Culturally Relevant Pedagogy and Heritage Language Teaching

• In Event: Roundtable Session 79
  In Roundtable Session: Culturally Responsive Schooling

Abstract

This multiple-case study investigated six teachers’ perspectives on their instructions and ways to integrate Chinese culture in a Chinese heritage language school. Qualitative in nature, multiple data sources, such as semi-structured interviews, classroom observations, and teachers’ artifacts were included. Using cross-case analysis, the descriptive data represented the link and differences between Ladson-Billings’ (1995) culturally relevant pedagogy and the teachers’ perspectives. Four themes emerged: (a) motivational and skill-building strategies to promote academic success, (b) individual, plural, and progressive ways to integrate and reconceptualize Chinese culture, (c) rebalancing authority to share power with students, and (d) culture identity development to enhance self-empowerment. Despite the link between the current study and Ladson-Billings’ theory, differences were found.

Author

• Hsu-Pai Wu, National Taipei University of Nursing and Health Science