Primary English Teachers’ Beliefs on Integrating Cultural Contexts for Literal Comprehension: A Case Study
DOI: https://doi.org/10.30605/6gaqqv94
cultural integration, curriculum development, education, literal reading comprehension, teacher beliefs
Abstract
The integration of cultural contexts plays a vital role in English language learning, particularly in enhancing students’ literal comprehension and foundational level of reading skills. Young learners often struggle to perceive unfamiliar cultural references in texts, which can interrupt their understanding. This study examined primary English teachers’ beliefs about incorporating cultural elements such as local customs, values, and social practices into reading instruction to enhance literal comprehension. Using a qualitative case study approach, data for this study were collected through a narrative inquiry form with nine primary private school teachers. Additionally, instructional documents, including lesson plans, were analyzed. A thematic analysis revealed that, although teachers strongly believe in the necessity of integrating real-life cultural contexts, they face significant challenges in finding relevant materials. Despite these challenges, teachers successfully improved students’ literal reading comprehension by adapting existing texts to reflect their local environments, transforming cultural unfamiliarity into an opportunity for contextual learning.
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