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ERIC Number: ED529916
Record Type: Non-Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1548-6613
Constructing Culturally Relevant Pedagogy in Chinese Heritage Language Classrooms: A Multiple-Case Study
Wu, Hsu-Pai
Online Submission, US-China Education Review B 7 p939-952 2011
Culturally relevant pedagogy uses cultural references to develop students' knowledge and identities thereby empowering them academically, socially and politically. This article examined how four Chinese heritage languages teachers constructed culturally relevant pedagogy in their language instructions. Qualitative cross-case analysis indicated that the teachers used motivational and skill-building strategies to promote academic success. The teachers used individual, plural and progressive methods to transmit and reconceptualize Chinese values. Rather than playing a role as knowledge transmitters, the teachers shared power with students by involving peer discussions and group activities in their classrooms. Their practices lay a foundation to be discussed not only in the Chinese community, but also in the broader field of the US education system.
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas