Teachers' Perceptions Regarding the Role and Impact of Local Cultural Contexts on English Language Teaching

Abstract

This study investigates Pakistani English language teachers’ attitudes toward impact of cultural factors in ELT practices during classroom teaching. We used a qualitative research design, with semi-structured interviews carried out with 15 English teachers from various language centers in Lahore. The results show that such an awareness among the teachers helps them build local cultural entries to promote student understanding and motivation in learning English. But, practical integration of cultural elements faces a lot of challenges like inflexible curriculum structures, prevalence of Western cultural references in textbooks and bureaucratic regulations. The study also elucidates the importance of teachers’ own cultural understanding for the creation of meaningful language learning environments. Empirical evidence from the research indicates that culturally responsive ELT as per appropriate local contexts can bring us closer between global English proficiency needs and students’ socio-cultural contexts. These include revamping the curricula to include more content relevant to our students’ culture; providing teachers training on culturally responsive pedagogy; implementing mentorship programs; and encouraging parental engagement in school activities, among others. This research adds to the existing literature on ELT in Pakistan by the need for a balanced, negotiated approach that takes into account both linguistic environmental influences at the local and global level.

Keywords: English Language Teaching, Local Cultural Contexts, Teachers’ Perceptions, Pakistani Classrooms, Culturally Responsive Pedagogy.