Culturally Responsive Teaching in English Classrooms: Practices, Perceptions and Challenges

This scoping review investigates the current practice of Culturally Responsive Teaching (CLT) in English classes.The globalization has intensified the demand for intercultural communication.These facts dictate the necessity for English teachers to exploit their students' diverse cultural backgrounds in their class to maximize their communicative skill both linguistically and cross -culturally.The study synthesizes findings from 13 empirical research conducted globally (1) to explore the current employment of CRT in English instruction; (2) to identify teachers and learners' perception of this approach; (3) to find out the effectiveness of its deployment on the students' English proficiency and intercultural competence; (4) to determine the challenges with the introduction of CRT in English classes.While the review confirms the benefits of CRT in English education and reveals both English learners and instructors' favorable attitude toward this teaching strategy, it is not widely applied.A number of problems have been pointed out, namely a lack of professional training for teachers, insufficient resources and support from their working institutions.The finding stresses a need for educators and stakeholders to pay more attention to make most of CRT in promoting English learners' language as well as intercultural communicative competence.The review also identifies areas for future research, including ways to deliver culturally responsive instruction, culturally relevant topics to be brought into English learning environment, learners' difficulties with CRT.