Exploring the Roles, Practices and Challenges of Kindergarten Chinese Teachers at an International School

Yue Sun; Anchalee  Chayanuvat

Authors

Yue Sun Suryadhep Teachers College, Rangsit University, Thailand
Anchalee Chayanuvat Suryadhep Teachers College, Rangsit University, Thailand

Abstract

This study explored the roles, instructional practices, and challenges faced by Chinese language teachers in an international school with a multicultural educational context. Adopting a mixed-methods approach, data were collected through a 33-item questionnaire completed by 17 Chinese kindergarten teachers in an international school in Thailand and semi-structured interviews with five of them. Quantitative findings showed that teachers strongly identified with their dual role as language educators and cultural ambassadors, with high agreement on integrating Chinese culture into teaching (x̅ = 4.42, SD = 0.61). Commonly adopted teaching strategies included Total Physical Response (TPR) (x̅ = 4.35, SD = 0.65) and Game-based Learning (x̅ = 4.29, SD = 0.72). Challenges reported included a lack of age-appropriate Mandarin teaching resources (x̅ = 3.88, SD = 0.83) and pressure from non-Chinese-speaking parents (x̅ = 3.71, SD = 0.67). Qualitative data, analyzed using Lichtman’s (2013) “Codes–Categories–Concepts” model, generated 54 codes, 31 categories, and 23 key concepts. The results revealed that teachers not only integrated cultural content and adapt instruction to students’ varied language proficiencies but also navigated complex expectations from schools and families. This study offers valuable insights into Chinese teachers' experiences in international early childhood settings and provides recommendations for curriculum planning, professional development, and institutional support. This study highlights teachers’ lived experiences and provides actionable insights for supporting Chinese language education in multicultural early childhood contexts.

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