A Multiple-Case Critical Incident Analysis of Student Teaching in Dual Language Immersion Classrooms

• In Event: Bilingual Teacher Education: From Coursework to Fieldwork

Abstract

The purpose of this multiple case study is to examine critical incidents for teacher learning occurring in three student teaching experiences in dual language immersion (DLI) classrooms. Drawing from a larger multi-case study of three student teaching triads, this study analyzes 26 written and spoken reflections completed individually by Chinese student teachers, Chinese mentor teachers, and non-Chinese university supervisors during student teaching. A collaborative within- and across-triad analysis identified critical incidents involving the promotion of spoken Chinese, managing classrooms in Chinese, and differences in basic forms of instruction. The study adds to the emerging knowledge base concerning the learning and professional development needs of Chinese DLI teachers, while also raising concerns about the impact of racialization/Whiteness on student teaching.

Authors

• Jamie H. Hamblin, Southern Utah University

• William J. Davis, Southern Utah University

• Ziyao Zhou, University of Wisconsin - Madison

• Ruohan Gao, Granite School District

• Jiazhen Yan, Harvard University

• Torrie Rice, Southern Utah University