Language, culture and relational pedagogy in English-medium instruction: a case study from Fiji

In Fiji’s post-colonial English-medium instruction (EMI) education system, few studies have investigated culturally responsive pedagogies. This case study addresses this gap by examining whether the culturally responsive pedagogy of relations is evident in Fiji’s EMI context. Data from forty lower primary mathematics lessons from a case study school were analysed using the Teaching to the North-East framework. The results indicate that caring and learning relationships were present. However, in contrast to findings from Aotearoa New Zealand, the Fiji data show a weak correlation between extended family-like relationships and discursive practices. Analysis suggests that most lessons provided limited opportunities for students to draw on their cultural experiences and languages. The study offers insights into how the Teaching to the North-East framework operates in post-colonial EMI contexts, highlighting the importance of linguistic and cultural conditions in shaping classroom interaction. These findings have implications for teacher education, curriculum design, and efforts to decolonise EMI classrooms.