For years, teaching and learning a foreign language (FL) has been equated to exclusively discover and master that target language and its related cultures. There has not been any exploration of other features such as the native language and local cultures in a foreign language classroom. Using a participatory action research, the aim of this study was to tell the story of six Malagasy high school teachers collaborating in a Teacher Learning Community (TLC) to construct and put into practice pedagogical approaches that celebrate and sustain Malagasy students’ identities, cultures, and experiences through classroom activities, and capitalize them for basis of FL teaching and learning. From a postcolonial standpoint, the study explored how those TLC teachers conceptualized and implemented a Culturally Relevant Pedagogy (CRP) approaches in their FL classrooms through action research. The data used to explain the TLC teachers’ CRP conceptualization and implementation processes included their lesson plans, class visit checklist, students’ work samples, pictures in class and at the showcase, post-teaching reflections, interviews, and questionnaire. Data revealed that TLC teachers renovated their FL teaching, humanized their relationships with students, and promoted an authentic FL curriculum as they conceptualized and implemented CRP.
Foreign Language Teaching, Culturally Relevant Pedagogy, Teacher Learning Community, Madagascar, postcolonial, and liberatory teaching.
Language, Literacy and Sociocultural Studies
Level of Degree
Language, Literacy, and Sociocultural Studies
First Committee Member (Chair)
Second Committee Member
Third Committee Member
Pisarn Bee Chamcharatsri
Fourth Committee Member
Fifth Committee Member
Jean Marie Delabeaujardiere
Andriamanana Josoa, Iarintsambatra Rijasoa. "RESAKA KOLONTSAINA LE RAHA (IT IS ABOUT CULTURES): CULTURES AND FOREIGN LANGUAGE TEACHING IN MADAGASCAR." (2019). https://digitalrepository.unm.edu/educ_llss_etds/116