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Gu, Yue.

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Chinese Heritage Language School Teachers' Pedagogical Belief and Practice of the Contextualized Language Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Chinese Heritage Language School Teachers' Pedagogical Belief and Practice of the Contextualized Language Instruction./
Author:	Gu, Yue.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	221 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10145005
ISBN:	9781369005677

Chinese Heritage Language School Teachers' Pedagogical Belief and Practice of the Contextualized Language Instruction.
Gu, Yue.

Chinese Heritage Language School Teachers' Pedagogical Belief and Practice of the Contextualized Language Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 221 p.

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ph.D.)--The University of Toledo, 2015.

This study utilized computer-mediated teacher professional development program to involve Chinese Heritage School (CHS) teachers investigating their teaching practices, focusing on the content of building up a contextualized teaching and learning environment for CHS learners. By examining the process of CHS teachers' development, this study aimed to: first, understand the CHS teachers' primary understanding and practices of the contextualized language instruction in CHS classrooms; and second, examine the change made on CHS teachers' understanding of contextualized language instruction over time.

ISBN: 9781369005677Subjects--Topical Terms:

3172312
Teacher education.

Chinese Heritage Language School Teachers' Pedagogical Belief and Practice of the Contextualized Language Instruction.
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500 $a Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
500 $a Adviser: Marcella Kehus.
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520 $a This study utilized computer-mediated teacher professional development program to involve Chinese Heritage School (CHS) teachers investigating their teaching practices, focusing on the content of building up a contextualized teaching and learning environment for CHS learners. By examining the process of CHS teachers' development, this study aimed to: first, understand the CHS teachers' primary understanding and practices of the contextualized language instruction in CHS classrooms; and second, examine the change made on CHS teachers' understanding of contextualized language instruction over time.
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