Research Information System
LANGUAGE, CULTURE & CURRICULUM, vol.38, no.1, pp.1-18, 2025 (SSCI)
ocalisation 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.