Professional Learning Needs and Supports Among Chinese Teachers in a Chinese Dual-Language Immersion Program (Poster 10)

• In Event: AERA Poster Session Seven
  In Poster Session: Critical Perspectives: Leveraging the Influence of Languages in Multilingual Contexts

Abstract

The purpose of this study is to examine the professional development (PD) needs of Chinese dual language immersion program (DLI) educators, particularly the PD supports these teachers receive. This instrumental case study examined four Chinese-language DLI teachers' professional learning through semi-structured interviews, observations of classroom teaching and PD training and document analysis. Findings suggested Chinese DLI teachers rely on technology, build relationships, and body language for Chinese instruction based on the Utah model and the system. In the absence of PD specifically related to Chinese language instruction, they relied on each other for support, sharing strategies and approaches. This study offers insight into Chinese DLI teachers’ needs and the supports provided for these needs, which few studies have examined to date.

Authors

• Jiazhen Yan
  Presenting Author

• William J. Davis, Southern Utah University
  Presenting Author