Abstract
The new era of global flows opens more chances for people to interact with others from a different cultures. Globalization offers a new lens to examine intercultural sensitive (IS) language tasks in designing teaching material. However, this study's design of intercultural sensitivity in the Indonesian-Thai context focuses on teachers' perceptions and is still under-researched. Thus, this study investigates teachers' perception of IS pedagogy in English language teaching (ELT) for promoting primary English teachers' merged into their practice of teaching materials. This study uses autobiographical narrative inquiry. The data analysis uses Bennett's (1993) framework of IS, which involves the Developmental Model of Intercultural Sensitivity (DMIS) in five stages to communicate across cultures in the Indonesian-Thai context. The data garnered autobiographical data from narrative inquiry in the form of short stories and lesson plans. The results capture that the teaching materials enhance IS as language pedagogy in ELT. The study suggests discovering teachers' understanding and viewing of IS in teaching English language materials at primary levels.
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