A Case Study Of Chinese Teaching In Junior Middle School Under The Perspective Of "Cultural Response Teaching"

Chinese is the national language commonly used in China; therefore it becomes compulsory for every ethnic group to master it.Based on the culturally response teaching, this paper is aiming at analyzing the case of Lin Dong Mongolian High School in order to conduct a thorough investigation of the teaching of Chinese language in areas where people use Mongolian as a teaching language. Specifically, this paper investigates the teaching situation of three junior high school grades according to class attendances, interviews, questionnaire surveys, homework and exams, and makes some recommendations.This case analysis comprises four parts. It starts with the introduction, where we present the research objectives and methodology, the literature review and core concepts, as well as the theoretical basis. The last three parts are the main chapters of this paper, namely chapter one, two and three. In chapter one, we elaborate the nature of Chinese teaching as a second language in a school where minorities take classes taught in Mongolian, and then we highlight the differences between mother tongue teaching, Chinese teaching as a second language and as foreign language. Chapter two overviews Lin Dong Mongolian High School and its current Chinese teaching situation, and lays out the current issues in the teaching objectives and content, and the training of teachers. In chapter three, we make some recommendations in order to solve these issues.Throughout this analysis, we think that pupils need to be given the necessary linguistic and cultural background beforehand, especially when they are being taught contents that largely differ from their mother tongues; teachers should use the pupils’ mother tongue as a bridge and intermediary in order to narrow down the gap and improve their Chinese proficiency.