A survey of American paired teachers in dual language Chinese immersion programs
Bibliographic Data
| ID | 8937660 |
|---|---|
| Authors | Sean R Hill (0000-0002-8781-8336, Central Michigan University Mount Pleasant Michigan USA, corresponding author) |
| Year | 2023 |
| Volume | 56 |
| Issue | 2 |
| Pages | 299-333 |
| Publication date | 2023-03-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12682 |
| OpenAlex | W4328119022 |
| Language | EN |
| References cited | 40 |
One Mandarin immersion programming model involves a pair of partner teachers switching cohorts of students. Many programs meet their staffing needs with international teachers that remain with the school district for 1–3 years. Due to transient staffing, many partner teachers find themselves as mentors to their immersion teachers and maintain the program's institutional knowledge. A national survey of 106 American teachers examined their attitudes regarding collaboration with their Chinese teacher, identification as a mentor, perceived administrative support, and school climate. Many participants worked in public elementary one‐way immersion programs classified as schools within a school; about 20% worked in full immersion schools. The partner teachers agreed that they felt connected to and supported by other staff in their building, and reported positive structures in place for student success. Respondents signaled a need for more professional development on immersion education, Chinese culture, and the partner teacher role. Some indicated administrators would promote the program without understanding it. Many reported the immersion teachers' needs for more targeted professional development about American culture and the education system because of misunderstandings at the building level. Despite concerns, partner teachers found the role challenging but professionally rewarding
Faculty Development · French immersion · Immersion (mathematics · Mandarin Chinese · Mathematics education · Medical education · Pedagogy · Professional development · School teachers · Staffing · Collaborative Teaching and Inclusion · Education and Technology Integration · Medicine · Nursing · Psychology · Teacher Education and Leadership Studies
Bilingual and Immersion Teacher Education
Balancing Content and Language in Instruction
Co-Teaching
The Impact of School Climate and School Identification on Academic Achievement
Dual language programs as a strand within a secondary school
Teaching and Learning Chinese through Immersion
Immersion education in China
Teacher agency and professional learning in cross-cultural teaching contexts
Connected and culturally embedded beliefs
Contexts of mentoring and opportunities for learning to teach
Chinese language teachers' expectations and perceptions of American students' behavior
A developmental approach to training for intercultural sensitivity
Teaching Chinese in K–12 Schools in the United States
Immersion Teachers
Understanding the Perceptions of Arabic and Chinese Teachers Toward Transitioning into U.S. Schools
Language education in elementary schools
Foreign Language Instruction in U.S. Schools
Cross-Cultural Mentor Effectiveness and African American Male Students
| Citation velocity | historical |
|---|---|
| Highly cited | No |