Empowering Educators: Identifying Professional Development Needs in Mandarin-English Dual Language Immersion Programs

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 4
  In Roundtable Session: Preparing Teachers and Educators for Dual Bilingual Education Programs: Complexity and Needs Across Contexts (Table 11)

Abstract

This study examines the professional development needs of Mandarin educators in Mandarin-English dual language immersion (DLI) programs in the U.S. K-12 education system. As these programs expand, there is a critical need to identify the specific competencies and support mechanisms required for teachers to succeed in complex instructional environments. Through a national survey and interviews with Mandarin DLI educators, this research uncovers their diverse needs and preferences for professional development. Findings from this research can be used to inform the design of targeted professional development initiatives, ultimately empowering teachers and enhancing student learning outcomes. This study contributes to the literature on bilingual education and underscores the importance of equipping educators to navigate the demands of dual language instruction effectively.

Authors

• Zhongfeng Tian, Rutgers University - Newark

• Becky H. Huang, The Ohio State University

• Xiaozheng Dai, Pennsylvania State University