A Case Study of Chinese Teachers' Professional Learning in a Chinese Dual Language Immersion Program

Autor/inn/en	Yan, Jiazhen; Davis, William J.
Titel	A Case Study of Chinese Teachers' Professional Learning in a Chinese Dual Language Immersion Program
Quelle	In: Educational Research: Theory and Practice, 34 (2023) 2, S.48-56 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yan, Jiazhen) ORCID (Davis, William J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Faculty Development; Bilingual Education Programs; Chinese; Immersion Programs; Second Language Learning; Second Language Instruction; Native Language; Language Teachers; Teaching Methods; Teacher Attitudes; Teacher Characteristics; Elementary School Teachers; English (Second Language); Teacher Student Relationship; Teacher Collaboration; Utah + Suchen Sie Ihr Suchwort? China; Chinesen; Immersionsprogramm; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerkooperation
Abstract	The purpose of this study is to examine the professional development (PD) needs of Chinese dual language immersion program (DLI) educators, particularly the PD supports these teachers receive. This instrumental case study examined the professional learning of four Chinese language DLI teachers through semi-structured interviews and observations of classroom teaching and PD trainings. Findings suggest the Utah DLI model indelibly shapes teachers' work and learning as teachers. Chinese DLI teachers also identify needs that are particular to their teaching role like adapting/translating resources; however, the findings also confirm other scholarship indicating Chinese DLI teachers' particular needs are not well supported. PD received by participants was general in nature, rather than differentiated for Chinese DLI teachers' needs. (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01