ABSTRACT
The present chapter examines the concept of Culturally Responsive Pedagogy (CRP) and the implications this practice holds globally for the Teaching of English to Speakers of Other Languages (TESOL). The chapter begins by situating CRP in its historical framework within Multicultural Education and that field’s critique of the deficit pedagogies that fuel educational inequality in the United States. Opening with a discussion of the scholarship of two prominent CRP scholars, the chapter outlines five stances that constitute the pedagogy of culturally responsive practitioners. The chapter then explores the application of these culturally responsive stances across diverse contexts of English language education (ELE). It concludes with a discussion of the future direction of culturally responsive practice in two areas of ELE – language-in-education policies and distance (online) education.
