Culturally responsive english language teaching to students of diverse backgrounds at a Malaysian public university

Abstract

The main purpose of this study was to investigate teachers’ understanding and the implementation of Culturally Responsive Teaching (CRT) in culturally diverse ESL classrooms at the International Islamic University Malaysia (IIUM). The study employed a phenomenological case study method, a qualitative research design, to explore the cultural awareness and use of CRT among teachers in classroom setting. Students’ perceptions towards their teachers’ knowledge and their practice with regards to CRT in an Islamic context is also investigated. Semi-structured interviews were carried out to collect data from six teachers’ and three students to elicit perceptions of CRT from theory to practice. Field notes were also written to triangulate the data. The themes that emerged from the study affirmed that teachers did have the traits of CRT. The first phase of the study, which involved the investigation of teacher awareness on CRT, revealed that the teachers showed enthusiasm for cultural sensitiveness and integration of Islamic values in the context of teaching Muslim students. The second phase of the study revealed discrepancies among teachers on how to put knowledge into practice on CRT. The findings also further suggest that just as teachers have high expectations of students, students also expressed their expectations of teachers. Overall, the findings of this study suggest that though the English language teachers seem to practise CRT and generally embrace CRT strategies, they do not have a genuine understanding of CRT. Based on the in-depth analysis and discussions of the themes, this study draws implications and suggests recommendations for teachers to use CRT effectively in the teaching of English language to students of diverse backgrounds.