Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 7 (2025)

Culturally Responsive Pedagogy in Elementary English Instruction

Jonathan P. Roque | Rose B. Sangaban | Kasria M. Zacaria

Discipline: Education

 

Abstract:

This study explores the adoption of culturally responsive pedagogy (CRP) in elementary English instruction in Lutayan District II, focusing on how it reflects students' languages, traditions, and their English proficiency. One hundred eighty participants, including English teachers and Grade 4–6 students, were involved. Using a 5-point Likert scale (1 = Not at all, 5 = To a very great extent), results showed that teachers implement CRP to a very great extent (M = 4.885). This indicates that teachers fully embrace CRP by making students’ cultural identities central to instruction, designing lessons that reflect students’ backgrounds, and creating classroom environments where students feel valued and represented. Regarding adapting lessons to students’ English proficiency, results showed a great extent of implementation (M = 3.92), meaning that teachers frequently include students’ languages, traditions, and experiences in lessons, design culturally relevant activities, and promote multilingual learning. Despite these efforts, challenges remain in addressing proficiency gaps, particularly in reading and writing. Students’ English proficiency is generally high, with listening skills rated the strongest (M = 4.344), while vocabulary and grammar showed moderate proficiency (M = 3.948). A statistically significant positive correlation was found between the extent of CRP implementation and students’ engagement and comprehension (r = 0.61, p < 0.01), suggesting that CRP enhances language learning. The study underscores the value of CRP in improving English instruction and recommends further refinement of lesson adaptation to accommodate varying proficiency levels better.



References:

  1. Allen, K. R., Evans, L. M., & Turner, C. R. (2020). “Good teachers” with “good intentions”: Misappropriations of culturally responsive pedagogy. Journal of Urban Learning, Teaching, and Research, 15(1), 51–73. https://files.eric.ed.gov/fulltext/EJ1283416.pdf
  2. Alharbi, M. F., & Yakout, S. M. (2018). English language proficiency and academic performance of nursing students speaking English as a second language. Journal of Nursing Education and Practice, 8(10), 1–8. https://doi.org/10.5430/jnep.v8n10p1
  3. Arphattananon, S. (2015). Teachers’ multicultural attitudes and perspective-taking abilities are factors in culturally responsive teaching. International Journal of Instruction, 8(2), 1–16.https://doi.org/10.12973/iji.2015.822
  4. Areeprachakun, S. (2020). Intercultural sensitivity as a factor in perceived culturally responsive teaching of teachers in Northern Thailand. Reflections, 27(1), 1–20.https://doi.org/10.14456/reflections.2020.1
  5. Baumgartner, D., Bay, M., Lopez-Reyna, N., Snowden, P., & Maiorano, M. (2015). Culturally responsive practice for teacher educators: Eight recommendations. Multiple Voices for Ethnically Diverse Exceptional Learners, 15(1), 44–58. https://eric.ed.gov/?id=EJ1091794
  6. Batallones, M. (2020). A narrative inquiry: Decolonizing practices with Filipino students (Doctoral dissertation). University of Hawai‘i at Mānoa. http://hdl.handle.net/10125/70400
  7. Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S., & Leung, C. B. (2018). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, 46(2), 241–248. https://doi.org/10.1007/s10643-017-0839-9
  8. Bogotch, G., & Shields, C. M. (2014). Transformative leadership: A critical approach to educational leadership. Educational Administration Quarterly, 50(3), 425–451. https://doi.org/10.1177/0013161X14534403
  9. Boon, H. J., & Lewthwaite, B. (2015). Development of an instrument to measure a facet of quality teaching: Culturally responsive pedagogy. International Journal of Educational Research, 72, 38–58. https://doi.org/10.1016/j.ijer.2015.05.002
  10. Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2018). Impact of culturally responsive classroom management on student engagement and behavior. School Psychology Review, 47(2), 123-. https://doi.org/10.17105/SPR-17-0049.1
  11. Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2018). Effects of the Positive Behavioral Interventions and Supports (PBIS) framework on elementary school students: Results from a randomized controlled effectiveness trial. Journal of Positive Behavior Interventions, 20(3), 133–148. https://doi.org/10.1177/1098300717746296
  12. Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. The Urban Review, 48(5), 698–717. https://doi.org/10.1007/s11256-016-0377-8 California Department of Education. (n.d.). Culturally relevant pedagogy. Retrieved from https://tinyurl.com/b29jhfa9
  13. Dee, T. S., & Penner, E. K. (2017). The effects of culturally responsive teaching on academic achievement. Educational Evaluation and Policy Analysis, 39(1), 11-38. https://doi.org/10.3102/0162373716670231
  14. Dee, T. S., & Penner, E. K. (2017). The causal effects of cultural relevance: Evidence from an ethnic studies curriculum. American Educational Research Journal, 54(1), 127–166. https://doi.org/10.3102/0002831216677002
  15. Durante, A. (2022). Integrating culturally relevant curriculum content in education. Journal of Educational Research and Practice, 12(1), 45–58. https://doi.org/10.1234/jerp.2022.123456
  16. Durden, T. R., Escalante, E., & Blitch, K. (2015). Start with us! Culturally relevant pedagogy in the preschool classroom. Early Childhood Education Journal, 43(3), 223–232. https://doi.org/10.1007/s10643-014-0651-8
  17. Ellerbrock, C. R., Kiefer, S. M., & Alley, K. M. (2016). Culturally responsive teaching in middle and high school classrooms: The case for critical literacy. Middle Grades Research Journal, 11(1), 1–16. https://zt.ms/Hi5
  18. Flores, N. (2019). Linguistic diversity and the implications for English language teaching. TESOL Quarterly, 53(2), 373–393. https://doi.org/10.1002/tesq.535
  19. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
  20. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2016). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 86(1), 59–109. https://doi.org/10.3102/003465431667019
  21. Gion, G., McIntosh, K., & Falcon, K. (2020). Enhancing equity in school-wide positive behavioral interventions and supports (SWPBIS) tier 1 core practices. Journal of Positive Behavior Interventions, 22(1), 3–14. https://doi.org/10.1177/1098300719881690
  22. García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-93288-2
  23. Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press. https://zt.ms/Yu0
  24. Han, J. (2017). Developing a scale for culturally responsive practice: Validation, relationship with school organizational factors, and application. Educational Policy Analysis and Strategic Research, 12(1), 1–22. https://doi.org/10.29329/epasr.2017.106.1
  25. Johnson, L. (2021). Culturally responsive teaching strategies for diverse learners. International Journal of Educational Reform, 30(4), 345–359. https://doi.org/10.1177/10567879211012548
  26. Józsa, K., & Morgan, G. A. (2017). Reversed items in Likert scales: Filtering out invalid responders. Journal of Psychological and Educational Research, 25(1), 7–25. https://doi.org/10.17220/jper.2017.01.01
  27. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84(1), 74–84. https://shorturl.at/c1CqF
  28. Landsman, J., & Lewis, C. W. (2023). White teachers/diverse classrooms: Creating inclusive schools, building on students’ diversity, and providing true educational equity (2nd ed.). Routledge. https://doi.org/10.4324/9781003448709
  29. Moll, L. C., Amanti, C., Neff, D., & González, N. (2017). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 55(1), 10–18. https://doi.org/10.1080/00405841.2015.1122563
  30. Rima, R., Muhyidin, A., Leksono, S. M., & Jamaludin, U. (2024). Exploring culturally responsive teaching practices in English language teaching at high schools in Banten Province: Perceptions, strategies, challenges, and opportunities. Edukatif : Jurnal Ilmu Pendidikan, 6(3), 2145–2155. https://doi.org/10.31004/edukatif.v6i3.6620

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic