Classroom Management in CFL Education at All-Girls Secondary Schools in the UAE

Autor/inn/en	Zhu, Di; Chi, Jing; Xu, Jing; Shen, Licheng
Titel	Classroom Management in CFL Education at All-Girls Secondary Schools in the UAE
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2002132 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2021.2002132
Schlagwörter	Classroom Techniques; Single Sex Schools; Females; Secondary School Students; Foreign Countries; Chinese; Second Language Learning; Second Language Instruction; Learning Processes; Teacher Attitudes; Language Teachers; Teacher Student Relationship; Attendance; Behavior Problems; Teacher Administrator Relationship; Classroom Communication; Professionalism; Help Seeking; Teacher Surveys; United Arab Emirates + Suchen Sie Ihr Suchwort? Klassenführung; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; Sekundarschüler; Ausland; China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning process; Lernprozess; Lehrerverhalten; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Anwesenheit; Klassengespräch; Professionalität; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Vereinigte Arabische Emirate
Abstract	Classroom management is a significant issue for foreign language teachers. However, in Chinese as a foreign language (CFL) education, little is known about classroom management for female secondary school students in the United Arab Emirates (UAE). This paper focuses on classroom management issues and solutions in CFL education at all-girls secondary schools in the UAE, with the aim of providing insights toward enhancing teachers' classroom management and students' learning. Data were collected in March 2020 via online surveys completed by CFL teachers and students of all-girls secondary schools in the UAE. In addition, several teachers (chosen at random) were interviewed to obtain further details on their classroom management experiences. Quantitative and qualitative analysis revealed that CFL teachers face issues with students frequently entering and leaving the classroom, being late to or absent from class, talking out of turn, disrespecting teachers, and coming to class without the right materials. Teachers use various strategies to address these issues, including getting help from administrators, creating reward and consequence systems, and changing their teaching methods. The findings suggest that CFL teachers can enhance their classroom management by being more professional, building rapport with students, and avoiding seeking frequent help from administrators. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01