Chinese Language Teachers' Challenges in Teaching in U.S. Public Schools: A Dynamic Portrayal

Autor/inn/en	Liao, Wei; Yuan, Rui; Zhang, Hong
Titel	Chinese Language Teachers' Challenges in Teaching in U.S. Public Schools: A Dynamic Portrayal
Quelle	In: Asia-Pacific Education Researcher, 26 (2017) 6, S.369-381 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liao, Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-017-0356-z
Schlagwörter	Chinese; Language Teachers; Second Language Learning; Second Language Instruction; Cultural Differences; Teacher Role; Cultural Pluralism; Diaries; Teacher Attitudes; Teaching Experience; Classroom Techniques; Curriculum Development; Teacher Collaboration; Educational Environment; Cultural Background; Teacher Education; Foreign Nationals + Suchen Sie Ihr Suchwort? China; Chinesen; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Kultureller Unterschied; Lehrerrolle; Kulturpluralismus; Diary; Tagebuch; Lehrerverhalten; Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerkooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerausbildung; Lehrerbildung; Ausländer; Ausländerin
Abstract	Teachers who teach in cross-cultural settings play a vital role in nurturing students' appreciation of cultural diversity but they tend to experience tremendous challenges in their early years of teaching. To draw a dynamic portrayal of those challenges, this study primarily collected and analyzed 521 reflective journals written by 14 Chinese language teachers throughout their first 2 years of teaching in U.S. public schools. The study found that the teachers experienced a wide range of challenges in managing classrooms, developing curricular materials, crafting instructional strategies, assessing students, catering to learner differences, and collaborating with others. The seriousness of the challenges varied across areas and transformed differently over time. Cultural difference, school context, and teacher's background and ongoing learning collectively contributed to the formation and transformation of the challenges. This paper concludes with practical implications on how to prepare and support teachers to work in cross-cultural settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01