Culturally responsive and evidence-based English teaching in Bangladesh: A mixed-methods exploration of pedagogical adaptation

This study explores how evidence-based English teaching strategies can be culturally adapted to support diverse learners in Bangladeshi secondary classrooms. Drawing on cognitive science, sociocultural theory, and Universal Design for Learning, the research proposes an integrated model for culturally responsive pedagogical adaptation. Using a mixed-methods approach, the study synthesised relevant literature, examined teacher and student perspectives through qualitative interviews and focus groups, and piloted culturally adapted instructional routines in six schools to evaluate feasibility, cultural acceptability, and implementation fidelity. Findings indicate that successful adaptation depended on cultural mediation factors such as teacher authority, examination pressure, and family expectations, with different components varying in ease of implementation within real classroom constraints. The study offers a structured adaptation framework and practical insights for English-language instruction in contexts within the Global South.