ERIC Number: ED595715
Record Type: Non-Journal
Publication Date: 2019-Jun-5
Pages: 216
Abstractor: As Provided
ISBN: 978-1-7889-2395-8
ISSN: N/A
EISSN: N/A
Available Date: N/A
Mandarin Chinese Dual Language Immersion Programs. Bilingual Education & Bilingualism
Sung, Ko-Yin; Tsai, Hsiao-Mei
Multilingual Matters
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.
Descriptors: Mandarin Chinese, Immersion Programs, Administrator Attitudes, Parent Attitudes, Teacher Attitudes, Teaching Methods, Feedback (Response), Teacher Student Relationship, Orthographic Symbols, Models, Code Switching (Language), Translation, Language Usage
Multilingual Matters. Available from: Channel View Publications Ltd. St. Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK. Tel: +44 117 3158562; Fax: +44 117 3158563; e-mail: info@channelviewpublications.com; Web site: http://www.multilingual-matters.com
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: Administrators; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A