Hidden Voices: How Chinese Immigrant Educators Implement Culturally Inclusive Practices in U.S. Classrooms

Autor/inn/en	Lau, Wing Shuen; Gritter, Kristine Mensonides
Titel	Hidden Voices: How Chinese Immigrant Educators Implement Culturally Inclusive Practices in U.S. Classrooms
Quelle	In: New Waves-Educational Research and Development Journal, 25 (2022) 1, S.65-81 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Immigrants; Inclusion; Culturally Relevant Education; Second Language Learning; Second Language Instruction; Case Studies; Teaching Methods; Cultural Background; Chinese Americans; Educational Experience; Asian Americans; Critical Race Theory; Teacher Characteristics; Teacher Education Programs; Foreign Countries; Cultural Awareness; Student Characteristics; Teacher Attitudes; China; United States + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Inklusion; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Bildungserfahrung; Ausland; Cultural identity; Kulturelle Identität; Lehrerverhalten
Abstract	In this article, we investigate Chinese immigrant teachers' cross-national education experiences in determining the implementation of culturally inclusive practices in United States classrooms. Based on a critical framework of culturally responsive teaching, findings of our multiple-case study indicated our participants regard teaching in the U.S. as less certain as a vocation and regard Asian teacher educators in the U.S. as critical bridges to teaching language in the U.S. Although all participants had extensive training in second language teaching, they noted gaps in knowledge of American student culture. The participants also indicated that an ideal classroom was a place of cultural harmony where divergent views could be valued and shared. Given that extremely limited published research exists documenting how Chinese immigrant teachers conceptualize and practice culturally responsive teaching, this study is an entry to understanding the experiences of Chinese immigrant educators in the U.S. (As Provided).
Anmerkungen	Chinese American Educational Research and Development Association. e-mail: info@caerda.org; Web site: https://www.viethconsulting.com/members/publication/new_waves_home.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01