“A Total Warp”? Negotiating teacher authority in a Chinese heritage language classroom

This study explores the experiences of a novice teacher in a Chinese heritage language classroom who reexamines and reconceptualizes her understanding of teacher authority as her pedagogical practices are met with resistance from students. It highlights how differing expectations between teachers and students shape classroom interactions, teaching practices, and learning opportunities. Through a collaborative action research model, this study makes visible the process of negotiating teacher authority in a heritage language class and the pedagogical adjustments that followed. The findings not only underscore the importance of teacher reflexivity in supporting professional development but also contribute to our understanding of how teacher-student relationships can be negotiated and developed in heritage language classroom contexts.