ALIGNING GLOBAL ENGLISH WITH LOCAL CULTURE: A CRITICAL ANALYSIS OF CULTURALLY RESPONSIVE ELT MATERIALS IN PAKISTANI CLASSROOMS

Abstract

English has become a global language and is widely used in education and communication. In Pakistan, English textbooks often focus on a Western cultural contextthat does not align with local students’ experiences. This cultural gap can reduce learners' engagement and affect their sense of identity. The purpose of this study is to examine how Grade 5 English textbooksin Pakistan incorporate local culture while also teachingglobal English. Using a qualitative research design, I analysedtwo popular textbooks, one is the Punjab Textbook Board (PTB) English textbook and the other is the Oxford University Press (OUP) textbook, by examining their stories, activities and dialogues for cultural context. I also observed two groups (25 students each) of Grade 5. Through this, I want to see how teachers explain cultural content and how students respond.The study draws on recent content analyses of Pakistani ELT textbooks and cultural representation in classrooms. Key findings of this study show that popular textbooks mainly focus on Western culture. On the other hand,Local culture is included only in a limited or superficial way in government textbooks. Linguistic, regional, and social diversity is missing. According to the results, the study recommends several strategies. Textbooks should be developed in collaborationwith local teachers and writers. Pakistani English features should be included in lessons. Teachers should be trained. Aligning global English with local culture can enhance students’ engagement and confidence in learningEnglish.