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Chinese Dual Language Immersion Teacher Challenges

Chinese Dual Language Immersion Teacher Challenges
Author: Dian Du
Publisher:
Total Pages: 0
Release: 2023
Genre: Chinese language
ISBN:
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In the United States, dual immersion courses have developed rapidly. Many schools offer Chinese dual immersion courses. However, the challenges faced by Chinese immersion teachers working in the United States have not diminished at all. This means that schools and school districts should pay more attention to the needs of Chinese immersion teachers and provide them with assistance and support. The purpose of this study is to investigate the experiences of Chinese DLI teachers in American schools, to determine whether their experiences match existing literature, and to provide recommendations to local school districts on how best to support Chinese DLI teachers. The method used in our study is a combination of quantitative and qualitative analysis. This study invited 31 teachers from different educational backgrounds and experiences who are currently working in Chinese immersion programs in schools in the United States to answer online questionnaires. Our research results show that the main challenges faced by teachers of Chinese immersion projects are: (1) classroom management issues caused by cultural differences; (2) Communication issues between teachers, students, and parents caused by cultural differences; (3) Insufficient training and resources; (4) Language barriers; (5) The school has set too many teaching goals for teachers. The findings agree with the conclusion drawn by previous scholars that "teachers of Chinese immersive projects did not receive timely and effective responses to the challenges they encountered in their early teaching careers." However, the overloaded teaching objectives and insufficient motivation for students to continue learning Chinese after the end of the project found in this study are two phenomena that have not been mentioned in previous literature. This article investigated the reasons for these challenges and proposes practical suggestions to overcome them in the end.

Mandarin Chinese Dual Language Immersion Programs

Mandarin Chinese Dual Language Immersion Programs
Author: Ko-Yin Sung
Publisher: Multilingual Matters
Total Pages: 132
Release: 2019-06-05
Genre: Language Arts & Disciplines
ISBN: 1788923979
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This book discusses multiple aspects of Chinese dual language immersion (DLI) programs, with a focus on the controversial Utah model. The first part of the book focuses on the parents, teachers, and school administrators. It looks at the perceptions of the three groups toward the Utah model, how they build a supportive DLI classroom with an emphasis on teacher–teacher and teacher–parent communication, and how the teachers position themselves in teaching through their teacher identities. The second part of the book emphasizes classroom research and explores teaching and learning strategies, corrective feedback and learner uptake and repair, translanguaging in authentic teacher–student interaction, and Chinese-character teaching. As the first DLI book to include a non-alphabetical language, Chinese, it addresses the need for more research on DLI programs of languages other than Spanish. The book will benefit not only Chinese DLI educators and administrators in the US, but will also offer some useful suggestions and thoughts to educators and administrators of similar programs worldwide.

Mandarin Chinese Dual Language Immersion Programs

Mandarin Chinese Dual Language Immersion Programs
Author: Ko-Yin Sung
Publisher: Multilingual Matters
Total Pages: 132
Release: 2019-06-05
Genre: Language Arts & Disciplines
ISBN: 1788923979
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Download Mandarin Chinese Dual Language Immersion Programs Book in PDF, ePub and Kindle

This book discusses multiple aspects of Chinese dual language immersion (DLI) programs, with a focus on the controversial Utah model. The first part of the book focuses on the parents, teachers, and school administrators. It looks at the perceptions of the three groups toward the Utah model, how they build a supportive DLI classroom with an emphasis on teacher–teacher and teacher–parent communication, and how the teachers position themselves in teaching through their teacher identities. The second part of the book emphasizes classroom research and explores teaching and learning strategies, corrective feedback and learner uptake and repair, translanguaging in authentic teacher–student interaction, and Chinese-character teaching. As the first DLI book to include a non-alphabetical language, Chinese, it addresses the need for more research on DLI programs of languages other than Spanish. The book will benefit not only Chinese DLI educators and administrators in the US, but will also offer some useful suggestions and thoughts to educators and administrators of similar programs worldwide.

Chinese-English Dual Language Immersion Programs

Chinese-English Dual Language Immersion Programs
Author: Ko-Yin Sung
Publisher: Rowman & Littlefield
Total Pages: 277
Release: 2024-05-29
Genre: Language Arts & Disciplines
ISBN: 1666934178
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Chinese dual language immersion (DLI) education experienced unprecedented growth in recent years; hence, it has become critical that Chinese DLI research catches up to inform Chinese DLI teachers and administrators of the most effective ways to teach and run their programs. The purpose of Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations is to explore three DLI themes that are under-researched: content area instruction, learners, and evaluations. The first section of this edited volume is dedicated to exploring current teaching designs and practices in different content subjects in Chinese DLI programs in order to make useful teaching suggestions to the programs. The second section includes studies which look into K-12 Chinese DLI learners’ learning variables such as motivations, learning strategies, learner perception and engagement, and learner background differences. The last section of this edited volume intends to fill the research gap by including studies which adopt various methods to evaluate Chinese DLI students’ target language level to better illustrate their learning progress in different language skills.

Dual Language Education

Dual Language Education
Author: Kathryn J. Lindholm-Leary
Publisher: Multilingual Matters
Total Pages: 384
Release: 2001-01-01
Genre: Language Arts & Disciplines
ISBN: 9781853595318
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Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.

Teaching Dual Language Learners

Teaching Dual Language Learners
Author: Lisa M. López
Publisher: Paul H Brookes Publishing
Total Pages: 200
Release: 2020-08
Genre: Bilingualism in children
ISBN: 9781681253862
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"Teaching Dual Language Learners is a practical guide to help early childhood educators understand the needs of and provide instruction for young dual language learners in their classroom"--

Teacher Agency for the Inclusion of Dual Language Learners with Disabilities

Teacher Agency for the Inclusion of Dual Language Learners with Disabilities
Author: Lingyu Li (Ph.D.)
Publisher:
Total Pages: 0
Release: 2022
Genre:
ISBN:
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While dual language immersion (DLI) programs have emerged as one approach to promote culturally and linguistically sustaining education, teachers are not prepared to instruct students who live in the intersection of ability and linguistic differences. Dual language learners (DLLs) with disabilities often do not have access to culturally and linguistically rich classrooms. The present study takes a Chinese-English DLI charter school in a Midwestern city as a microcosm to investigate Chinese-English DLI program teachers' perceptions and practices of agency for inclusive education, as well as personal and contextual factors that influence their agentive inclusive practices. Findings, drawn from extended field observations, semi-structured interviews, and policy documents, reveal that teacher participants had a low sense of agency, especially when negotiating with administrators about top-down polices. Driven by their previous teaching and schooling experience, they implemented varied agentive inclusive practices in their individual classrooms. However, when working with DLLs with disabilities, their collective decisions and actions were inclined towards exclusionary practices. Two personal factors contributed to their low sense of agency for inclusion and even enabled their collective agency for exclusionary practices, including (1) a low sense of autonomy in collaboration, and (2) mixed attitudes towards inclusion and a deficit view of disability. Three contextual factors confined, discouraged, and negated teachers' agentive efforts towards inclusive education, including (1) resources and time strained school condition, (2) a school culture of elite bilingualism, and (3) accountability-explicit policies that erase and remove DLLs with disabilities from bilingual space. I ultimately argue that DLI program teachers need support and training to reposition self as an agent of change, develop transformative reflexivity to unlearn internalized structural norms, cultivate a collective vision of inclusive DLI education, and work collaboratively and strategically to challenge and dismantle the white, middle-class, nondisabled, and English-speaking value centered DLI policies.

Bilingual Education in China

Bilingual Education in China
Author: Anwei Feng
Publisher: Multilingual Matters
Total Pages: 303
Release: 2007
Genre: Education
ISBN: 1853599913
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This volume brings a mixed group of researchers together to discuss issues in bilingual or trilingual education for the majority and minority nationality groups in China and to explore the relationship between the two.

Trilingualism in Education in China: Models and Challenges

Trilingualism in Education in China: Models and Challenges
Author: Anwei Feng
Publisher: Springer
Total Pages: 267
Release: 2014-09-26
Genre: Education
ISBN: 9401793522
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This book examines language policies and practices in schools in regions of China populated by indigenous minority groups. It focuses on models of trilingual education, i.e. education in the home language, Putonghua (Mandarin Chinese, the national language), and English (the main foreign language). Special attention is given to the study of the vitality of the minority home language in each region and issues relating to and the effects of the teaching and learning of the minority home language on minority students’ acquisition of Mandarin Chinese and English and on their school performance in general. The book also examines the case of Cantonese in Guangdong, where the local Chinese ‘dialect’ is strong but distant from the mainstream language, Putonghua. It takes a new approach to researching sociolinguistic phenomena, and presents a new methodology that emerged from studies of bi/trilingualism in European societies and was then tailored to the trilingual context in China. The methodology encompasses policy analysis and community language profiles, as well as school-based fieldwork, and provides rich data that facilitate multilevel analysis of policy-in-context.

Teacher Agency for the Inclusion of Dual Language Learners with Disabilities

Teacher Agency for the Inclusion of Dual Language Learners with Disabilities
Author: Lingyu Li (Ph.D.)
Publisher:
Total Pages: 0
Release: 2022
Genre:
ISBN:
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While dual language immersion (DLI) programs have emerged as one approach to promote culturally and linguistically sustaining education, teachers are not prepared to instruct students who live in the intersection of ability and linguistic differences. Dual language learners (DLLs) with disabilities often do not have access to culturally and linguistically rich classrooms. The present study takes a Chinese-English DLI charter school in a Midwestern city as a microcosm to investigate Chinese-English DLI program teachers' perceptions and practices of agency for inclusive education, as well as personal and contextual factors that influence their agentive inclusive practices. Findings, drawn from extended field observations, semi-structured interviews, and policy documents, reveal that teacher participants had a low sense of agency, especially when negotiating with administrators about top-down polices. Driven by their previous teaching and schooling experience, they implemented varied agentive inclusive practices in their individual classrooms. However, when working with DLLs with disabilities, their collective decisions and actions were inclined towards exclusionary practices. Two personal factors contributed to their low sense of agency for inclusion and even enabled their collective agency for exclusionary practices, including (1) a low sense of autonomy in collaboration, and (2) mixed attitudes towards inclusion and a deficit view of disability. Three contextual factors confined, discouraged, and negated teachers' agentive efforts towards inclusive education, including (1) resources and time strained school condition, (2) a school culture of elite bilingualism, and (3) accountability-explicit policies that erase and remove DLLs with disabilities from bilingual space. I ultimately argue that DLI program teachers need support and training to reposition self as an agent of change, develop transformative reflexivity to unlearn internalized structural norms, cultivate a collective vision of inclusive DLI education, and work collaboratively and strategically to challenge and dismantle the white, middle-class, nondisabled, and English-speaking value centered DLI policies.