In the era of globalisation, multilingual and multicultural classrooms are a common phenomenon, in which learners from diverse linguistic and cultural backgrounds interact in various social and academic settings. The objective of this paper was to investigate the feasibility of a culturally responsive pedagogy, which acknowledges the linguistic diversity of English Second Language learners, and embraces their native languages by fostering a more inclusive, effective and culturally sensitive ESL classroom. This inquiry was grounded on Vygotsyky’s (1978) sociocultural theory which emphasises the importance of social importance in cognitive development, thus, applying it to the classroom context will help understand how cultural and linguistic factors impact learning. An interpretive paradigm was used as the basis of this inquiry. A qualitative approach, and a case study design were used to gather information from 12 conveniently chosen English Second Language teachers through semi-structured interviews. Data, which were thematically analysed, indicated that a culturally responsive pedagogy encourages teachers to explore nuances present in learners’ native languages, which fosters a more inclusive and learning environment. It was also divulged that when learners see that their native languages are incorporated into the learning process, they tend to be more motivated and engaged, leading to better learning outcomes. The author recommends that a language education policy that honours the legacy of mother tongue speakers while also preparing young people for a globalized society in which English is the universal language, is needed.

Authors:
Nomasomi Matiso, Walter Sisulu University, South Africa

About the Presenter(s)
Dr Nomasomi Matiso is a University Assistant Professor/Lecturer at Walter Sisulu University in South Africa

See this presentation on the full schedule – Saturday Schedule

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