INVESTIGATING TEACHERS’ PERSPECTIVES ON CHALLENGES OF CULTURALLY RESPONSIVE PEDAGOGY IN ELT

Abstract

This study investigates teachers’ perspectives on the challenges of implementing culturally responsive pedagogy (CRP) in English Language Teaching (ELT) within the Indonesian context. As English is widely taught as a global language, the need to integrate learners’ cultural backgrounds into teaching practices has become increasingly significant. However, despite its recognized importance, the implementation of culturally responsive pedagogy remains limited due to various pedagogical, institutional, and         contextual constraints. This study aims to explore the challenges faced by English teachers and to understand how these challenges affect their teaching practices. A qualitative research design was employed, involving semi-structured interviews, classroom observations, and document analysis. The participants consisted of English teachers from secondary schools who were selected             purposively based on their teaching experience. Data were analyzed using thematic analysis to identify patterns related to teachers’ experiences and perceptions. The findings reveal that teachers  encounter several major challenges, including limited understanding of culturally responsive pedagogy, lack of culturally relevant teaching materials, rigid curriculum requirements, and the dominance of Western cultural content in ELT resources. Additionally, institutional factors such as limited professional training and lack of support further hinder the effective implementation of CRP. The study concludes that although teachers acknowledge the importance of culturally responsive pedagogy, its implementation is still constrained by systemic and practical barriers. Therefore, there is a need for continuous professional development and curriculum reform to support teachers in integrating culturally responsive practices effectively in ELT classrooms.