Culturally Responsive Pedagogy and the Teaching of English Language in Secondary Schools

Abstract

Language learning, especially English Language, has remained a central focus of educational practice in Nigeria due to its role as the official language and a medium of instruction. However, many secondary school students continue to face challenges such as low motivation, limited engagement, and poor attitudes toward learning, often linked to teaching methods that do not reflect learners’ cultural backgrounds. In response, culturally responsive pedagogy has been proposed as an approach that situates teaching within the cultural contexts of students to enhance learning outcomes. This study investigated culturally responsive pedagogy and its role in the teaching of English Language in secondary schools in Anambra State, Nigeria. A quantitative research design was employed, with structured questionnaires administered to (N = 183) English Language teachers. Descriptive statistics, correlation analysis, and hypothesis testing were used. The mean for pedagogy was (14.28, SD = 3.52), while students’ interest scored higher (15.59, SD = 4.24). Correlation analysis showed a moderate positive association with interest (r = .399, p = .000, CI = .212 – .572), a strong link with engagement (r = .543, p = .000, CI = .429 – .648), and an even stronger relationship with attitudes (r = .633, p = .000, CI = .512 – .757). These findings revealed that culturally responsive pedagogy had a significant positive influence on students’ interest, engagement, and attitudes toward English Language. The study concluded that embedding learners’ cultural experiences into English Language instruction fosters inclusiveness and improves performance in secondary schools.