Culturally Responsive Pedagogy: Collaboration of Academic, Social, and Emotional Aspects in Language Learning in the Classroom
DOI:
https://doi.org/10.21009/ijlecr.v12i1.67444Keywords:
Model for Academic, Social and Emotional Learning, Pre-service Teacher Education, Micro TeachingAbstract
This study aimed to identify the strengths and challenges of pre-service teachers’ competencies in facilitating culturally responsive language learning as a foundation for developing a Collaborative Learning Framework for Academic, Social, and Emotional Learning (MASEL) in Microteaching courses. Effective language learning requires teachers to integrate pedagogical knowledge, social-emotional competence, digital literacy, and culturally responsive practices to create meaningful classroom interactions. This study employed a descriptive survey design supported by Focus Group Discussions (FGDs). Data were collected from 60 cooperating teachers across Jakarta, Purwokerto, Pandeglang, Boyolali, Tobelo, and Pekanbaru using an assessment instrument covering instructional, social-emotional, and technological competencies relevant to language teaching. The findings indicate that pre-service teachers demonstrated relatively strong interpersonal competencies, particularly in building professional relationships with students (78%) and demonstrating patience, empathy, and tolerance (75%). Moderate performance was found in providing responsive feedback, classroom management, problem-solving, and promoting critical thinking (55–61%). However, considerable weaknesses remained in designing engaging language learning activities (62% poor to very poor), integrating digital technology into language instruction (35% very poor), and combining academic, social, and emotional dimensions within language learning (only 30% good to very good). These findings suggest that pre-service teachers require more systematic preparation in instructional design, digital pedagogy, culturally responsive teaching, and social-emotional learning to facilitate effective language learning. The proposed MASEL framework provides a conceptual foundation for developing holistic language teacher competencies that integrate academic, technological, social, and emotional dimensions to meet the demands of 21st-century language education.
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Copyright (c) 2026 Yusri Kamin, Endry Boeriswati, Fathiaty Murtadho, Asep Supriyana, Reni Nur Eriyani, Yulian Dinihari
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