Author(s): Sukhen Chandra Sarker, Farzana Noor Misty and Ahmed Sharif Talukder

Abstract: This study examines the role of cultural sensitivity in English Language Teaching (ELT), particularly in enabling students to position themselves within the global context. Focusing on Bangladesh, it explores how cultural elements are integrated into ELT and their impact on learners' sociolinguistic competence, the ability to use language effectively across social and cultural settings. Drawing on survey responses from 200 undergraduates at two Dhaka universities, the study finds that despite cultural content being present, challenges remain: limited teacher training, overcrowded syllabi, and few opportunities for cultural engagement. While many students could handle cross-cultural conversations, idiomatic expressions, and cultural references were often misunderstood. The findings highlight the effectiveness of interactive strategies such as role-play and multimedia over passive learning for fostering cultural awareness. The research suggests that in-service teachers require stronger, holistic training, students need authentic cultural materials, and curricula should allow more space for culture. Ultimately, the study underscores the transformative potential of culture-specific pedagogy, offering practical strategies to equip students for more natural and effective communication in a globalized world.

DOI: 10.22271/27891607.2025.v5.i2d.341

Pages: 286-292 | Views: 82 | Downloads: 35

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