Cultural Literacy (CL) encompasses the competencies required for effective participation in multicultural societies. This study examines the development of dialogicity and CL learning content across three tasks -- questions, art, and role-playing -- during a ten-session intervention with 26 high school students. We employed a statistical analysis and an Epistemic Network Analysis (ENA) to investigate small group discussions. Results indicate that the questions task facilitated the most productive dialogue with higher co-occurrences of CL content codes, suggesting enhanced co-construction of knowledge. Role-playing elicited disputative dialogue, bolstering argumentation skills. Unexpectedly, the art task resulted in lower dialogicity and less content emergence. ENA offered deep insights into the temporal relationships within dialogues, highlighting the critical role of the co-occurrences between codes in dialogicity research. The findings emphasise the importance of task selection in CL interventions, with questions and role-playing proving more effective than art in fostering dialogue and enhancing CL learning.