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The implementation of culturally responsive teaching in ELT classrooms within the concept of emancipated curriculum

ELT Forum: Journal of English Language Teaching · Vol. 13 No. 2 (2024) · pp. 150–162

DOI
10.15294/elt.v13i2.7731
ISSN
2721-4532, 2252-6706
Published
2024-07-01
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

This qualitative study explores the importance of implementing Culturally Responsive Teaching (CRT) in English Language Teaching (ELT) classes in Indonesian higher education under the Emancipated Curriculum framework. In this qualitative study, the Emancipated Curriculum framework is used to explore the importance and urgently needed need of introducing Culturally Responsive Teaching (CRT) into English Language Teaching (ELT) programs in Indonesian higher education. The study emphasizes the important role of learner-centered strategies in developing students' critical thinking abilities and promoting independence by implementing the advancement of social justice, critical thinking, and student empowerment. In order to improve cultural responsiveness in ELT, it emphasizes the critical necessity of coherence between instructional practices and policies. It also advocates for curriculum design and pedagogical approach adaptation in order to create inclusive and empowering learning environments that meet the diverse needs of students. The results highlight the need to implement culturally responsive teaching strategies into the curriculum to address current concerns about equity and inclusivity. This research provides insightful information for teachers and administrators who would like to encourage inclusive, hospitable ELT classrooms that value diversity. This study is a valuable resource for educators who want to build learning environments that empower and accept students from all cultural origins, thereby encouraging more equity and inclusivity in Indonesian education.

Keywords

Collaboration network of the authors

40 authors · 108 co-authorship links · 14 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • University of Malaya
  • Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Muslihul AfifAffiliation unknown2
Ummi Nur Laila SulistyaniAffiliation unknown2
Evi WidowatiAffiliation unknown2
Rudi HartonoAffiliation unknown2
Dila CharismaAffiliation unknown2
Sudarmin SudarminState University of Semarang1
Agung Tri PrasetyaState University of Semarang1
Dwi YuliantiState University of Semarang1
Yasmin AzzahraState University of Semarang1
Ratna Kumala DewiUniversitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung1
Ani RusilowatiState University of Semarang1
I. HidayahState University of Semarang1
Rahina NugrahaniState University of Semarang1
Zaenal AbidinState University of Semarang1
T. SofchahState University of Semarang1
Sindy AriyantiAffiliation unknown1
Waluyo WaluyoAffiliation unknown1
Shofwatun Ni’mahAffiliation unknown1
Khalimatul HidayahAffiliation unknown1
Elisa Putri AnjaniAffiliation unknown1
Zuhriatul AiniAffiliation unknown1
Alief Noor FaridaAffiliation unknown1
Girindra Putri Dewi SaraswatiAffiliation unknown1
Restu LanjariAffiliation unknown1
Utami ArsihAffiliation unknown1
Muhammad MunadiAffiliation unknown1
Khansa Putri ApriliaAffiliation unknown1
Salsa Dilla Amanda PutriAffiliation unknown1
Muthia MuthiaAffiliation unknown1
Azradina FakhiraAffiliation unknown1
Michelle Seaw Seak FongAffiliation unknown1
Almira Irwaniyanti UtamiAffiliation unknown1
Aditya Rangga Putra CahayaAffiliation unknown1
Nira AmaliaAffiliation unknown1
Anik Setyo WahyuningsihState University of Semarang1
Herry KoesyantoAffiliation unknown1
Lutfi MuzaqiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/elt/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">The implementation of culturally responsive teaching in ELT classrooms within the concept of emancipated curriculum</dc:title>
	<dc:creator xml:lang="en">Hidayati, Agil Fitriya</dc:creator>
	<dc:creator xml:lang="en">Yuliati, Yuliati</dc:creator>
	<dc:creator xml:lang="en">Hutagalung, Fonny Dameaty</dc:creator>
	<dc:subject xml:lang="en">English Language Teaching</dc:subject>
	<dc:subject xml:lang="en">culturally responsive teaching</dc:subject>
	<dc:subject xml:lang="en">Emancipated Curriculum</dc:subject>
	<dc:description xml:lang="en">This qualitative study explores the importance of implementing Culturally Responsive Teaching (CRT) in English Language Teaching (ELT) classes in Indonesian higher education under the Emancipated Curriculum framework. In this qualitative study, the Emancipated Curriculum framework is used to explore the importance and urgently needed need of introducing Culturally Responsive Teaching (CRT) into English Language Teaching (ELT) programs in Indonesian higher education. The study emphasizes the important role of learner-centered strategies in developing students' critical thinking abilities and promoting independence by implementing the advancement of social justice, critical thinking, and student empowerment. In order to improve cultural responsiveness in ELT, it emphasizes the critical necessity of coherence between instructional practices and policies. It also advocates for curriculum design and pedagogical approach adaptation in order to create inclusive and empowering learning environments that meet the diverse needs of students. The results highlight the need to implement culturally responsive teaching strategies into the curriculum to address current concerns about equity and inclusivity. This research provides insightful information for teachers and administrators who would like to encourage inclusive, hospitable ELT classrooms that value diversity. This study is a valuable resource for educators who want to build learning environments that empower and accept students from all cultural origins, thereby encouraging more equity and inclusivity in Indonesian education.
</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-07-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/elt/article/view/7731</dc:identifier>
	<dc:identifier>10.15294/elt.v13i2.7731</dc:identifier>
	<dc:source xml:lang="en">ELT Forum: Journal of English Language Teaching; Vol. 13 No. 2 (2024): ELT Forum: Journal of English Language Teaching - Regular Issue; 150-162</dc:source>
	<dc:source>2721-4532</dc:source>
	<dc:source>2252-6706</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/elt/article/view/7731/801</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Agil Fitriya Hidayati</dc:rights>
</oai_dc:dc>