A Mixed-Method Study of Qualifications, Attitudes, Beliefs, and Needs of K–12 Chinese as a Foreign Language Teachers

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: Teacher and Learner Beliefs: Perspectives From World Languages Classrooms

Abstract

A concurrent mixed method design was used in this study to collect both quantitative and qualitative data with a questionnaire from a sample of 45 CFL teachers in the United States. Result showed that there is a gap between the preferred qualification and the actual qualifications for K-12 CFL. Teachers’ perceived competency and importance of knowledge and skills for CFL teaching are mostly consistent with the expectations of their employers. Their teaching philosophies are influenced by both traditional Chinese culture and modern western culture. Lastly, the majority of the participants rated classroom management and pedagogy as the two areas where professional training is needed the most. The findings are discussed in the context of social, cultural, and political differences.

Authors

• Xiongyi Liu, Cleveland State University

• Yingfeng Kline, Pennsylvania State University

• Shunqin Li, Cleveland State University

• Xiaocong Ding, Tianjin Electronic Information College