Research On The Senior High School English Teachers’ Implementation About Culturally Responsive Teaching

The concept of culturally responsive teaching requires teachers to pay attention to each learner’s cultural background.existing knowledge and experience,mobilize possible resources to respond to them in an appropriate way in the teaching process,and pay attention to the cooperation between home,school and community.And the aim of it is to enhance English-teaching quality and students’ recognition of homeland culture and multicultural understanding,and promote more inclusive and equitable education.In the context of globalization,the implementation of culturally responsive teaching in English is conducive to cultivating students’ ability to express China’s voice on the international stage,helping them build their identity as "world citizens".On the other hand,it can help students describe and compare Chinese culture,tell Chinese stories well,let the world know more about Chinese culture,so as to further enhance our cultural confidence and international competitiveness.In addition,the concept conforms to the trend of English education reform responding to local culture in the new era,and can also help teachers cope with the challenges of students diversity brought by urbanization and all sorts of people’s move.Hence,to implement culture-responsive teaching in English is not only the call of The Times,but also the internal need of the subject.Establish a healthy outlook on world,life and values is crucial to senior high school students.This study will focus on this phase to explore the current situation of Chinese senior high School English teachers’ implementation of culturally responsive teaching and summarize the shortages and difficulties so as to put forward strategies for improvement.Firstly,this study reviews relevant literature at home and abroad,focusing on the theory,implementation framework and mature questionnaire and interview outline of culturally responsive teaching.Then,based on our national conditions,questionnaire from Helen’s research group and interview outline were adapted to investigate the understanding,confusion and implementation effect of culturally responsive teaching among more than 100 senior high school English teachers mainly in eastern China,supplemented by participatory observation and case study.Finally,according to the results of the survey,strategies are given to promote the implementation of culturally responsive teaching among Chinese high school English teachers.It is found that in terms of the implementation level of senior High school English teachers’ culturally responsive teaching,the overall level is good,but some dimensions such as "Pedagogical expertise" and "Structural support of culturally effective teaching practices" need to be improved.The difference has nothing to do with gender,but is significantly related to demographic characteristics such as "teaching age","educational background" and "type of university graduated".From the practical point of view,teachers’ implementation forms are flexible and diverse,but they still need to guard against the tendency of narrowness in teaching content.In addition,the lack of teachers’ awareness and ability,the large number of students and their uneven acceptance ability,the lack of support from schools and parents,and the atmosphere of exam-oriented education are all the difficulties for teachers to further implement culturally responsive teaching.In order to improve the culturally responsive teaching ability of senior high school English teachers,this study puts forward strategies from multiple perspectives: Colleges and universities should strengthen teachers’ pre-service education,lay a solid professional foundation,pay attention to key groups and innovate training mechanisms.Teachers should consciously transform their roles to cultural ones,deploy relevant resources,hone teaching skills and learn from advanced techniques to enhance the pertinence of response.Senior high schools should keenly respond to teachers’ requirement and fuel their professional development;in the meantime,they should form joint efforts with parents to pay more attention to the investment and create a good cultural atmosphere.Education authorities should continue to promote the reform of college entrance examination and build a platform for sharing resources and a community of teachers.