TEACHING ENGLISH WITHOUT ERASING LOCAL CULTURES: A BALANCING ACT

Abstract

As English continues to solidify its status as a global lingua franca, the field of TESOL faces an ongoing challenge: how to promote English language proficiency without diminishing or displacing learners’ local cultures and identities. This article explores the delicate balance educators must maintain to ensure that English language instruction is inclusive, respectful, and empowering. Drawing on critical perspectives from applied linguistics and intercultural communication, the paper examines the risks of cultural erasure that often arise through the use of Western-centric curricula, materials, and pedagogical norms. It argues that English language teaching, when uncritically adopted, can unintentionally marginalize learners’ native cultures and contribute to linguistic imperialism. The article presents a range of practical strategies for culturally responsive teaching, including the use of local content, translanguaging, and critical classroom discussions that value students' cultural backgrounds. Case examples illustrate how integrating local perspectives into English instruction can enhance learner motivation, identity development, and intercultural competence. The paper concludes with recommendations for TESOL practitioners, curriculum designers, and teacher educators, advocating for a more balanced and reflective approach that sees local cultures not as barriers, but as rich resources in the English language classroom.