FROM AWARENESS TO ACTION: STRENGTHENING TEACHERS’ CULTURALLY RESPONSIVE SKILLS IN MULTILINGUAL CLASSROOMS

DR. SUBATHRA CHELLADURAI , D. AJITHA , DR. S. MUTHULEKSHMI , DR. T. EZHILARASI

Contemporary classrooms are increasingly multilingual and culturally diverse, presenting both opportunities and challenges for teachers. Culturally Responsive Teaching (CRT) has emerged as a vital approach to promoting inclusive and equitable learning; however, many teachers struggle to translate awareness of cultural diversity into effective classroom practices. This study examines the transition from awareness to action in strengthening teachers’ culturally responsive skills in multilingual classroom settings. Adopting a descriptive and analytical research design with a mixed-methods approach, data were collected from 50 teachers using a structured questionnaire and qualitative inputs. The findings reveal that while most teachers possess basic to moderate awareness of CRT, practical implementation is constrained by limited professional training, insufficient reflective practice, and inconsistent institutional support. The study identifies key competencies required for effective culturally responsive teaching and highlights the critical role of continuous, practice-oriented professional development. The paper proposes a framework to strengthen culturally responsive teaching through skill development, reflection, and institutional support, contributing to improved equity and learning outcomes in multilingual classrooms.