An Activity Theory Analysis of Professional Learning in/Beyond a Dual-Language Immersion Program

• In Event: Reimagining Equity in Bilingual Education

Abstract

The purpose of this study is to examine the professional development (PD) needs of Chinese dual language immersion (DLI) teachers as well as the PD supports they are provided. Few studies have examined the nature of DLI teachers’ PD needs, or the ways schools and districts have attempted to meet such needs. Drawing on documents, interviews with teachers and other educators, and observations of teaching and PD sessions, this instrumental case study examined professional learning in a Utah-based Chinese DLI program. Findings suggest DLI teachers’ professional learning was tied to the state’s DLI model, apps, and curriculum. Despite professional learning occurring across multiple systems, Chinese-language teachers reported relying on one another to share strategies and develop resources for Chinese instruction.

Authors

• William J. Davis, Southern Utah University
  Presenting Author

• Jiazhen Yan
  Presenting Author