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Developing Students' Cultural Unders...

Yuan, Shizhan.

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Developing Students' Cultural Understanding in the Dual Language Immersion Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Developing Students' Cultural Understanding in the Dual Language Immersion Program./
Author:	Yuan, Shizhan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	327 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13813633
ISBN:	9781392201329

Developing Students' Cultural Understanding in the Dual Language Immersion Program.
Yuan, Shizhan.

Developing Students' Cultural Understanding in the Dual Language Immersion Program. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 327 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2019.

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

This case study explores an important type of additive bilingual education program in the US-the two-way dual language immersion (DLI) program in a public school. The additive bilingual education program has become popular in recent years because it aims to promote bilingualism and biliteracy. It not only develops students' English language skills, which is no doubt essential for students' academic and professional development in the future, but also preserves and develops students' home or heritage language skills which considers language minority students' cultural identity and family ethnic background. However, this study indicates that the benefits of DLI program are more than simply maintaining heritage language students' heritage language and culture. The values of the DLI program also include promoting all students' (including both heritage language students and non-heritage language students) understanding toward diverse cultures in the classroom, school, in the community and the world along with teaching the literacy skills of target language and school subject content. As the influx of the international immigrants, the US society further become unprecedented culturally diverse. The benefits of DLI program more significant. On one hand, it is imperative for the US K-12 schools to develop students' awareness of the cultural diversity, develop cultural understanding, protect the ethnic minority cultures and uphold democratic cultural pluralism. On the other hand, how to educate the immigrant children and ethnic minority children to help them accept the core values of the US society such as democracy, freedom, justice, equality, human rights and mutual respect is also important for the solidarity of the US society. The two aspects should go hand in hand. The DLI program in the public school provides a good solution. The DLI program may help heritage language learners find continuity and coherence in multiple communicative and social worlds and develop hybrid and situated identities since they are supposed to learn both heritage language and culture as well as American civic cultural values. These will beneficial for the diaspora community being structurally integrated into the nation and develop a clarified national identity while preserving aspects of their home and community cultures. The milieu created by the DLI program may also increase heritage language learners' self-esteem and intrinsic motivation of learning their heritage language and culture. In addition, the DLI program aims at promoting cultural pluralism, cultural understandings and cross-cultural communication at school and in the community. It is because students and teachers of different cultural backgrounds communicates and interacts with each other on daily basis in the classroom and in the school building. Through participating in the community cultural activities, students in the DLI program join with community members celebrating their heritage culture and diverse cultures in school and in their community.

ISBN: 9781392201329Subjects--Topical Terms:

3172512
Foreign language education.

Developing Students' Cultural Understanding in the Dual Language Immersion Program.
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520 $a This case study explores an important type of additive bilingual education program in the US-the two-way dual language immersion (DLI) program in a public school. The additive bilingual education program has become popular in recent years because it aims to promote bilingualism and biliteracy. It not only develops students' English language skills, which is no doubt essential for students' academic and professional development in the future, but also preserves and develops students' home or heritage language skills which considers language minority students' cultural identity and family ethnic background. However, this study indicates that the benefits of DLI program are more than simply maintaining heritage language students' heritage language and culture. The values of the DLI program also include promoting all students' (including both heritage language students and non-heritage language students) understanding toward diverse cultures in the classroom, school, in the community and the world along with teaching the literacy skills of target language and school subject content. As the influx of the international immigrants, the US society further become unprecedented culturally diverse. The benefits of DLI program more significant. On one hand, it is imperative for the US K-12 schools to develop students' awareness of the cultural diversity, develop cultural understanding, protect the ethnic minority cultures and uphold democratic cultural pluralism. On the other hand, how to educate the immigrant children and ethnic minority children to help them accept the core values of the US society such as democracy, freedom, justice, equality, human rights and mutual respect is also important for the solidarity of the US society. The two aspects should go hand in hand. The DLI program in the public school provides a good solution. The DLI program may help heritage language learners find continuity and coherence in multiple communicative and social worlds and develop hybrid and situated identities since they are supposed to learn both heritage language and culture as well as American civic cultural values. These will beneficial for the diaspora community being structurally integrated into the nation and develop a clarified national identity while preserving aspects of their home and community cultures. The milieu created by the DLI program may also increase heritage language learners' self-esteem and intrinsic motivation of learning their heritage language and culture. In addition, the DLI program aims at promoting cultural pluralism, cultural understandings and cross-cultural communication at school and in the community. It is because students and teachers of different cultural backgrounds communicates and interacts with each other on daily basis in the classroom and in the school building. Through participating in the community cultural activities, students in the DLI program join with community members celebrating their heritage culture and diverse cultures in school and in their community.
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