Chinese Immersion Teachers' Academic Vocabulary Instruction: Managing the Tension Between Chinese and Mathematics Teaching

• In Event: Moscone Center North Roundtable Session 15
  In Roundtable Session: Expanding the Research Terrain for Multilingualism

Abstract

Research has been focusing on defining academic vocabulary and effective academic vocabulary instruction for English language learners in mainstream classes(e.g., Coxhead, 2000; Schleppegrell, 2007). However, limited research investigated how academic vocabulary was taught in subject matter classrooms (e.g., math or science) within foreign language immersion contexts, in which teachers were experiencing tension between language and content teaching (e.g., Tedick & Wesely, 2015). To address this gap, framed by sociocultural theory (Vygotsky, 1978), this case study used a third-grade Chinese immersion class as an example to present a reputable teacher’s effort on integrating language and content teaching through academic vocabulary selection and instruction in teaching mathematics. This study contributes to the scholarly conversations about foreign language immersion practice and teacher educator.

Author

• Zheng Gu, Michigan State University