This article examines the implementation of culturally responsive pedagogy (CRP) in English for Specific Purposes (ESP) teaching, recognizing ESP as a learner-centric approach tailored to individual needs. Despite this acknowledgment, the optimal methods for achieving learner goals remain elusive. Academics stress the need for a personalized approach, emphasizing the teacher's awareness and ability to select or create suitable methodologies. Within the context of a Greek classroom influenced by Katsara's (2021) facilitator-oriented model, the study utilized the Read, Ask, and Paraphrase (RAP) strategy by Schumaker et al. (1984) for a seminar on global citizenship principles in business. Evaluation through reflection journals from 39 Greek business students showed high satisfaction with the seminar, particularly due to the effective management of power dynamics, which made the learning environment more engaging. Students valued the relevance of the seminar's topic to their careers, the facilitative nature of teaching materials, and the academic writing skills they gained. However, they also requested more structured guidelines and a deeper focus on specialized business topics. This feedback indicates that while the facilitative approach and power dynamics were well-received, there is a need to balance this with clearer instructional guidance. The paper suggests implications for foreign language policy that align with this approach.