Using the Cultural Ensemble to Examine Clinical Supervision Challenges in Chinese DLI (Dual Language Immersion) Student Teaching Contexts

• In Event: Supervision and Instructional Leadership in Dynamic and Challenging Contexts

Abstract

The purpose of this study is to investigate challenges and tensions encountered by university supervisors working with student teachers in dual language immersion (DLI) settings. Despite the growth of Utah’s statewide DLI program, Utah university teacher programs have few faculty members familiar with the partner cultures and languages of Utah’s DLI model. Drawing from a larger multiple case study, this study examines three non-Chinese university supervisors’ written reflections and focus group transcripts during supervision in Chinese DLI classrooms. Findings suggest the challenges and tensions encountered by these supervisors were not just cultural in nature; at times, university supervisors were unfamiliar with the DLI model and/or unsure of whether challenges were products of cultural differences, the DLI program, or other influences.

Authors

• William J. Davis, Southern Utah University

• Jamie H. Hamblin, Southern Utah University

• Torrie Rice, Southern Utah University

• Ziyao Zhou, University of Wisconsin - Madison

• Ruohan Gao, Granite School District

• Jiazhen Yan, Harvard University