INTERCULTURAL SENSITIVITY, COMMUNICATIVE ADAPTATION, AND PEDAGOGICAL AGENCY: A QUALITATIVE INQUIRY INTO ENGLISH LANGUAGE LECTURERS’ LIVED EXPERIENCES IN SUPER-DIVERSE MULTICULTURAL CLASSROOMS
Kata Kunci:
intercultural sensitivity; communicative adaptation; pedagogical agency; super-diversity; English language teaching; qualitative inquiryAbstrak
Globalization and demographic shifts have transformed higher education classrooms into spaces of super-diversity, characterized by complex intersections of ethnicity, language, religion, and educational background. This qualitative inquiry explores the lived experiences of English language lecturers navigating this complexity, focusing on the interplay between intercultural sensitivity, communicative adaptation, and pedagogical agency. Drawing on Interpretative Phenomenological Analysis, data were collected through in-depth interviews, classroom observations, and reflective journals from eight university lecturers in North Sumatra, Indonesia. The findings reveal that intercultural sensitivity develops through distinct stages from ethnocentric minimization to ethno-relative integration, where cultural differences are ultimately viewed as valuable resources. Lecturers employ sophisticated communicative strategies, including linguistic convergence, interactional adjustment, and identity validation, to bridge gaps and foster mutual understanding. Furthermore, pedagogical agency emerges as the central driving force, enabling educators to interpret curricula, establish inclusive norms, and innovate practice despite institutional constraints. The study concludes that these three dimensions form a dynamic, mutually reinforcing cycle: sensitivity provides awareness, adaptation facilitates connection, and agency enables transformative action. This research advances existing literature by proposing an integrated framework for intercultural teaching, highlighting that effective instruction in super-diverse contexts requires not only knowledge and skills but also the capacity to act autonomously and reflectively. Practical implications emphasize the need for professional development that fosters the holistic integration of these competencies to create equitable and inclusive learning environments.
Unduhan
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