| Title |
Ou, Yang MED_2025 |
| Alternative Title |
The Cross-Cultural Communication Challenges Faced by Chinese Teachers and Their Coping Strategies |
| Creator |
Ou, Yang |
| Contributors |
Byrd, David (advisor); Mower, DeeDee (advisor) |
| Collection Name |
Master of Education |
| Abstract |
Chinese dual language immersion (DLI) programs are an important component of education in the United States; however, Chinese teachers working in these programs often encounter cross-cultural communication challenges related to differences in educational philosophies, classroom practices, and school-home relationships. This qualitative case study examined how Chinese DLI teachers experience cross-cultural communication challenges and the strategies they use to respond to them.; Using a comparative case study design, this study examined two Chinese DLI teachers at different career stages in Utah elementary schools. Data were collected through semi-structured interviews, classroom and video-based observations, and participant reflections. Grounded theory methods and phenomenology were employed as complementary analytic approaches, with triangulation used to enhance credibility.; The findings indicated that cross-cultural differences were most evident in classroom management, pedagogical expectations and teacher roles, parent communication, and workplace culture. To address these challenges, teachers relied on strategies such as establishing consistent routines, adjusting instructional stances, shifting professional roles, collaborating with English partner teachers, and integrating cultural experiences into instruction. Although both teachers adopted similar strategies, their approaches differed based on teaching experience and school context.; Overall, the study suggests that cross-cultural adaptation in Chinese DLI classrooms is a dynamic and context-sensitive process. The findings contribute to a deeper understanding of Chinese immersion teachers' lived experiences and highlight the importance of flexible collaboration structures and culturally responsive support in dual language immersion programs. |
| Subject |
Second language learning and teaching; Education; Educational evaluation; Education--Research--Methodology; Education--Study and teaching |
| Digital Publisher |
Digitized by Special Collections & University Archives, Stewart Library, Weber State University. |
| Date |
2025-12 |
| Medium |
theses |
| Type |
Text |
| Access Extent |
51 page pdf |
| Conversion Specifications |
Adobe Acrobat |
| Language |
eng |
| Rights |
The author has granted Weber State University Archives a limited, non-exclusive, royalty-free license to reproduce his or her thesis, in whole or in part, in electronic or paper form and to make it available to the general public at no charge. The author |
| Source |
University Archives Electronic Records: Master of Education. Stewart Library, Weber State University |
| Format |
application/pdf |
| ARK |
ark:/87278/s6vhbqk9 |
| Setname |
wsu_smt |
| ID |
156098 |
| Reference URL |
https://digital.weber.edu/ark:/87278/s6vhbqk9 |
