Further modification of the Cultural Response Pedagogy (see Figure 2) is needed, especially when implementing it in an ESL context with predominantly Han Chinese students in China. The Chinese context poses a different set of requirements from a culture-focused implementation as Culturally Responsive Pedagogies for Han Chinese students, which will require some adaptations to address the complexities of the Chinese context. Drawing on culture to inform curriculum and instruction, modeling high expectations for all students, and communicating in responsive ways linguistically and culturally are some of the competencies that would strengthen teaching English language subjects with the corresponding culturally informed high expectations and effective communication. All educators have the potential to improve English as a Second Language learning outcomes through culturally sensitive, strategic, and high-standards communication by addressing students’ culture, employing culturally responsive modeling of vigorous expectations, and providing educational discourse that respects the learners’ language and identity.

Figure 2. New America. (2019). Culturally responsive teaching. https://www.newamerica.org

In the context for use here in China, focusing on the following three competencies:

• Drawing on students’ culture to share curriculum and instruction;
• Model high expectations for all students;
• Communicating in linguistically and culturally responsive ways could best support learning by leveraging cultural relevance, effective communication, and high expectations.

For a more holistic and well-rounded approach the following two key competencies: 

• Bringing real-world Issues into the classroom;
• Promoting respect for students differences will all support this endeavor.

These approaches go beyond merely recognizing the cultural plurality present in any classroom. They also help to build a positive and nurturing learning environment that meet the unique challenges and circumstances of the students.

In the context of enhancing English language learning for a predominantly Han Chinese group in China, the integration of Culturally Responsive Pedagogy and Expansive Learning Theory offers a powerful approach through large and small cycles of expansive learning to promote student engagement, critical thinking, and collaboration in the following three ways: local context, bilingual resources, and peer sharing.

Figure 3: Large and small cycles of expansive learning (Adapted from Engeström, Miettinen, & Punamäki-Gitai, 1999).

By encouraging students to develop new practices and knowledge through problem-solving and critical thinking, these educational theories not only benefit students but also prove to be highly useful.

There are few promoters of the educational theories discussed here that speak to using both Culturally Responsive Pedagogies and Expansive Learning combined with respect and specific to Chinese bilingual high school English programs, however, Chen, Tseng, & Oakley (2024) do present a case study on Transforming Online Teacher Training Through Expansive Learning. Ladson-Billings (1995; 2009; 2014; 2021), Engeström (2016), Engeström & Sannino (2017), who coined these theories, have done extensive research in the cross relationships of these theories, some with respect to the K-12 system and others with post-secondary education outside China.

 

In considering a new and unfamiliar practice which I would like to explore, is an ensemble of practices, the creation of an educational practice exegesis focusing on how to incorporate Culturally Responsive Pedagogies for educators in China, incorporating Activity Theory, an Activity System, and The Change Methodology to enhance curriculum development for programs.

Within the Chinese context, Activity Theory can function as a guiding method to help educators implement Culturally Responsive Pedagogies. Understanding the intertwining culture-historical relations of education and students’ learning facilitates teachers’ meeting the pedagogical needs of Chinese ESL students.

Using the Activity System framework allows teachers to analyze the constituents of their educational setting (students, teachers, resources, and tools) and improve curriculum design and instruction on the systems theory level. Such a framework makes it possible to view various components of the educational system, which enables educators to see and understand what can be improved or innovated within the system and its components.

Involving The Change Methodology in pedagogical practice increases framework within which teachers can exercise their professional agency, increasing cultural responsiveness of the educators. Educators promoting these practices can evaluate their teaching practices and develop more appropriate pedagogies for ESL students through collaborative reflection and inclusion of problem-solving processes to their teaching.

The teachers can engage in a particular practice of posing relevant questions considering the following:

1. What modifications can we make with respect to the culturally responsive practices instruction and Critical Syncretism for teaching so that lessons are more meaningful?

2. What cultural aspects may modify the engagement of the learners as well as the learning outcomes?

3. In what ways can Activity Theory inform our understanding the processes of teaching and learning?

4. How does The Change Methodology serve curriculum and professional development?

5. How do we evaluate the efficacy of our practices and curricula frameworks and modern tools?

The implementation of this set of systematically posed questions leads to a deeper understanding of the steps that need to be incorporated into professional practices to build suitable and more effective interventions for better structured policies that enhance learning for Chinese ESL students within these programs.

Many educators will benefit from a better understanding of Transpositional Grammar (see Fig 4.), and how to incorporate this into their practices, when planning, leading, and reflecting on what went well, and what did not, as well as sharing these insights with their peers in an ongoing Activity System.

Figure 4. Transpositional Grammar: An overview (Cope & Kalantzis, 2020). 

The approach aims to address the issue of cultural disconnection in the classroom, where traditional methods of teaching Chinese learners may not accommodate diverse learner needs. With the incorporation of Culturally Responsive Pedagogies, teachers attempt to address this gap and foster a positive change in students’ learning experiences. Hébert (2024) speaks to the development of a culturally diverse knowledge base, as an important first step in seeking to understand the students we teach. Better understanding the vast array of forms of communication, this is where Transpositional Grammar (Cope & Kalantzis, 2020) comes into play. Educators could cultivate a deeper understanding that culture significantly shapes both verbal and non-verbal communication, with the effects encompassing contextual factors, cultural nuances, discourse features, logic and rhythm, delivery, vocabulary usage, role relationships of speakers and listeners, intonation, gestures, body movements, and the best-choice of the multi-modality components we may include in our lessons. One lively example in applying Transpositional Grammar principles is within gamified learning, where the focus is on cultural impact on communication dynamics. Educators using Kahoot as an example, can incorporate elements such as interactive quizzes, timed challenges, and engaging visuals available on many gamified learning platforms. 

Educators from different schools and contexts can utilize the proposed practices to improve their instructional and curriculum design practices. From my own experiences with context of utilizing proposed practices to improve instructional and curriculum design, I can offer a unique perspective on the importance of addressing cultural assumptions and their impact on student learning. Supporting a better understanding of educators from different schools and contexts, helping everyone navigate the complexities of language mastery and promote creativity and critical thinking among their students. This can be discussed during regular classes, staff development workshops, and curriculum design sessions in order to provide more effective and holistic solutions to improving educational achievement. Of particular importance is where educators are tasked with taking any of the curricula from textbooks and designing multi-modal lesson plans to best meet the learners’ instructional needs. Such textbooks require a critical view and analysis of all the multidisciplinary aspects of why Transpositional Grammar can serve as the best approach for an educator’s practice exegis on any given lesson with transpositions between forms of meaning (see Fig. 5) to espcially address the What (in terms of materials used), but also to keep in mind the Who, the When, and the Where.

Figure 5. Transpositions between forms of meaning (Cope & Kalantzis, 2020)

 

By incorporating social and cultural dimensions, this study aligns with the goals of previous studies and effectively enhances language learning, particularly benefiting Chinese English Language Learners. Practice and theory are interrelated in this case as this study seeks to provide modern alternatives for Chinese learners to understand English and learn from students and teachers more deeply.

Nonetheless, these practices have their shortcomings and unrealized potentials that can be addressed. One practical difficulty involves the intricate privatized Chinese K-12 educational systems. These frameworks can draw criticism on the grounds that the aims and ideals set out have little to no practical importance because of the extensive training and support teachers would require in highly dynamic educational settings. The rebuttal, can highlight the impact of sustained and targeted professional development as well as collaboration among local and expatriate teachers as a means to effectively integrate these frameworks.

Some can counter that primary attention should be focused on ongoing training and cooperation between local and expatriate teachers. Suggested recommendations include using mixed-methods research designs to evaluate the impact these frameworks will have, and developing concrete strategies for teachers to foster inclusivity and cultural responsiveness in classroom teaching.

In examining the logic of the fusion process in the previous section, some key relationships were identified. These frameworks highlight the need for adequate and practical measures to be taken to assist English learners from diverse cultural backgrounds and the use of real-life communication as the content of teaching methodology to facilitate better language learning.

The focus on building inclusive and responsive to culture and diversity practices in the classroom demonstrates the strategies toward achievement of fostering inclusiveness into the learning environment and promote greater understanding of diversity.

Alongside the strengths, there are some imperfections such as relative ease in applying these frameworks in diverse educational settings and a lack of adequate research to tailor them specifically for use in Chinese schools. The critics outside the scope of Chinese education have commented and put forth the following: 

Theorists critiquing social and cultural aspects of education may argue students’ unique learning styles are glossed over. Similarly, the focus on sociocultural factors might mask the importance of cognitive processes and achievement in relation to language learning. Some other critics might focus on the use of qualitative research methods and interpretive analysis, critiquing the generalizability of the outcomes, thereby questioning the trustworthiness of the findings.

A lack of understanding often emerges as the primary reason for opposition to Culturally Responsive Pedagogies. This misunderstanding creates pedestals of systemic oppression over marginalized people, oversimplifying them in the process. Sleeter (2012) noted that in her observations of teachers, she discovered instances where Culturally Relevant Pedagogy, for example, was undermined. Teacher engagement with student interests through short activities became an undermining tactic where educators disregarded cultural context and utilized lessons that did not align with the students in the classroom. Sleeter documented instances where administrators used crafted templates of checklists to assess teachers on the emersion of inclusive curricula into their teaching.

Critical Syncretism introduced in schools is itself a criticism to what has been seen regarding traditional issues of marginalization and equity in literacy practices in predominant White, middle-class, with standard English ways of knowing being privileged. Recognizing that the strengths and needs of too many students from minority communities or where the majority is non-white, were not being met. Critical Syncretism draws attention to the importance of teachers’ appreciation of syncretism, as a powerful learning process for challenging discriminatory and exclusionary practices that prevail. This is a process where educators and learners privilege traditions and practices typically marginalized in many schools, for the purpose of supporting achievement and broadening worldviews.

On Expansive Learning, some scholars have argued against the expansive view, such as Holzkamp’s (1995) discussion on “internalized constraints” and the “expropriation of expansive learning,” suggesting power relations can be internalized and is not fully considered within the overly dichotomous framework of defensive/expansive learning. Lave and Wenger (1991), speak to the act of participating in a community of practice which does not guarantee adequate learning, as it takes place at the “periphery” and not at the “center.”

The Change Laboratory has seen varied critiques. Winberg, Garraway, and Wright (2023) looking over 15 studies (of 40 reviewed) highlight the cycle of expansive learning could not be completed, citing time constraints, participant withdrawal, disengagement, disinterest, communication breakdowns, and discord. Change is always often met with criticism, by those resisting change, to change itself not being realized due to constraints within the framework of promoting change. Kajamaa and Hyrkkö (2022) posit that the expansive learning process represents a unique form of collective professional learning from their case study from a Finnish Elementary School, where it was not met without tensions.

Solutions relevant to the practice’s restrictions and embracing its possibilities could enable educators to design more inclusive and culture-centered instruction geared toward students.

In addressing the gap between theoretical frameworks and the practical approaches schools can take, the following recommendations can be implemented by educators through: professional development, collaboration, and pedagogical research.

From my own synthesis, the following are aspects that will need more attention both in theory and research of practice:

• Integrating the theory into instructional practice, what the projected longitudinal impacts may be on an individual’s language acquisition skills as well as their academic performance on various educational milestones? 
• Analyzing how a particular set of theories can be applied in a multicultural context within China poses an interesting question in its application to students of the same yet different ethnic heritages and what needs they have.
• Looking at the impact computer softwares and digital medias may have in the implementation of the theories in the classroom and the instruction of students for higher achievement levels?

Cultural responsive pedagogies allow educators to utilize tools like, Transpositional Grammar as one of the building blocks in meaning making. With these tools and new perspectives, teachers are able to make their classrooms better and more culturally responsive. School policy can make  recommendations which advocate and support ongoing training and professional development for all educators to enhance their own cultural competence, along with supporting research designs to assess the impact of these frameworks on student outcomes and facilitating the implementation of innovative instructional strategies to establish inclusive learning environments that prioritize equity, diversity, and student success.

Shifting the pedagogical focus to improving the classroom experience and academic outcomes deals with educators professional development using critical syncretism and collaborative works to transform teachers. Integrating a tailored approach allows teachers to implement out of the box strategies designed to honor the language and culture of the students at deeply responsive levels, which would traditionally be unthinkable in a classroom setting. 

In addition, enabling students to integrate both culture and communication proficiency into their identity is made possible by understanding the culture’s responsiveness and using transpositional grammar. This understanding can guide pedagogical practitioners to transform the educational needs and goals into language acquisition and integration-performance environments. This approach allows educators to assist the students in mastering language as well as developing competence and belongingness to the culture in classroom.

Qualitative scrutiny stands as a critical importance in teaching development as well as within the depths of student needs and experiences. Educators can understand the cultural and language barriers with supporting documents. These frameworks can help teachers become more responsive to the diverse learning needs of their students in the classroom and help their students have better education experiences.

Whereas formulating approaches based on fairly established theories does not make teaching easy, it translates into meaningful learning experiences for the students. Empirical study also helps in assuring academic achievement, especially for Chinese bilingual students, and enables an educator to change his or her approaches for better academic results.

It is clear from the study on the link between interpretive methods in education and different pedagogies that there are qualitative, theoretical, and empirical frameworks that need to be met for a pedagogy to be taught. Critical syncretism and collaborativism could be taught within the framework of Cultural Responsive Pedagogies. It further fosters improved academic performance among the students.

Using these integrations of Cultural Responsive Pedagogies, Transpositional Grammar, Critical Syncretism and professional collaboration, create a transformative educational environment that not only improves academic performance, but encourages an appreciation for culture within education. When a student's language and culture is honored through purposeful pedagogy, teachers can redirect students to reconfigure their identities to language and culture while learning meaningfully. Teachers address cultural inequities, diverse needs, and aim for academic achievement using qualitative analysis and applicable frameworks, particularly through the lenses of Chinese bilingual children’s learning challenges. The integration of these frameworks can encourage the creation of inclusive supportive responsive pedagogies that engage students actively in culturally rich learning experiences.

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