Chinese Dual-Language Bilingual Education Teachers' Pedagogical and Languaging Practices in American Immersion Schools

Autor/inn/en	Zhou, Wenying; Li, Guofang
Titel	Chinese Dual-Language Bilingual Education Teachers' Pedagogical and Languaging Practices in American Immersion Schools
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 6, S.569-583 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2021.1996582
Schlagwörter	Bilingual Education; Code Switching (Language); Second Language Learning; Second Language Instruction; Language Usage; Teaching Methods; Video Technology; Classroom Communication; Language Proficiency; Discourse Analysis; Native Language; Preschool Education; Elementary School Students; Immersion Programs; English (Second Language); Teacher Student Relationship; Classroom Techniques; Faculty Development; Mandarin Chinese; Bilingual Teachers; Teacher Characteristics; Language Teachers; Masters Programs; Graduate Students; Teacher Education Programs + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Language skill; Language skills; Sprachkompetenz; Diskursanalyse; Pre-school education; Vorschulerziehung; Immersionsprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Language teacher; Sprachunterricht; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Based on video recordings of five pre-k to grade 4 Chinese dual-language bilingual education (DLBE) teachers' classroom instruction, this article examines the Chinese DLBE teachers' target and first language use and pedagogical moves during their processes of learning to teach in immersion schools in the US. Conversational analyses of classroom interactions show that the teachers' subscribed to target language (TL) only instruction with minimum translanguaging and that teacher-fronted talk in the TL dominated their teaching with low student language output. Although their attention to curriculum-related content varied depending on lesson focus and student TL proficiency, a significant amount of teacher languaging practices was for classroom management. The findings have important implications for Chinese DLBE teachers' preparation and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01