Localization and Contextualization in ELT Curriculum and Materials: Reflecting Learners’ Culture, Values, and Identities

Abstract

The increasing role of English as a global language poses challenges in teaching English as a foreign language (EFL), particularly in relation to the incompatibility of teaching materials with the local cultural context of learners. Global and Western-oriented ELT curricula and teaching materials often overlook the local culture, values, and identity of learners, leading to low engagement and a lack of meaning in learning. This study aims to examine the importance of localization and contextualization in ELT curricula and materials in reflecting the culture, values, and identities of learners. This study employs a critical literature review method, analyzing journal articles and relevant theoretical sources related to ELT, material localization, and cultural identity. The results of the study indicate that integrating local culture into ELT curricula and teaching materials can enhance the relevance of learning, increase student motivation, improve language comprehension, and strengthen learners' cultural identity, all while maintaining the achievement of global communicative competence. This study concludes that localization and contextualization are not merely pedagogical choices but essential requirements in ELT. The contribution of this study lies in the development of a conceptual framework that links localization, contextualization, and learner identity formation as the basis for developing a more inclusive and contextual ELT curriculum.