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This paper reports on a multiple case study into the pedagogic beliefs and practices of Indonesian teachers of English as a foreign language (EFL) regarding the teaching and learning of culture and interculturality in high-school EFL classrooms. Teachers from local general, vocational, and Islamic high-schools participated in the study. Data were analysed qualitatively using thematic analysis. Findings show that despite Indonesia’s hegemonic language and education policies, the teachers displayed agency in addressing the complexities of culture and interculturality, students’ learning needs and exigencies, and contextual constraints. Suggestions are offered to facilitate an interculturally informed EFL pedagogy responsive to Indonesia’s socio-educational milieu.
Munandar et al. (Sun,) studied this question.