Localisation in language learning: a qualitative study on EFL instructors' perspectives on culturally familiar content

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dc.authoridBayraktar Balkır, Nalan / 0000-0002-1966-569X
dc.authoridEmeklioğlu, Seçil / 0009-0003-6536-5529
dc.contributor.authorEmeklioğlu, Seçil
dc.contributor.authorBayraktar Balkır, Nalan
dc.date.accessioned2025-05-29T02:57:45Z
dc.date.available2025-05-29T02:57:45Z
dc.date.issued2025
dc.description.abstractLocalisation in foreign language education has gained attention as a way to integrate students' cultural backgrounds into language learning, particularly amid the global rise of English. Beyond translation and material adaptation, localisation involves pedagogical approaches that align with learners' cultural realities. This study examines the perceptions of tertiary-level EFL instructors regarding localisation in an English preparatory programme, focusing on its benefits, challenges, and impact on their emotional engagement. Using a qualitative phenomenological design, semi-structured interviews were conducted with instructors at a Turkish university. Findings highlight localisation's role in enhancing student motivation, retention, and practical language skills. However, instructors noted concerns about limited exposure to global perspectives and reduced authenticity, which are crucial for well-rounded language competency. Additionally, localisation affected instructors' emotional engagement, increasing motivation but also adding stress due to the challenge of ensuring cultural inclusivity. The study emphasises the need for a balanced approach that integrates local and global cultural elements, ensuring that localisation fosters both contextual relevance and intercultural adaptability. These findings contribute to the discourse on designing culturally responsive language curricula that prepare students for global communication while maintaining a connection to their cultural backgrounds.
dc.identifier.doi10.1080/07908318.2025.2488894
dc.identifier.issn0790-8318
dc.identifier.issn1747-7573
dc.identifier.scopus2-s2.0-105002647855
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/07908318.2025.2488894
dc.identifier.urihttps://hdl.handle.net/20.500.12428/30165
dc.identifier.wosWOS:001463167200001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofLanguage Culture and Curriculum
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250529
dc.subjectLocalisation in foreign language education
dc.subjectEFL instructors
dc.subjectcultural relevance
dc.subjectglobal and local integration
dc.subjectculturally responsive teaching
dc.subjectlanguage curriculum design
dc.titleLocalisation in language learning: a qualitative study on EFL instructors' perspectives on culturally familiar content
dc.typeArticle

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