Exploring Middle School Teachers' Understanding of English Immersion and Their Instructional Practices in Xi'an, China

Autor/inn/en	Ginja, Tamirat Gibon; Chen, Xiaoduan
Titel	Exploring Middle School Teachers' Understanding of English Immersion and Their Instructional Practices in Xi'an, China
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 59 (2023) 3, S.264-279 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ginja, Tamirat Gibon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2023.2165925
Schlagwörter	Middle School Teachers; English (Second Language); Second Language Instruction; Immersion Programs; Teaching Methods; Foreign Countries; Teaching Experience; Teacher Attitudes; Language Teachers; Faculty Development; China + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Immersionsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerverhalten; Language teacher; Sprachunterricht
Abstract	Although there is an increasing number of middle schools establishing English immersion programs, teachers are not well-understood immersion and its application, as educators would hope them to do. Inadequate attention is paid to how teachers teach, how in-service training influences their understanding, and their practice of teaching. There is a pressing need to address these issues. This study is a mixed research design aimed at exploring selected in-service teachers' understanding of English immersion, and their experiences. Data were obtained through a questionnaire, in-depth individual interviews, classroom observation, and post-observation discussion. The findings indicate there was confusion about content teaching "vs." English teaching, and sometimes a failure to understand why teaching content in English was necessitated. The novice teachers have more irregularities between their understanding and practices. Factors, such as insufficiencies of in-service training, lacking time for planning and exposure to English practising activities; and absence of a policy framework and inadequate support, were identified as the cause for less success of the English immersion program. Implications are discussed, and suggestions for future studies are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01