Retno Purnama Irawati, Dian Yuni Pamuji, Almira Agwinanda, Anggraeni Anggraeni

Implementation of Culturally Responsive Teaching as a Reinforcement for Prospective Chinese Language Teachers to be Adaptive and Responsive

Introduction

Implementation of culturally responsive teaching as a reinforcement for prospective chinese language teachers to be adaptive and responsive. This study analyzes culturally responsive teaching in Indonesian Chinese language education curricula. It examines implementation for prospective teachers, identifying challenges and success factors to enhance adaptability and responsiveness.

Abstract

The graduate profile of the Chinese Language Education Study Program aims to produce Chinese language teachers who can both teach and conduct research on Chinese language learning issues. Culturally responsive teaching is a method for developing adaptive and responsive educators. Chinese language teachers who are culturally responsive will be able to connect Chinese culture with students' backgrounds and create meaningful learning by utilizing cultural knowledge and students' learning styles. This research aims to analyse the distribution of courses in the Chinese Language Education curriculum in Indonesia that adopt culturally responsive teaching; identify the implementation of culturally responsive teaching for strengthening prospective Chinese language teachers; and explain the factors hindering and supporting the success of culturally responsive teaching for strengthening prospective Chinese teachers. The research method used is qualitative research, utilizing an observational descriptive qualitative approach. The study was conducted to systematically describe the phenomenon of culturally responsive teaching based on factual data. Data collection techniques include literature review, documentation, observation, questionnaires, and interviews. The results of this study show that the Chinese Language Education programs in Indonesia have adopted culturally responsive teaching in their curricula, both in education-focused and non-education-focused programs. This implementation helps prospective teachers understand the relationship between language and culture, although various challenges remain, such as a lack of training, limited resources, negative attitudes, and high workloads. However, success is also evident through teacher commitment and interest, institutional support, integrated curriculum, technology and learning media use, and interdisciplinary approaches. With continuous evaluation and proper support, culturally responsive teaching has the potential to further enhance the competencies of prospective Chinese language teachers in implementing culturally responsive teaching.

Review

This manuscript presents a highly relevant and timely investigation into the implementation of Culturally Responsive Teaching (CRT) within Chinese Language Education programs in Indonesia. The study's premise, that CRT is crucial for developing adaptive and responsive prospective Chinese language teachers, aligns well with contemporary pedagogical approaches that advocate for inclusive and effective learning environments. The abstract clearly outlines the significance of enabling future educators to bridge Chinese culture with diverse student backgrounds, thereby fostering meaningful learning experiences. The research addresses a critical gap by specifically examining how CRT is integrated and perceived within this specialized language education context, offering valuable insights into the preparation of globally competent language instructors. The research employs a robust qualitative, observational descriptive approach, which is well-suited to systematically explore the nuanced phenomenon of CRT implementation. The multi-faceted data collection strategy, incorporating literature review, documentation, observation, questionnaires, and interviews, suggests a thorough and triangulated investigation. The findings indicate a noteworthy adoption of CRT within Indonesian Chinese Language Education curricula, affirming its perceived value in enhancing prospective teachers' understanding of the language-culture nexus. Crucially, the study effectively delineates both the practical challenges, such as resource limitations and high workloads, and the enabling factors, including strong teacher commitment and institutional support, that shape the success of CRT integration. This comprehensive identification of variables provides a solid foundation for understanding the real-world dynamics of CRT implementation. While the abstract effectively highlights the current state and challenges of CRT implementation, future iterations of this research or subsequent studies could delve deeper into the *causal mechanisms* behind the identified success and hindering factors. For instance, exploring specific examples of "negative attitudes" or "lack of training" could provide actionable insights for program developers. Furthermore, while the study indicates adoption across various programs, a comparative analysis of the *effectiveness* of CRT implementation across education-focused versus non-education-focused programs could yield interesting results. Nevertheless, this study makes a significant contribution by empirically demonstrating the dual nature of CRT implementation – its inherent value and the practical hurdles it faces – thereby providing essential guidance for continuous evaluation and strategic support to fully realize the potential of CRT in cultivating highly competent and culturally responsive Chinese language teachers.

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