Integrating Local Culture into English Language Teaching: A Pathway to Intercultural Competence

Abstract

The integration of local culture into English Language Teaching (ELT) has become increasingly significant in fostering students’ intercultural competence and identity awareness. This study aims to explore how local cultural values can be effectively embedded into ELT practices to enhance learners’ communicative competence and cultural understanding. Employing a qualitative descriptive method, data were collected through classroom observations, interviews with English teachers, and analysis of teaching materials. The findings reveal that incorporating local culture into ELT not only makes learning more meaningful and relevant but also promotes respect for cultural diversity and critical thinking skills. Teachers who integrate local traditions, stories, and expressions into classroom activities create an engaging learning atmosphere that bridges students’ cultural background with global communication demands. However, challenges such as limited cultural resources and insufficient teacher training persist. The study suggests the need for curriculum development that balances global language proficiency with local cultural identity, as well as professional training programs that empower teachers to apply intercultural approaches in ELT. The implications highlight the importance of culturally responsive pedagogy in preparing learners to become competent global citizens while maintaining their local identity.