Abstract

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.

School

School of Humanities and Social Sciences

Department

Applied Linguistics Department

Degree Name

MA in Teaching Arabic as a Foreign Language

Graduation Date

Spring 2-2026

Submission Date

9-10-2025

First Advisor

Dr.Raghda ElEssawi

Committee Member 1

Dr.Dalal Aboelseoud,

Committee Member 2

Dr.Shahira Yacout

Extent

199p.

Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

Disclosure of AI Use

Thesis editing and/or reviewing

Download

Share

COinS