Conceptualizing culturally responsive teaching pre-service teachers of Chinese as a second language

Abstract

The expanding global interest in Chinese as a Second Language (CSL) has magnified the necessity of culturally responsive teaching (CRT) in language education. This research attempts to study the training programs for pre-service teachers of CSL by understanding the cultural sensitivity in educational strategies. It seeks to discover the level of awareness, challenges, and barriers faced by the pre-service teachers of CSL in the process of understanding CRT. The study employed a mixed-methods approach that analyzed data from the surveys, semi-structured interviews, and classroom observations of the pre-service CSL teachers enrolled in various accredited teacher training programs. The findings indicate that pre-service teachers tend to acknowledge the value of culturally responsive teaching, but their confidence and preparation to effectively apply these strategies are relatively low. The primary obstacles participants mentioned were a deficiency in CRT training, a lack of resources, and a rigid curriculum system impeding the implementation of culturally responsive methods. The research indicates the urgent need for educational reforms, including cultural sensitivity, as part of the teachers’ training. The conclusion suggests that increased CRT training programs for CSL student teachers could lead to more effective teaching results and better preparedness in working with a culturally diverse student.