Childhood Home Language Effects on Teacher Risk-Taking and Student-Centered Professional Practice in a Bilingual Chinese Context

Autor/inn/en	Lee, Daphnee Hui Lin; King, Ronnel Bornasal
Titel	Childhood Home Language Effects on Teacher Risk-Taking and Student-Centered Professional Practice in a Bilingual Chinese Context
Quelle	In: Asia-Pacific Education Researcher, 31 (2022) 5, S.623-633 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Daphnee Hui Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00613-6
Schlagwörter	Foreign Countries; Teachers; Native Language; Chinese; English (Second Language); Bilingualism; Teacher Behavior; Risk; Identification (Psychology); Student Centered Learning; National Curriculum; Singapore + Suchen Sie Ihr Suchwort? Ausland; Lehrer; Lehrerin; Lehrende; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Teacher behaviour; Lehrerverhalten; Risiko; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Singapur
Abstract	This paper examines the effects of English Childhood home language (CHL) on teacher risk taking and identity in a Chinese context where Chinese and English bilingualism is prioritized in its national school curriculum. Data were collected from 3388 Chinese Singaporean teachers. We used structural equation modeling to examine the relationships among CHL, risk taking, and teacher identification with student-centered practices. Results indicated that English-CHL professionals have stronger risk-taking tendencies compared with Chinese-CHL professionals, and that risk taking mediates the association between CHL and the likelihood of implementing student-centered practice. The results also indicate that CHL has direct effects on student-centered practice. Theoretical and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01