ENGLISH AS A LINGUA FRANCA AND THE TEACHING OF CULTURE IN PAKISTANI UNIVERSITY ELT CLASSROOMS: EXPLORING TEACHERS' BELIEFS AND CLASSROOM PRACTICES

Abstract

The increasing use of English as a Lingua Franca (ELF) has challenged traditional assumptions about English language teaching (ELT), particularly regarding the role of culture in language classrooms. Rather than viewing culture as a fixed body of knowledge associated with native English-speaking countries, ELF research emphasizes culture as dynamic, negotiated, and shaped through intercultural interaction. Despite this shift, little is known about how university English language teachers in Pakistan conceptualize culture and incorporate it into their classroom practices. This qualitative case study explored the beliefs and practices of twelve English language teachers from four public and private universities in Karachi. Data were generated through semi-structured interviews, non-participant classroom observations, and document analysis of teaching materials. The data were analyzed using Braun and Clarke's (2006) six-phase thematic analysis. The analysis produced four major themes: (1) teachers viewed culture as both national and dynamic; (2) classroom practices remained largely textbook-driven despite teachers' awareness of intercultural communication; (3) institutional assessment and curriculum constraints limited opportunities for ELF-oriented teaching; and (4) teachers employed localized pedagogical strategies to make cultural content more meaningful for students. Classroom observations demonstrated that while instructors frequently encouraged students to compare Pakistani and international cultural practices, lessons continued to rely heavily on British and American cultural examples presented in prescribed textbooks. Document analysis further revealed that teaching materials privileged factual cultural knowledge over intercultural dialogue and critical reflection. The findings illustrate a significant gap between teachers' beliefs and their classroom practices. Although participants recognized the global nature of English and valued intercultural competence, institutional expectations often encouraged simplified and essentialist representations of culture. The study argues that Pakistani university ELT would benefit from an ELF-informed approach that promotes flexible understandings of culture, diverse English users, and critical intercultural communication. The paper concludes by offering implications for curriculum development, teacher education, and future research on culture in multilingual English language classrooms.