection Instrument
10.2.4 Data Analysis
10.3 Findings
10.3.1 The Parents’ Reasons for Sending Their Children to an International School
10.3.2 The Parents’ Expectations Concerning International Schools
10.3.3 The Effects on Students of studying in a Multicultural School
10.3.4 Teaching and Learning Cultures
10.3.5 Parents’ Perception of ICC Components
10.3.6 Aspects of Other Cultures
10.4 Discussion
11 Overall Conclusions
12 Implications
12.1 Implications for the Development of CDA and ICC in the Context of English Language Education
12.2 Implications for Critical Culture Teaching and the Development of CDA and ICC in the Context of English Language Education
12.3 Implications for Developing Language Teachers’ Attitudes and Practices in Relation to Teaching CDA and ICC
12.4 Implications for Designing English Teaching Materials for Teaching Culture and Developing Intercultural Competence and Critical Cultural Awareness
12.5 Implications for Designing and Selecting Curricula Focused on Culture Teaching and the Development of Intercultural Competence and Critical Cultural Awareness
12.6 Implications for Teacher Training Programmes in English as a Second or Foreign Language
13 Limitations
14 Suggestions for Further Research
References
Appendices
Appendix A: An Interview Schedule for Schoolteachers
Appendix B: Teaching Materials Analysis Criteria
Appendix C: A Copy of Teaching Guidance
Appendix D: A Copy of Teaching Guidance
Appendix E: A Sample Syllabus of Year 5
Appendix F: A Sample Syllabus of KS3
Appendix G: School Documents Analysis Criteria
Appendix H: An Interview Schedule for Students
Appendix I: An Interview Schedule for Parents
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