Chinese Teachers Create an Equitable Classroom for Student Achievement in a Language Center in Beijing

• In Event: Leading for Language Learning: Equity, Excellence, and Deficit Resistance

Abstract

This study is to explore Chinese teachers’ experiences in creating an equitable classroom for student achievement in a language training center in Beijing. The descriptive qualitative inquiry was employed to explore the teachers’ perceptions, opinions, and experiences by interviewing twelve Chinese teachers (N=12). Findings show that Chinese teachers face the three challenges. The challenges are difficulty receiving support from school principals; difficulty to be understood by students, and lack enough knowledge of creating equity for teaching. This study also found that Chinese teachers use the three strategies to create an equitable classroom climate. The strategies are dialogue, equal evaluation and classroom rule, and parental engagement for building equity in teaching and learning. Future studies were suggested.

Authors

• Shuzhen Xie, Cardinal Stritch University

• Wei Zhang, Western Michigan University