Culturally Responsive Teaching Self-Efficacy in Second Language Teaching to Advance Public Education

• In Event: Constructing a Respectful Relationship With ELLs: Colaboración, Éxito, y Posibilidades

Abstract

Language is the greatest barrier faced by immigrants in schools following the universal trend of globalization and immigration. Teachers lack culturally responsive training encounter difficulties in linguistically diverse classrooms. This study developed and validated the Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale for teachers teaching Chinese as a second language. A five-factor structure was found via EFA which accounted for 69.62% of the variability. The finalized version of the scale showed a good model fit by CFA. This scale can be used as an effective instrument to assess teachers’ self-efficacy on teaching Chinese as a second language in public schools. With minor modifications, the scale can be applied to elsewhere of the world when teaching a second language.

Authors

• Wai Ming Cheung, The University of Hong Kong

• Yanli Huang, University of Hong Kong

• Stephanie W. Y. Chan, The University of Hong Kong

• Hector W. H. Tsang, The Hong Kong Polytechnic University