How Do U.S. High School Teachers Support Chinese International Students' Learning? Challenges and Strategies

• In Event: Teachers and Students of Color: Race and Identities in K–12 and Higher Education

Abstract

To examine US teachers’ reflective practices toward supporting Chinese international students’ learning, this study employed the digital storytelling integrated narrative inquiry method. Through teachers’ storytelling, this study has obtained the first-hand information of their life experiences and teaching practices and demonstrated the connections. The participating teachers have been constantly reflected on their thinking and teaching practices and applied their continuous reflections on life and teaching experiences to their teaching practices with or without theorizing the contextual factors. These teachers are conscious about getting to know the Chinese international students as individuals and take on various roles that is beyond the classroom teachers. They have constructed their own meaningful theories and practices to support Chinese international students.

Authors

• Jin Zhao, Xi'an Jiaotong - Liverpool University

• Wenfan Yan, University of Massachusetts - Boston