Culturally relevant/responsive pedagogy in an EFL context: College English education in China

Abstract

In China, College English, a core course in many university-level foreign language education, is a requirement for most non-English majors at the undergraduate level in China. In this doctoral research study, Ladson Billings’ (2014) culturally relevant pedagogy and Gay’s (2010) culturally responsive teaching was adapted for use in a college English course to develop student’s English language ability while enhancing intercultural awareness and competence. Guided by sociocultural theory (Vygotsky, 1986), this study employed action research methodology (Lewin, 1946; Stringer, 2014). The study took place at a comprehensive university in southwestern China. Participants consisted of 39 first-year students enrolled in the Chinese Language and Literature degree program. Data collection included the principal investigator’s self-reflective research journals, a critical friend’s classroom observations and interviews, student participant questionnaires, interviews and portfolios. After coding and thematic analysis (Norton, 2009; Saldana, 2016), the initial findings demonstrate that culturally relevant/responsive pedagogy increases student motivation, engagement, in-class participation, and interest in learning English because they found the content relatable to their own culture and therefore more meaningful. Additionally, most students indicated that they gained a deeper understanding of their own culture and cultivated cultural confidence, their English language skills improved, and their knowledge of the target language culture increased. In conclusion, an adapted culturally relevant/responsive pedagogy in college English education has the potential to respond to Chinese foreign language education policies and requirements and is worthy of in-depth exploration and active application. CRP IN AN EFL CONTEXT Key words: Culturally relevant/responsive pedagogy, English as a foreign language, College English.