Listening to Teachers' Voices: Exploring the U.S. Public School Mandarin Immersion Program Teachers' Experiences and Beliefs

Autor/in	He, Lu
Titel	Listening to Teachers' Voices: Exploring the U.S. Public School Mandarin Immersion Program Teachers' Experiences and Beliefs
Quelle	(2022), (122 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Kansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-7844-9
Schlagwörter	Hochschulschrift; Dissertation; Mandarin Chinese; Public Schools; Immersion Programs; Second Language Learning; Language Teachers; Teacher Attitudes; Elementary School Teachers; Language Usage; Instructional Materials; Cooperation; Parent Participation; Power Structure; Work Environment; Conflict; Educational Policy; Second Language Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; Immersionsprogramm; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Co-operation; Kooperation; Elternmitwirkung; Arbeitsmilieu; Konflikt; Politics of education; Bildungspolitik; Fremdsprachenunterricht
Abstract	Among the various forms of bilingual education in the United States, dual language immersion education has grown rapidly during the past decades (Lindholm-Leary, 2001; Wilson, 2011). Particularly, while the implementation of Mandarin Chinese immersion programs attracted educators and stakeholders' interest, limited attention was paid to research studies on the Mandarin immersion program teachers' lived experiences and teachers' beliefs regarding program curriculum and classroom instruction. This study aims to understand the factors that influenced Mandarin immersion program teachers' professional experiences by listening to teachers' voices and stories shared via semi-structured interviews. The participants in this study include twenty-one Mandarin immersion program teachers who are currently teaching in the U.S. public elementary schools. The findings of this study address global themes on challenges and opportunities teachers encounter at work, collaboration within the school community, as well as language use and language policy in their Mandarin immersion programs. More specifically, this study sheds light on teachers' experiences and beliefs regarding selecting instructional materials and resources, seeking collaborations with colleagues, parent involvement to promote students' learning, power dynamics and inequities in the workplace, and the conflict between the Mandarin-only policy and language use in their classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01