Non-indigenous preschool teachers’ culturally relevant pedagogy in the indigenous areas of Taiwan

Abstract This study used the Ladson-Billings culturally relevant pedagogical approach to understanding non-indigenous preschool teachers’ multicultural literacy and practices in indigenous areas. Through purposive sampling, we selected six teachers with three years of teaching experience each Eastern Taiwan as participants. Interviews them, classroom observation records, files, students’ diaries, researchers’ inspiring diaries were all data sources. The analyses based on approach. There major results. First, language culture invited parents cooperate tribe increase their academic achievement. Second, connected families’ backgrounds experiences curriculums, maintained certain cultural norms classroom, communicated languages that familiar them. Third, devised strategies overcome gap between goals beliefs about childcare centers backgrounds. factor most contributed success was communicating encouraging them join school activities.