Culturally responsive English teaching: Developing a model for primary school EFL teachers in Indonesia

This study aims to develop a CRET (culturally responsive English teaching) model using development studies consisting of a preliminary design and formative evaluation. Two English teachers and 33 fifth graders from Medan primary schools in Indonesia participated in the study. Classroom observation, semi-structured interviews, reflective journals, researcher notes, and a pretest-posttest provide a range of data. CRET integrates teachers' and students' experiences into a teaching and learning model. CRET requires teachers to comprehend goals and targets for English language learning. The CRET model is intended for students to learn English via their life experiences, learning styles, and expectations. A design process was used to improve the instructional strategy, content integration and graphic feasibility of the model. Students' scores suggest that the model affects learning. By promoting student tolerance for differences, and cultural knowledge which could reveal their identities. CRET encourages teachers to teach about diversity, praise the use of L1 in English class and that learning syntax is systematic. The CRET model, demonstrates that integrating a student's culture and social life into the learning environment can help them learn English.