CULTURAL SENSITIVITY IN ELT: TEACHING ENGLISH WITH LOCAL CONTEXTS

Abstract

As English continues to establish itself as a global lingua franca, the ways in which it is taught and learned across diverse cultural settings require critical examination. This chapter explores the importance of cultural sensitivity in English Language Teaching (ELT), emphasizing the need to move beyond one-size-fits-all, Western-centric teaching models toward more inclusive, localized approaches. It argues that ELT practices that ignore or marginalize learners’ cultural contexts can lead to alienation, reduced learner motivation, and a reproduction of linguistic and cultural hierarchies. The chapter also provides practical strategies for integrating cultural sensitivity into classroom practice, including localized curriculum development, the use of multilingual and multimodal resources, and the promotion of intercultural dialogue. It acknowledges challenges such as standardized curricula, teacher preparedness, and institutional resistance, while offering realistic pathways for change. Ultimately, the chapter calls for a paradigm shift in ELT: one that positions learners' identities and cultural realities at the center of language education, and views English not as a colonizing force but as a flexible medium for global communication rooted in local meaning.