Secondary School Dual Language Immersion

Mandarin Chinese in the Utah Model
Erscheinungsjahr 2025
ISBN: 978-1-78892-873-1
Verlag: Multilingual Matters

Buch, Englisch, Band 153, 198 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 425 g

Reihe: Bilingual Education & Bilingualism

This book responds to the expansion of dual language immersion (DLI) programs into secondary contexts, examining the effectiveness of these programs and highlighting areas for improvement in the curriculum. Focusing on Mandarin Chinese DLI in Utah secondary schools, it presents the views of teachers, parents and students on the newly implemented program, explores patterns of classroom interactions, and assesses learners’ oral narrative development as well as their learning strategy use in building reading, writing and listening skills. In this way, it pinpoints possible weaknesses in the curriculum and current teaching practices and provides pedagogical implications and suggestions for in-service teachers and administrators, advocating for the inclusion of heritage language maintenance as a program goal. It enhances pre-service teachers’ understanding of the policy background and current program issues and offers a base for DLI researchers to build upon in understudied secondary school contexts.

Autoren/Hrsg.

Sung, Ko-Yin

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen

Inhaltsverzeichnis

Chapter 1. Introduction

Chapter 2. Stakeholders’ Perspectives Toward the Secondary Chinese DLI Programs in Utah: Voices from Secondary Chinese DLI Teachers

Chapter 3. Stakeholders’ Perspectives Toward the Chinese Secondary DLI Programs in Utah: Voices from Secondary Chinese DLI Parents and Students

Chapter 4. Classroom Interactions in A Chinese DLI Bridge Course

Chapter 5. Intercultural Teaching Practice in A Chinese DLI Bridge Course

Chapter 6. Secondary Chinese DLI Students’ Oral Narrative Retelling

Chapter 7. Secondary Chinese DLI Students’ Listening Strategy Use

Chapter 8. High School Chinese DLI Students’ Reading Strategy Use

Chapter 9. Secondary Chinese DLI Students’ Writing Strategy Use

Chapter 10. Conclusion

References

Index

Über Autor(innen)

Sung, Ko-Yin
Ko-Yin Sung is Professor of Chinese at Utah State University, USA. Her research explores Chinese language teaching and learning, dual language immersion and language identities.