Bridging Literacy Gaps in Multilingual Classrooms: The Role of Culturally Responsive English Language Pedagogy

Abstract

Multilingual classrooms present persistent literacy challenges that require instructional approaches responsive to learners’ linguistic and cultural diversity. This study investigated the role of culturally responsive English language pedagogy in bridging literacy gaps in multilingual classrooms among teachers in public higher education institutions in Sulu. Specifically, the study examined teachers’ teaching strategies, perceptions and attitudes toward multilingualism, and the significant differences and relationships among the identified variables. Employing a quantitative descriptive-correlational research design, data were gathered from 200 teachers using a structured survey questionnaire. Descriptive statistics, t-test, one-way ANOVA, and Pearson Product-Moment Correlation were utilized in analyzing the data. Findings revealed that teachers generally demonstrated high levels of culturally responsive teaching practices and positive perceptions toward multilingualism. Significant differences emerged in selected variables when grouped according to civil status, length of service, and educational attainment. Moreover, a significant high positive relationship was found between teaching strategies and perceptions toward multilingualism. The study concludes that teachers’ multilingual orientations substantially influence their pedagogical responsiveness and capacity to support literacy development in multilingual classrooms. These findings underscore the importance of strengthening culturally responsive pedagogical training and institutional support systems in higher education settings.