東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teaching Content and Language in a C...

Shao, Yidan,

Linked to FindBook

Google Book

Amazon

博客來

Teaching Content and Language in a Chinese Mandarin Immersion School: A Case Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Content and Language in a Chinese Mandarin Immersion School: A Case Study // Yidan Shao.
Author:	Shao, Yidan,
Description:	1 electronic resource (250 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
Contained By:	Dissertations Abstracts International86-06A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31764943
ISBN:	9798346850816

Teaching Content and Language in a Chinese Mandarin Immersion School: A Case Study /
Shao, Yidan,

Teaching Content and Language in a Chinese Mandarin Immersion School: A Case Study /Yidan Shao. - 1 electronic resource (250 pages)

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

This study investigates the integration of content and language in a Mandarin immersion program, focusing on the interplay between teacher beliefs and pedagogical practices. It examines how these practices align or diverge from teachers' stated educational ideologies through interviews, observations, and a questionnaire. This qualitative case study approach provided insights into the complex dynamics between teacher beliefs and instructional practices, revealing a spectrum of pedagogical approaches, such as translanguaging which prioritized comprehension over language, and their correspondence with teacher beliefs. Although teachers generally understand the theoretical benefits of integrating content and language, actual implementation varies significantly due to individual beliefs, educational backgrounds, and professional experiences. The research identifies disparities in perceptions and implementations of content and language integration among educators and suggests improvements for training and support systems to enhance instructional practices in bilingual immersion education.

English

ISBN: 9798346850816Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Teacher beliefs

Teaching Content and Language in a Chinese Mandarin Immersion School: A Case Study /
LDR:02535nmm a22004213i 4500 001 2435331
005 20251001074915.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798346850816
035 $a (MiAaPQD)AAI31764943
035 $a AAI31764943
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Shao, Yidan, $e author. $3 3825615
245 1 0 $a Teaching Content and Language in a Chinese Mandarin Immersion School: A Case Study / $c Yidan Shao.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (250 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
500 $a Advisors: Nevarez-La Torre, Aida A. Committee members: Rodriguez, Diane; Velasco, Patricia.
502 $b Ph.D. $c Fordham University $d 2025.
520 $a This study investigates the integration of content and language in a Mandarin immersion program, focusing on the interplay between teacher beliefs and pedagogical practices. It examines how these practices align or diverge from teachers' stated educational ideologies through interviews, observations, and a questionnaire. This qualitative case study approach provided insights into the complex dynamics between teacher beliefs and instructional practices, revealing a spectrum of pedagogical approaches, such as translanguaging which prioritized comprehension over language, and their correspondence with teacher beliefs. Although teachers generally understand the theoretical benefits of integrating content and language, actual implementation varies significantly due to individual beliefs, educational backgrounds, and professional experiences. The research identifies disparities in perceptions and implementations of content and language integration among educators and suggests improvements for training and support systems to enhance instructional practices in bilingual immersion education.
546 $a English
590 $a School code: 0072
650 4 $a Education. $3 516579
650 4 $a Bilingual education. $3 2122778
650 4 $a Elementary education. $3 641385
653 $a Teacher beliefs
653 $a Instructional practices
653 $a Mandarin immersion programs
653 $a Elementary schools
690 $a 0515
690 $a 0524
690 $a 0282
710 2 $a Fordham University. $b Division of Curriculum & Teaching. $e degree granting institution. $3 3825616
720 1 $a Nevarez-La Torre, Aida A. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-06A.
790 $a 0072
791 $a Ph.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31764943