Culturally responsive teaching among pre-service CSL teachers: Perceptions, practices, and challenges

Abstract

The rise in China’s influence worldwide and the upsurge in international students have increased the need for effective Chinese as a Second Language (CSL) teaching, enriching the atmosphere in Chinese classrooms. This study examines how future Chinese language teachers perceive and implement Culturally Responsive Teaching (CRT). Based on interviews with 20 postgraduate pre-service teachers at a leading Chinese university, most participants recognize the value of CRT; however, their understanding tends to be superficial and intuitive. The application of CRT is often inconsistent, as cultural aspects are frequently regarded as supplementary rather than integral to the learning process. Being international teachers and receiving guidance from mentors significantly supports the acquisition of relevant knowledge, yet learners face challenges such as low awareness of other cultures, insufficient training, limited resources, and institutional obstacles. Three thematic categories, beliefs and values, instructional practices, and contextual challenges, emerged from the analysis. The findings indicate a substantial gap between CRT theory and actual teaching practice, highlighting the need for increased efforts to incorporate CRT into teacher education curricula, develop specific frameworks tailored to different contexts, and implement supportive educational policies. This research offers original insights by (1) situating CSL teacher education within a non-Western context, (2) employing both quantitative and qualitative methods, and (3) providing recommendations for curriculum reform and professional development. Future research should consider longitudinal designs and multi-institutional comparisons.