PRACTICES OF CULTURALLY RESPONSIVE TEACHING AMONG SECONDARY SCHOOL TEACHERS IN SELECTED SCHOOLS IN ALMATY REGION IN KAZAKHSTAN: TEACHER PERSPECTIVES

Abstract

Practices of Culturally Responsive Teaching Among Secondary School Teachers in Selected Schools in Almaty Region in Kazakhstan: Teachers’ Perspectives

In today’s multicultural world, it is essential for schools to provide education that respects and includes all cultures. In Kazakhstan, a country with over 120 ethnic groups, this is especially important. Culturally responsive teaching (CRT) helps teachers connect learning to students’ cultural backgrounds, but this approach has not yet been widely studied or practiced in Kazakhstan. There is a noticeable gap in research on how Kazakhstani teachers understand and use CRT, especially in secondary schools. While CRT has been studied in Western contexts, there is limited information about how it works in post-Soviet, multilingual environments like Kazakhstan. The aim of this study was to explore how secondary school teachers in the Almaty region perceive and apply CRT in their classrooms. The focus was on teachers who work with students from various cultural and linguistic backgrounds. A qualitative, phenomenological approach was used, with semi-structured interviews conducted among eight social studies teachers from both public and private schools. The findings show that while teachers see the value of CRT, many have not received formal training. Some use strategies like including cultural examples, adjusting language, and encouraging student participation. However, challenges such as language barriers, lack of materials, and limited support from schools make it hard to apply CRT fully. This study highlights that even though CRT is not yet fully developed in Kazakhstan, many teachers are trying to include diverse perspectives in their teaching. For CRT to grow, more training, resources, and support are needed. The findings provide useful insights for policymakers, school leaders, and teacher education programs aiming to create more inclusive and fair classrooms in Kazakhstan. Keyword: culturally responsive teaching, multicultural education, secondary school teachers, teacher perceptions, inclusion