Instructions for respondents

4. Grade levels taught (select all that apply)

Grade 7 only

Grades 7–8

Grades 7–9

Other (please specify)

5. Textbook edition(s) in use for Grade 7:

8. Access to professional development on intercultural communicative competence (ICC):

None

Occasional

Regular

Section B. Perceived textbook adequacy for each BAYRAM savoir Instruction:This section would measure the level of the textbooks’ adequacy for fostering ICC.

Put a check (✓) mark corresponding to your rating based on the following scale:1=Not at all adequate, 2=Inadequate, 3=Moderately Adequate, 4= Sufficiently adequate, 5=Fully adequate

A1.The Grade 7 textbook provides explicit prompts that foster curiosity about cultures beyond China and models respectful intercultural dialogue.

	1	2	3	4	5

A2.The textbook models respectful intercultural communication within activities and prompts.

	1	2	3	4	5

A3.The textbook promotes an open and empathetic approach to cultural differences, fostering curiosity, tolerance, and the suspension of judgment when encountering unfamiliar practices or perspectives.

	1	2	3	4	5

B1.The textbook presents diverse cultural content (local/regional and global) with context and nuance.

	1	2	3	4	5

B2.The textbook explains how culture influences language use and communication.

	1	2	3	4	5

B3.The textbook promotes an open and empathetic approach to cultural differences, fostering curiosity, tolerance, and the suspension of judgment when encountering unfamiliar practices or perspectives.

	1	2	3	4	5

C1.The textbook offers tasks requiring interpretation of cultural messages and justification of interpretations.

	1	2	3	4	5

C2.The textbook provides opportunities for cross-cultural comparison with explicit criteria.

	1	2	3	4	5

C3. The textbook includes multimodal content (images, audio, video) that students interpret to derive cultural meaning.

	1	2	3	4	5

D1.The textbook includes collaborative tasks requiring information gathering from diverse sources.

	1	2	3	4	5

D2.The textbook provides guidance on evaluating sources and synthesizing information.

	1	2	3	4	5

D3.The textbook supports interaction strategies (e.g., translanguaging, turn-taking protocols, structured discussion).

	1	2	3	4	5

E1.The textbook includes activities for critical analysis of representations and bias and prompts for proposing alternative portrayals.

	1	2	3	4	5

E2. The textbook offers action-oriented tasks connected to real-world intercultural or civic contexts.

	1	2	3	4	5

E3. The textbook fosters reflection on ethical considerations and responsible intercultural engagement.

	1	2	3	4	5

F1. The textbook integrates rights-based discourse and respect for human dignity across cultures.

	1	2	3	4	5

F2. The textbook links language learning to global interdependence and sustainability issues.

	1	2	3	4	5

F3. The textbook prompts ethical reasoning and potential actions related to global citizenship.

	1	2	3	4	5

Section C: Classroom practices translating into ICC developmentInstruction:

This section considers the practices that you do in our classroom that may translate content into ICC development. Please provide your rating on the following indicators based on the following scale: 1=Never, 2=Rarely, 3=Sometimes, 4=Often, 5=Always

C01. Frequency of explicit intercultural discourse in class

	1	2	3	4	5

C03. Opportunities for collaborative intercultural inquiry

	1	2	3	4	5

Section D: Attitudes toward cosmopolitan/global citizenship

Instruction:Please rate your degree of agreement/disagreement on the following indicators based on the following scale: 1=Strongly disagree, 2=Disagree, 3=Neutral, 4=Agree, 5=Strongly agree

D01. Belief that language learning should cultivate global awareness and justice

	1	2	3	4	5

D02. Perceived relevance of global citizenship to classroom practice.

	1	2	3	4	5

D03. Willingness to implement classroom projects with real-world global impact

	1	2	3	4	5

E1. Please describe a unit or activity where intercultural content worked well or poorly, and explain why.

E2. What resources or supports would help you enhance ICC and cosmopolitan aims in Grade 7 English?

E3. Any regional/school-specific factors that influence how intercultural content is taught or assessed?

E4. Additional suggestions for improving textbook alignment with BAYRAM’s savoirs and cosmopolitan/global citizenship goals.