Redesigning English Learning through Multiple Intelligences and Local Wisdom-Based Expeditionary Approach

Abstract

This study presents a redesigned model of English language teaching that integrates Expeditionary Learning (EL) with Multiple Intelligences (MI) and Local Wisdom to create more inclusive and culturally resonant classrooms. Conducted in Batang Regency, Indonesia, the research involved 25 English teachers from both senior and vocational high schools. The study explores how EL units can be structured to engage learners’ varied cognitive strengths while embedding local cultural elements—such as traditional arts, folktale integration, cultural role-playing, and local-themed vocabulary—into project-based English instruction. Through qualitative case study methods, including interviews, classroom observations, and teaching materials analysis, the study reveals that this integrated model promotes learner engagement, contextual understanding of language and cultural awareness. Teachers highlighted improvements in students' critical thinking, collaboration, and emotional connection to learning. They also noted how integrating local wisdom allowed students to express identity and foster pride in their cultural heritage through English. Nevertheless, implementation was challenged by rigid curricula and limited pedagogical resources. This paper advocates for a shift in English education toward culturally responsive, MI-informed frameworks that reflect both global language demands and local realities, offering practical insights for teacher educators and curriculum designers in multilingual and multicultural contexts.