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Implementing Chinese-English Dual Language Programs in International Schools : = A Study for an International School in Southeast Asia = Guo ji xiao xiao zhong ying shuang yu chen jin shi jiao yu de gui hua ye shi shi.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Implementing Chinese-English Dual Language Programs in International Schools :/
其他題名:	A Study for an International School in Southeast Asia = Guo ji xiao xiao zhong ying shuang yu chen jin shi jiao yu de gui hua ye shi shi.
其他題名:	Guo ji xiao xiao zhong ying shuang yu chen jin shi jiao yu de gui hua ye shi shi
作者:	Chu, Ying.
面頁冊數:	1 online resource (198 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29324075click for full text (PQDT)
ISBN:	9798841755258

Implementing Chinese-English Dual Language Programs in International Schools : = A Study for an International School in Southeast Asia = Guo ji xiao xiao zhong ying shuang yu chen jin shi jiao yu de gui hua ye shi shi.
Chu, Ying.

Implementing Chinese-English Dual Language Programs in International Schools :A Study for an International School in Southeast Asia = Guo ji xiao xiao zhong ying shuang yu chen jin shi jiao yu de gui hua ye shi shi.Guo ji xiao xiao zhong ying shuang yu chen jin shi jiao yu de gui hua ye shi shi - 1 online resource (198 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ed.D.)--University of Southern California, 2022.

Includes bibliographical references

This qualitative study aimed to examine the process of implementing high-quality Chinese-English dual language immersion programs in an international school context. Additionally, the study sought to identify what dual language immersion program leaders consider promising practices in implementing programs that fulfill the core goals of dual language education: bilingualism, biliteracy, academic achievement, and sociocultural competence. This qualitative study analyzed data from ten semi-structured interviews with program leaders from seven peer international schools where dual language immersion programs have been successfully implemented. Two overarching themes surfaced from the interview and document analysis data. The first theme indicated that dual language immersion program implementation was a systematic process requiring extensive planning, structuring, and step-by-step procedures. Four temporal phases with detailed critical steps and strategies were identified to guide program implementation. The second theme demonstrated that linguistically and culturally responsive leadership is key to program success in realizing the core goals of dual language education. Four leadership competencies were generated to describe dual language immersion program leaders' knowledge, skills, actions, and dispositions. The findings of this study addressed many of the critical areas of the knowledge gap in the implementation of dual language programs, international education, and Chinese-English dual language immersion programs in the international school context.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841755258Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Bilingual educationIndex Terms--Genre/Form:

542853
Electronic books.

Implementing Chinese-English Dual Language Programs in International Schools : = A Study for an International School in Southeast Asia = Guo ji xiao xiao zhong ying shuang yu chen jin shi jiao yu de gui hua ye shi shi.
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520 $a This qualitative study aimed to examine the process of implementing high-quality Chinese-English dual language immersion programs in an international school context. Additionally, the study sought to identify what dual language immersion program leaders consider promising practices in implementing programs that fulfill the core goals of dual language education: bilingualism, biliteracy, academic achievement, and sociocultural competence. This qualitative study analyzed data from ten semi-structured interviews with program leaders from seven peer international schools where dual language immersion programs have been successfully implemented. Two overarching themes surfaced from the interview and document analysis data. The first theme indicated that dual language immersion program implementation was a systematic process requiring extensive planning, structuring, and step-by-step procedures. Four temporal phases with detailed critical steps and strategies were identified to guide program implementation. The second theme demonstrated that linguistically and culturally responsive leadership is key to program success in realizing the core goals of dual language education. Four leadership competencies were generated to describe dual language immersion program leaders' knowledge, skills, actions, and dispositions. The findings of this study addressed many of the critical areas of the knowledge gap in the implementation of dual language programs, international education, and Chinese-English dual language immersion programs in the international school context.
520 $a 这项定性研究旨在检验在国际学校环境中实施高质量的中英双语沉浸式课程的完整过程。此外，该研究试图探索双语领导者在实施以双语，双文，双文化，双思维为宗旨的双语沉浸式项目过程中的成功经验和实践。这项定性研究分析了与七所同行国际学校中文双语沉浸式项目负责人进行的十次访谈的数据。采访和文件分析数据中提炼出两个首要主题。第一个主题表明，双语沉浸式项目的实施是一个系统的过程，需要大量的计划、结构化和逐步优化的程序。确定了四个详细关键步骤和策略的时间阶段，以指导计划的实施。第二个主题表明，具有语言回应和文化回应能力的领导是项目成功实现双语教育核心目标的关键。确立了四种领导能力来描述双语沉浸式项目领导者的知识、技能、行动和特质。本研究的结果解决了在国际学校环境中实施双语课程、国际教育和中英双语沉浸式课程等关键领域中的许多认知差距和知识空缺。.
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653 $a Dual language leadership
653 $a Linguistically responsive leadership
653 $a Program implementation
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880 1 0 $6 245-01/$1 $a Implementing Chinese-English Dual Language Programs in International Schools : $b A Study for an International School in Southeast Asia = 国际学校中英双语沉浸式教育的规划也实施
880 3 1 $6 246-02/$1 $a 国际学校中英双语沉浸式教育的规划也实施