LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 25:8 August 2025
ISSN 1930-2940

Editors:
         Selvi M. Bunce, M.A., Ph.D. Candidate
         Nathan Mulder Bunce, M.A., Ph.D. Candidate
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

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Culturally Responsive Pedagogy in English Language Teaching: Embracing Diversity for Inclusive Learning

Sudharsini K

Abstract

In today's increasingly multicultural classrooms, English Language Teaching (ELT) must evolve to reflect and respect the diverse cultural backgrounds of learners. Culturally Responsive Pedagogy (CRP) is an educational approach that acknowledges the cultural knowledge, prior experiences, and unique learning styles of students to create more inclusive and effective learning environments. This paper explores the role and impact of CRP in ELT contexts, with a focus on how language teachers can integrate culturally relevant practices into curriculum design, instructional strategies, and classroom interactions. The study adopts a qualitative methodology, including interviews with ELT teachers, classroom observations, and student surveys to understand how CRP is currently implemented and perceived by instructors and learners. Findings reveal that CRP enhances student engagement, fosters a sense of belonging, and promotes better language acquisition outcomes. However, the research also identifies barriers such as limited teacher training, lack of culturally diverse teaching materials, and systemic constraints within institutions. The paper argues that integrating CRP into ELT is not only pedagogically effective but also ethically necessary in fostering equity and inclusion in language education. Practical recommendations are offered for curriculum planners, teacher educators, and policymakers to better support culturally responsive approaches in ELT classrooms worldwide.

Keywords:Culturally Responsive Pedagogy, English Language Teaching (ELT), Multicultural Education, Inclusive Learning, Intercultural Competence

Introduction

In an era of globalization and migration, English language classrooms have become increasingly diverse, with students coming from a wide array of cultural, linguistic, and social backgrounds. This shift challenges traditional, one-size-fits-all teaching methods and demands a more inclusive, culturally sensitive approach to language instruction. Culturally Responsive Pedagogy (CRP) has emerged as a key framework that addresses these challenges by centering learners' cultural identities and lived experiences in the learning process. Originally conceptualized in the context of multicultural education, CRP has found meaningful application in English Language Teaching (ELT), where language is deeply intertwined with culture. This paper investigates how CRP can be effectively integrated into ELT practices, exploring its benefits, challenges, and practical applications. It emphasizes the importance of recognizing students' cultural capital as a resource rather than a barrier, and highlights the role of teachers in mediating culturally inclusive interactions. By drawing on qualitative research conducted among ELT professionals and learners, the study aims to provide insights into current practices and propose actionable strategies for more equitable and responsive teaching. Through this inquiry, the paper contributes to the growing body of scholarship that advocates for a more humanistic and inclusive approach to language education.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Sudharsini K
Assistant Professor
Department of English
Suguna College of Arts and Science,
Coimbatore

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