CULTURAL INFLUENCES ON ENGLISH LANGUAGE TEACHING IN SENIOR SECONDARY SCHOOLS OF KUMBOTSO LOCAL GOVERNMENT AREA

This research investigates the impact of cultural influences on English language teaching (ELT) in secondary schools in Kumbotso LGA. The population of the study comprised three selected secondary schools, a sample of 61 teachers were selected through stratified random sampling technique. 3 research objectives and 3 research questions were employed. The research identifies three main findings: (1) teachers in secondary schools are increasingly aware of their students' cultural diversity and adapt their teaching strategies accordingly, (2) cultural influences significantly shape the methods and effectiveness of English language instruction, and (3) the teachers recognize the impact of students' cultural backgrounds in their English language learning. The findings suggest that while teachers recognize the importance of cultural responsiveness, they often face challenges due to limited resources, inadequate professional development, and a lack of institutional support. The research contributes to the growing body of literature on culturally responsive teaching by focusing on secondary schools, an area that has been less extensively studied compared to primary or higher education contexts. It highlights the need for more targeted teacher training and institutional support to enhance the effectiveness of English language teaching in culturally diverse classrooms. The study's findings have practical implications for educators, policymakers, and school administrators seeking to improve language learning outcomes through culturally inclusive teaching practices.