Abstract:
An investigation into how English Language Teaching (ELT) can be re
conceptualized as a participatory process highlights the role of intercultural
approaches in fostering learners’ understanding of new ways of thinking
belonging to an L2 community. This study examines how teachers perceive
intercultural components in English language teaching-learning materials and
how students are exposed to diverse cultures in English language classrooms
within shadow educational institutes in Bangladesh. To achieve this
objective, the study follows a qualitative research method involving in-depth
interviews with teachers, students, and experts, classroom observations and
document analysis. It looks forward to providing insights that inform future
ELT practices. Byram’s Model of Intercultural Competence is the theoretical
framework for interpreting the data. The detailed thematic analysis of the
data reveals that ELT practitioners often harbour misconceptions about
cultural assimilation and acculturation when selecting teaching materials. This
study contributes to the ongoing discourse on decolonizing English language
education by encouraging educators to critically assess and incorporate
culturally appropriate materials in their teaching practices. The study aims to
support ELT practitioners in enhancing students’ intercultural competence by
offering insights into effective intercultural integration. Future research may
explore how intercultural content influences learners’ language acquisition
and cultural adaptability.
