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Journal Article Critique: Teachers' Expectations and Challenges in Using Culturally
Responsive Teaching (CRT) Strategies in the ESL Classroom
The article, “Teachers’ Expectations and Challenges in Using Culturally Responsive
Teaching (CRT) Strategies in the ESL Classroom” explores the expectations and challenges
when Culturally Responsive Teaching (CRT) is implemented in a classroom with students that
are English Language Learners. Idrus (2023) plan to highlight the aspects of Culturally
Responsive Teaching and why it is important to have an inclusive learning environment in the
classroom for students. This paper will explore the findings in the article, the methodology, and
give an analysis of how Culturally Responsive Teaching contributes to teaching when the
students have English as their second language. Focusing on both the strengths and limitations of
the research, the article will give another look at how Culturally Responsive teaching varies
depending on diversity of the educational context when applying the strategies.
Summary
The study has a qualitative research methodology that explored the expectations and
challenges that teachers faced when trying to implement Culturally Responsive Teaching (CRT)
in an English as a Second Language (ESL) classroom. Interviews were conducted with teachers
of English as a Second Languages students to gain insight into the experiences they have has as
well as their perceptions. Idrus (2023) stated that the teachers who were interviewed were aware
of the diversity of their students. This showed that teachers understood the importance of
Culturally Responsive Teaching and how it was effective when wanting an inclusive
environment and considered all students and the diverse backgrounds they came from. Moreover,
data showed the significant challenges faced due to the lack of resources and funding necessary
to ensure when CRT was implemented that it would be effective. Yen stated, “With limited
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resources and funding, many mid-sized universities and colleges struggle with opportunities for
professional training to support international students” (Yen, 2022 p.21).
This is why the study highlighted the need for continued professional development that
will support teachers as they work to overcome the challenges with implementing CRT.
Additionally, it will help bridge the gap between understanding CRT and implementing it into
their classroom and fully embracing it. A barrier that is seen is self-esteem because students
question if students from another culture may be better at the material than them. Idrus (2023)
explores the biases students may have about other cultures and stereotypes of that culture. The
belief of inferiority can keep students from participating in class activities. There are both
benefits and obstacles that need to be addressed when implementing CRT into education.
Understanding the factors of both is essential for educators when trying to be effective with CRT
in the classroom environment.
Critical Analysis
The intended audience for this article was not only educators but researchers and policymakers
who want to make sure that Culturally Responsive Teaching (CRT) is implemented into the
classroom. A detailed analysis is given that includes expectations and challenges that teachers
are faced with. The author's research is supported by the qualitative data in the interviews of
teachers. It shows the implications that come with fostering culturally Responsive Teaching in a
classroom that is diverse. The authors make sure that direct quotes from the teachers being
interviewed are included in the data to strengthen the validity and credibility of their findings.
The professional knowledge of Irdus and Sohid adds credibility to their research on this topic.
Research in the field of language for English as a Second Language and Literacy education has
been conducted by both Irdus and Sohid at the International Islamic University Malaysia adding
credibility. Finding patterns in the data can be done from the interviews because they are semi-
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structured which allows for an in-depth look at what the teachers are experiencing and allowing
the opportunity for it to be discussed. Allowing for the findings in the study to be reliable.
Research can be supported by both the strengths and limitations in the methodology.
Creswell (2019) states that triangulation can help with credibility and validity in qualitive
research since the evidence will come from more than one source. This research could benefit
from triangulation to get a deeper look into implementing CRT. Having a more diverse sample
when looking at the finding such as classroom observations to see CRT in action. A limitation is
the small sample size of ESL teachers as it can cause the data to become generalized.
Conclusion
The article relates to my research topic about the importance of Culturally Responsive Teaching
in the classroom because it shows the challenges and expectations that may come to light when
implementing it in a classroom environment. Understanding the findings from the article allows
teachers to know what teaching methods they can adapt into teaching. This allows teachers to
include diversity and inclusivity that bridges the gap some students may feel with their
backgrounds and the curriculum required. Additionally, professional development will be needed
to combat the challenges that teachers may face including language barriers, socioeconomic
differences, and cultural differences. It is essential that Culturally Responsive Teaching be
implemented to help cultivare and inclusive learning environment for all.
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References
Creswell, J. W., & Poth, C. N. (2019). Qualitative Inquiry and Research Design: Choosing
Among Five Approaches. SAGE Publications.
Idrus, F., & Sohid, M. (2023). Teachers' Expectations and Challenges in Using Culturally
Responsive Teaching (CRT) Strategies in the ESL Classroom. Journal of Language
Teaching and Research, 14(3), 629-635. https://doi.org/10.17507/jltr.1403.10
Yeh, E., Sharma, R., Jaiswal-Oliver, M., & Wan, G. (2022). Culturally responsive social
emotional learning for international students: Professional development for higher
education. Journal of International Students, 12(1), 19-41.
https://doi.org/10.32674/jis.v12i1.2976
