Embedding Intercultural Language Learning in Pakistani ELT Classrooms: A Participatory Action Research Study

Abstract

This empirical study uses Participatory Action Research (PAR) to examine how intercultural language learning (IcLL) might be incorporated into English classes at the secondary level in Pakistan. A six-week reflective intervention was conducted with six English instructors from two public schools in Punjab with the goal of integrating intercultural awareness into the current textbook-based curriculum. Learner reflective diaries, focus groups, teacher journals, and classroom observations were used to gather data. The utilization of locally relevant cultural examples, intercultural sensitivity, and instructional inventiveness were all enhanced by instructors' participation in iterative PAR cycles, according to thematic analysis. Pupils showed more curiosity about various cultures and more appreciation for linguistic diversity. Results show that when operationalized through collaborative reflection, IcLL can convert grammar-focused ELT into dialogic intercultural practice. In order to mainstream intercultural pedagogy in Pakistan, the study suggests professional learning groups and unavoidable curriculum flexibility.