Kazi Md Azman Hossain
This qualitative phenomenological study explores how Bangladeshi EFL (English as a Foreign Language) instructors perceive and integrate cultural contexts into their teaching practices within tertiary-level classrooms. Drawing on semi-structured interviews with fifteen instructors from public and private universities in Dhaka, the study examines teachers’ understandings of the relationship between language and culture, the strategies they employ, and the challenges they encounter when incorporating cultural relevance into English instruction. Reflexive thematic analysis revealed five key themes: (1) the perceived importance of cultural integration in fostering communicative competence, (2) instructional strategies for incorporating local and global cultural references, (3) institutional and curricular constraints shaping pedagogical decisions, (4) resource limitations and teacher preparation, and (5) evolving beliefs and intercultural sensitivity among instructors. Findings indicate that teachers perceive culturally familiar materials as supporting learner engagement and identity expression, though such impressions are based on classroom observations rather than direct measurement. The study highlights the role of teacher agency within structural limitations and underscores the need for contextually responsive materials and professional development. The results contribute to ongoing discussions on culturally grounded ELT in the Global South by foregrounding teacher voices and offering context-sensitive implications for curriculum design and pedagogical practice.