Curriculum Bridging across Chinese and English Instructional Times in a One-Way Dual Language Education Program

Autor/inn/en	Wang, Tiange; Lee, Jin Sook
Titel	Curriculum Bridging across Chinese and English Instructional Times in a One-Way Dual Language Education Program
Quelle	In: Bilingual Research Journal, 45 (2023) 3-4, S.315-336 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Tiange) ORCID (Lee, Jin Sook)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2023.2171506
Schlagwörter	Chinese; English (Second Language); Second Language Learning; Second Language Instruction; Bilingual Education Programs; Decision Making; Teacher Attitudes; Charter Schools; Public Schools; Native Speakers; Content and Language Integrated Learning; Teaching Methods; Elementary School Students; Curriculum Design; Language Teachers; Program Descriptions + Suchen Sie Ihr Suchwort? China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Decision-making; Entscheidungsfindung; Lehrerverhalten; Charter school; Charter-Schule; Public school; Öffentliche Schule; Muttersprachler; CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Language teacher; Sprachunterricht
Abstract	In response to the limitations presented by restrictive language separation practices in dual language immersion programs, this study describes a curriculum bridging approach that was undertaken by a group of teachers in a one-way Chinese English Dual Language Education program to promote and build on students' full linguistic repertoires. The present study was conducted in a public charter school where students were mostly English dominant. Focusing on language allocation decisions at different levels, we examine how teachers bridged instruction for continuity and reinforcement of students' content and language learning across Chinese and English instructional times. The findings also reveal challenges teachers faced in the planning and implementation processes of curriculum bridging, which unearthed varying teacher assumptions about specific subject matters and pedagogical strategies. Implications for further research and suggestions for practice to more effectively utilize and build on students' full linguistic repertoires are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01