Volume 3,Issue 5
Enhancing Chinese Student Participation in TESOL Classrooms through Culturally Responsive Teaching
Chinese students in TESOL classrooms often demonstrate low verbal participation, which is frequently misunderstood as a lack of language proficiency. However, this silence is deeply rooted in cultural norms that emphasize humility and respect for authority. This paper explores how Culturally Responsive Teaching (CRT) integrates students’ cultural identities into instructional practices to address this issue. By examining cultural factors such as Confucianism, reviewing the theoretical underpinnings and practical applications of CRT, and proposing targeted strategies like culturally relevant materials, modified group interactions, and inclusive teaching techniques, this study argues that Chinese students’ participation can be enhanced without compromising their cultural identity.
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