Chinese Immersion Teachers in the U.S.: Perceptions and Needs in Their Teacher Preparation Programs

被引:0
作者
Chen, Mengyao [1 ,2 ]
Li, Jiahang [3 ]
Gorke, Yongling Zhang [4 ]
机构
[1] St Cloud State Univ, Educ Leadership & Higher Educ, St Cloud, MN 56301 USA
[2] Michigan State Univ, Coll Educ, Lansing, MI 48824 USA
[3] Michigan State Univ, Dept Teacher Educ, E Lansing, MI 48824 USA
[4] Univ North Carolina Charlotte, Dept Languages Cultures & Translat, Off Int Programs, Charlotte, NC 28223 USA
关键词
immersion education; immersion teacher preparation programs; Chinese immersion teacher preparation; Chinese immersion programs; cross-cultural communication; MANDARIN IMMERSION; LANGUAGE; CLASSROOM; PROFICIENCY; PERFORMANCE; CHALLENGES; STUDENTS; IMPACT;
D O I
10.3390/educsci14080878
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Language immersion has been an emerging educational method for K-12 students to acquire foreign languages. Despite its effectiveness, there are limited teacher education programs designed specifically for language immersion educators. Thus, many language immersion teachers have been applying knowledge learned from general teacher educational programs, which are not designed for language immersion settings, in their daily teaching. Simultaneously, language immersion programs, especially Chinese immersion programs, have identified multiple educational challenges related to curriculum design and content teaching, classroom management, and cross-cultural communications. This study aims to address these challenges from the perceptions of six selected Chinese immersion teachers towards their teacher preparation programs via qualitative in-depth case studies. The participant selection considers various education and teaching backgrounds of Chinese immersion teachers to represent a wide range of perspectives. The results show that the educational philosophy and psychology theories and practices, curriculum and instruction, cross-cultural competence, and practicum in existing preparation programs contribute positively towards immersion teaching in the U.S. However, Chinese immersion teachers demand more social-emotional learning and diversity, equity, and inclusion preparation. Potential solutions to these challenges require synergistic efforts from the current teacher preparation programs, Chinese immersion programs, and policymakers.
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页数:13
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