Culturally Responsive Pedagogy at Primary School Level: The Implication of Teachers’ Attitudes and Contributing Factors

Abstract

The study aims to explore teachers’ attitudes and contributing factors in incorporating Culturally Responsive Pedagogy (CRP) in English Foreign Language classrooms for young learners in the primary school level and to draw the implications and solutions toward CRP integration. Employing a qualitative case study approach, the research involved two English language teachers as research participants from one of the public primary schools in Lhokseumawe, Aceh, Indonesia. Data was collected through interviews and classroom observations, followed by thematic analysis to interpret the findings. The findings showed that the participants have different attitudes towards CRP. One of the participants believed that CRP can improve learners’ attention while the other was skeptical. The interviews indicated that both participants lacked knowledge of TEYL, were unfamiliar with the CRP approach, and had textbook reliance resulting in crucial challenges to implementing CRP in their teaching practices. Both participants found it challenging to teach young learners and had difficulty integrating learners’ local cultures into their teaching practices. The findings highlight the teachers’ failure to integrate CRP for young learners due to a lack of teachers’ competency in TEYL and properly equipped knowledge of teaching CRP skills to the Participants. Likewise, teacher development is urgent to improve English teachers’ knowledge of TEYL and their skills to teach CRP to young learners in EFL classrooms. Moreover, the contributing factors and the implications of teaching CRP are further discussed.