Sung / Tsai Mandarin Chinese Dual Language Immersion Programs

Erscheinungsjahr 2019
ISBN: 978-1-78892-397-2
Verlag: Multilingual Matters
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band 119, 216 Seiten

Reihe: Bilingual Education & Bilingualism

The first dual language instruction book to focus on a non-alphabetical language, Mandarin Chinese.

This book discusses multiple aspects of Chinese dual language immersion (DLI) programs, with a focus on the controversial Utah model. The first part of the book focuses on the parents, teachers, and school administrators. It looks at the perceptions of the three groups toward the Utah model, how they build a supportive DLI classroom with an emphasis on teacher–teacher and teacher–parent communication, and how the teachers position themselves in teaching through their teacher identities.

The second part of the book emphasizes classroom research and explores teaching and learning strategies, corrective feedback and learner uptake and repair, translanguaging in authentic teacher–student interaction, and Chinese-character teaching.

As the first DLI book to include a non-alphabetical language, Chinese, it addresses the need for more research on DLI programs of languages other than Spanish. The book will benefit not only Chinese DLI educators and administrators in the US, but will also offer some useful suggestions and thoughts to educators and administrators of similar programs worldwide.

Autoren/Hrsg.

Sung, Ko-Yin

Tsai, Hsiao-Mei

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Sprachpolitik

Inhaltsverzeichnis

- Introduction

- Benefits, Challenges, and Suggestions: Voices from Teachers and Administrators

- Benefits, Challenges, and Suggestions: Voices from Parents

- Exploring Chinese DLI Teachers’ Identities

- Creating an Effective and Supportive Dual Language Classroom

- Language Teaching and Learning Strategies Employed in a First-year Chinese Dual Language Immersion Classroom

- Applying the Concept of Chunking in Teaching and Learning Chinese Characters

- Oral Interactions between Teacher and Students: Corrective Feedback, Learner-uptake, and Learner-repair

- Translanguaging: A Documentation of how Emergent Bilinguals use Translanguaging in their Daily Communication

- Conclusion

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.

Tsai, Hsiao-Mei
Hsiao-Mei Tsai is a Chinese teacher in the dual language immersion program in Cache County School District, Utah, USA. Her interests include instruction in dual language programs, language learning strategies and second language acquisition.

Ko-Yin Sung is an Associate Professor in the Department of Languages, Philosophy, and Communication Studies at Utah State University, USA. Her interests include learner motivation, language learning strategies, Chinese character instruction and technology-assisted language learning.

Hsiao-Mei Tsai is a Chinese teacher in the dual language immersion program in Cache County School District, Utah, USA. Her interests include instruction in dual language programs, language learning strategies and second language acquisition.