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“Language Learners as Ethnographers: A Case Study on A Pedagogical Approach to Developing Intercultural Communicative Competence”
Despite the extensive theoretical models and frameworks for Intercultural Communicative Competence (ICC), pedagogical approaches to teaching culture remain underexplored. This study examined the effectiveness of integrating a pedagogical framework—the OSEE framework developed by Deardorff (2000)—wit...
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| Format: | Thesis |
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AUC Knowledge Fountain
2026
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| Summary: | Despite the extensive theoretical models and frameworks for Intercultural Communicative Competence (ICC), pedagogical approaches to teaching culture remain underexplored. This study examined the effectiveness of integrating a pedagogical framework—the OSEE framework developed by Deardorff (2000)—within a language classroom context. Using a mixed-methods approach, data were collected through audio-recorded reflections, a questionnaire, an interview, and a final project video presentation in a single-case study design. Data analysis followed Miles and Huberman’s (2014) model of qualitative analysis, employing a funneling approach tailored to each research question: the first applied Chen and Starosta’s ICC model (1996;1999) the second used deductive thematic analysis to connect findings to existing literature; and the third investigated challenges in implementing the OSEE framework, using it as a guiding structure for analysis. Findings indicate that despite challenges the subject faced when implementing the targeted framework, incorporating OSEE did help the case study participant develop perspective-taking and perspective transformation towards targeted cultural products and practices—key aspects in ICC development. The study also highlights the positive effect resulting from active cognitive, affective, and behavioral engagement with OSEE framework on helping the study participant display signs of developing third place towards targeted cultural phenomena. |
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