| Title |
Du_Dian_Ling_Ziqi_MED_2023 |
| Alternative Title |
Chinese Dual Language Immersion Teacher Challenges |
| Creator |
Du, Dian and Ling, Ziqi |
| Collection Name |
Master of Education |
| Description |
The following Master of Education thesis investigates he experiences of Chinese Dual Language Immersion (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. |
| Abstract |
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) Lack of motivation for students to continue learning Chinese after graduation; (6) 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 investigates the reasons for these challenges and proposes practical suggestions to overcome them in the end. |
| Subject |
Second language learning and teaching; Curriculum planning; Language and languages--Study and teaching |
| Keywords |
Chinese dual language immersion program; Chinese language teacher; Cultural; Differences |
| Digital Publisher |
Digitized by Special Collections & University Archives, Stewart Library, Weber State University. |
| Date |
2023 |
| Medium |
Theses |
| Type |
Text |
| Access Extent |
109 page pdf; 7.3 KB |
| Language |
eng |
| Rights |
The author has granted Weber State University Archives a limited, non-exclusive, royalty-free license to reproduce their theses, in whole or in part, in electronic or paper form and to make it available to the general public at no charge. The author retains all other rights. |
| Source |
University Archives Electronic Records: Master of Education. Stewart Library, Weber State University |
| Format |
application/pdf |
| ARK |
ark:/87278/s63gav4p |
| Setname |
wsu_smt |
| ID |
114153 |
| Reference URL |
https://digital.weber.edu/ark:/87278/s63gav4p |
