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Understanding Chinese Language Teach...

Zhao, Juanjuan.

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Understanding Chinese Language Teachers' Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding Chinese Language Teachers' Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective./
Author:	Zhao, Juanjuan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	311 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
Contained By:	Dissertations Abstracts International79-12A.
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10871588
ISBN:	9780438093720

Understanding Chinese Language Teachers' Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective.
Zhao, Juanjuan.

Understanding Chinese Language Teachers' Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 311 p.

Source: Dissertations Abstracts International, Volume: 79-12, Section: A.

Thesis (Ph.D.)--University of Cincinnati, 2016.

This item must not be sold to any third party vendors.

This study focuses on exploring and understanding the teaching experiences and classroom practices of Chinese language teachers in secondary American schools in relation to the sociocultural and ideological factors of language planning and education. Since the teaching of Chinese as a world language is a relatively recent phenomenon, there has been a severe lack of research on Chinese language teachers' experience and classroom instructions in American school settings. Furthermore, international and immigrant teachers in general are under-researched in the field of secondary education in the U.S. The limited research on experiences of international and immigrant teachers in the U.S. educational systems lacks a holistic and historical view of educational practices and employs a deficit model that ignores the wealth of knowledge that foreign-educated teachers possess. Using an ethnographic case study design, this study collected data from multiple sources including: semi-structured interviews, classroom observations, and artifacts. A total of 23 junior and senior high school teachers were interviewed and five of them were observed in their classroom teaching over a one year period. A sociocultural framework based on a synthesis of Bourdieu's concepts, Confucian educational ideology, neo-patriotism, cultural identity, and Cultural Historical Activity Theory (CHAT) guided the interpretation of the findings. Findings revealed that teacher participants experienced pedagogical conflicts, language and communicative difficulties, cultural and disciplinary challenges in their teaching practices due to a mismatch of educational values and the devaluation of their qualifications and experience in the American school settings. However, in resolving their conflicts and overcoming the challenges, they showed a dynamic, recursive process of making changes and adjusting to the American education system. This study identified five stages in this process that involves (a) Transferring from Chinese educational practices; (b) Encountering conflicts in American school settings; (c) Comparing the two educational models; (d) Adapting to American education; and (e) Negotiating and synthesizing educational practices from two education systems. Teacher participants' beliefs in the strengths in both cultures and their synthesis of the two education models demonstrate a dialectical approach to conflict resolution in cross-cultural teaching. In adapting to American school settings, they reconciled contradictions and transformed their teaching practice into a flexible implementation of blended philosophies and practices by enriching their cultural and social capital. In spite of challenges due to the mismatch of cultural capital, the teachers saw the advantages of their educational values and approaches and considered themselves as bearers of the Chinese cultural and linguistic sources. This has practical implications for school administrators and teacher educators who should position these teachers in ways that would empower their experiences and knowledge so as to benefit multicultural education in the U.S. This study has significance to the fields of modern foreign language education in the U.S., cultural and immigrant studies in education, and sociocultural theories.

ISBN: 9780438093720Subjects--Topical Terms:

3172512
Foreign language education.

Understanding Chinese Language Teachers' Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective.
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245 1 0 $a Understanding Chinese Language Teachers' Experiences Teaching in U.S. Classrooms: A Sociocultural Perspective.
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300 $a 311 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--University of Cincinnati, 2016.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study focuses on exploring and understanding the teaching experiences and classroom practices of Chinese language teachers in secondary American schools in relation to the sociocultural and ideological factors of language planning and education. Since the teaching of Chinese as a world language is a relatively recent phenomenon, there has been a severe lack of research on Chinese language teachers' experience and classroom instructions in American school settings. Furthermore, international and immigrant teachers in general are under-researched in the field of secondary education in the U.S. The limited research on experiences of international and immigrant teachers in the U.S. educational systems lacks a holistic and historical view of educational practices and employs a deficit model that ignores the wealth of knowledge that foreign-educated teachers possess. Using an ethnographic case study design, this study collected data from multiple sources including: semi-structured interviews, classroom observations, and artifacts. A total of 23 junior and senior high school teachers were interviewed and five of them were observed in their classroom teaching over a one year period. A sociocultural framework based on a synthesis of Bourdieu's concepts, Confucian educational ideology, neo-patriotism, cultural identity, and Cultural Historical Activity Theory (CHAT) guided the interpretation of the findings. Findings revealed that teacher participants experienced pedagogical conflicts, language and communicative difficulties, cultural and disciplinary challenges in their teaching practices due to a mismatch of educational values and the devaluation of their qualifications and experience in the American school settings. However, in resolving their conflicts and overcoming the challenges, they showed a dynamic, recursive process of making changes and adjusting to the American education system. This study identified five stages in this process that involves (a) Transferring from Chinese educational practices; (b) Encountering conflicts in American school settings; (c) Comparing the two educational models; (d) Adapting to American education; and (e) Negotiating and synthesizing educational practices from two education systems. Teacher participants' beliefs in the strengths in both cultures and their synthesis of the two education models demonstrate a dialectical approach to conflict resolution in cross-cultural teaching. In adapting to American school settings, they reconciled contradictions and transformed their teaching practice into a flexible implementation of blended philosophies and practices by enriching their cultural and social capital. In spite of challenges due to the mismatch of cultural capital, the teachers saw the advantages of their educational values and approaches and considered themselves as bearers of the Chinese cultural and linguistic sources. This has practical implications for school administrators and teacher educators who should position these teachers in ways that would empower their experiences and knowledge so as to benefit multicultural education in the U.S. This study has significance to the fields of modern foreign language education in the U.S., cultural and immigrant studies in education, and sociocultural theories.
590 $a School code: 0045.
650 4 $a Foreign language education. $3 3172512
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710 2 $a University of Cincinnati. $b Education, Criminal Justice, and Human Services: Educational Studies. $3 3281601
773 0 $t Dissertations Abstracts International $g 79-12A.
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