• Dr. A. Ancy Liyana

  Author

The paper examines Culturally Responsive Teaching (CRT) practices that can be applied in English classrooms in urban areas and how the practices affect student engagement, student achievement, and classroom interactions. CRT has emerged as a crucial resource in a increasingly heterogeneous school context to meet the cultural and socio-economic demands of students and allow inclusiveness and a sense of belonging. The study utilized both quantitative and qualitative research designs and incorporated the use of surveys, classroom observations, and teacher and student interviews to determine the efficacy of CRT strategies. The results revealed that culturally relevant content, differentiation, and the establishment of the culturally responsive relationship between the teacher and the students led to a substantial increase in student engagement and student achievement. The teachers said that there was an increased level of student engagement and the classroom atmosphere was more collaborative, with the students saying that they were more engaged in the learning material. The barriers to successful implementation were also found, but a lack of teacher training, curriculum limitations, and institutional opposition were also mentioned. The paper refers to professional development and institutional backing to address such problems and implement CRT in urban classrooms completely. These findings indicate that CRT could be used in a transformative manner to achieve an inclusive learning experience that leads to academic and social-emotional growth. The future study should be carried out on the long-term effects of CRT, how it can be used in other subjects, and its future in other institutions of learning.

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