CRT-Oriented English Writing Instruction in Rural Primary Schools: A Case Study in Jinsha, Guizhou

Abstract

In the current background of rural revitalization, improving the quality of rural basic education is an important task to promote educational equity and regional development. English writing, an important indicator of comprehensive language ability, faces many challenges in rural primary schools in multi-ethnic areas, such as students’ limited language ability, insufficient utilization of cultural resources, and outdated teaching methods. This study takes the third to sixth grade students of a multi-ethnic rural primary school in Jinsha County, Bijie City, Guizhou Province as the research object, and uses the case study method, supported by classroom observation and student writing analysis, based on the theory of Culturally Responsive Teaching (CRT). The study found that students’ writing ability is not enough, the cultural resources are not used to the maximum, and there is no diversity of teaching practice. Based on CRT theory, this study puts forward the strategies to promote cultural integration and teaching improvement, including: using local ethnic cultural resources to design writing situations suitable for students’ life experience; adopting multimodal teaching to expand the ways of expression; optimizing the process-oriented diversified evaluation system; and strengthening teacher-student interaction and collaborative learning. The suggestions are to provide effective guidance for teaching English writing in rural primary schools.