Apriliani, Alfi Elisa (2026) Preserving Culture in a Globalized Era: A Teacher’s Experience in Integrating Local Wisdom in English Language Learning. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Globalization poses a significant challenge to education, often marginalizes local traditions in English language teaching (ELT)). Integrating local wisdom serves as an effective mechanism to preserve cultural identity while building linguistic competence. This narrative inquiry study explored an English teacher’s lived experiences in integrating local wisdom at the Language Development Unit (UPB) of UIN Antasari Banjarmasin and evaluated its impact on students’ cognitive load. Data were collected over three months through interviews, questionnaires, observations, and student documents, then analyzed interpretively. the findings showed that the teacher integrated Banjar local wisdom by linking textbook content with students’ cultural realities using local terms (e.g., Acil, Pasar Terapung) and reading texts about local historical icons. This integration successfully fostered character development across moral knowing, feeling, and action. However, the teacher faced pedagogical challenges, including severe student language barriers, strict time constraints, and poor lighting. Regarding cognitive load, this cultural integration functioned as an effective cognitive bridge that reduced students’ intrinsic mental load. To minimize extraneous load during complex cultural discussions, the teacher utilized cognitive reduction strategies: narrowing discussions to immediate local icons, implementing pedagogical translanguaging, and providing modeling with immediate feedback. In conclusion, local culture does not hinder foreign language acquisition, rather it provides essential contextual scaffolding for meaningful global communication

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