Relationship between teachers intercultural teaching sensitivity and classroom emotional climate based on intelligent analysis of classroom discourse

Against the backdrop of increasingly diverse classroom cultures, how teachers can shape supportive classroom emotional atmospheres through instructional practices has become a significant issue in educational psychology. This study, conducted in two urban schools with pupils from Years 5 to 8, employed a multi-layered model integrating teacher intercultural teaching sensitivity questionnaires, student classroom emotional atmosphere scales, and intelligent discourse analysis of 48 lessons. Results indicate a significant positive correlation between teacher intercultural teaching sensitivity and classroom emotional climate at the class level. The proportion of inclusive language and frequency of emotionally supportive statements jointly mediate approximately 55% of this relationship. Intercultural teaching sensitivity enhances students' overall perception of emotional safety and respect by increasing cultural acknowledgement and emotional support within classroom discourse. Regression and structural equation modelling further demonstrate that intelligent classroom discourse indicators provide incremental explanations of classroom emotional climate beyond traditional questionnaires. This study demonstrates that intercultural teaching sensitivity must be manifested through concrete discursive practices to be perceived by students as an emotionally supportive environment. Intelligent analysis based on classroom discourse data can provide actionable quantitative tools for teacher professional development and intercultural school climate building.