Not Just Teaching Language: How Culturally Responsive Teaching Fosters Intercultural Competence in Indonesian Language Learning

Although Culturally Responsive Teaching (CRT) has been widely studied, research on its application in Indonesian language learning within international schools remains limited. This study explores the lived experiences of four Indonesian language teachers implementing CRT, focusing on their understanding of CRT principles, classroom challenges, and strategies for fostering pupils’ intercultural competence in culturally diverse learning environments. Using a phenomenological design, data were collected through semi-structured interviews and analyzed thematically based on five aspects of CRT-oriented learning: understanding cultural diversity, integrating diverse content into the curriculum, fostering empathy and supportive environments, communicating effectively across cultural backgrounds, and adapting teaching methods to student diversity. Findings reveal that teachers demonstrate a solid understanding of CRT and implement it through cultural performances, adaptation of teaching materials to students’ diverse backgrounds, and cross-cultural texts. Challenges include limited student vocabulary, cultural value conflicts, and miscommunication. Schools support CRT practices through cultural center visits, cultural festivals, and teacher training on culturally responsive material development. The study highlights opportunities and constraints in implementing CRT in multicultural classrooms and offers pedagogical implications for fostering inclusive and intercultural learning in Indonesian language education.