Abstract : This study investigates ethnopedagogical strategies in English Language Teaching (ELT) through the lens of teacher beliefs, specifically examining how Toraja cultural approaches are integrated by senior high school English teachers in Tana Toraja, South Sulawesi, Indonesia. Employing a qualitative case study design, data were collected from three English teachers through semi-structured interviews and classroom observations, and analyzed using thematic analysis. Findings reveal that all three teachers hold strong and positive beliefs that integrating Toraja local culture including rituals, folklore, traditional food, and sacred sites facilitates students’ comprehension, memory retention, and confidence. Teachers view ethnopedagogy not only as an instructional strategy but as a moral responsibility to preserve Toraja culture and instill character values. Implementation analysis shows that ethnopedagogical strategies are most consistently applied in opening activities, speaking simulations, and closing reflections, while gaps remain in the use of culturally diverse audio-visual media and listening skill development. This study contributes to the growing body of research on culturally responsive ELT in indigenous contexts and recommends integrating ethnopedagogy with systematic professional development for teachers in culturally rich but under-resourced regions.
Alfrianti et al. (Mon,) studied this question.