Leadership in a Mandarin Language Immersion Program PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Leadership in a Mandarin Language Immersion Program PDF full book. Access full book title Leadership in a Mandarin Language Immersion Program by . Download full books in PDF and EPUB format.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 220
Get Book Here
Book Description
The purpose of this case study was to identify specific leadership qualities and behaviors needed to lead a Mandarin language immersion program. This study fills a gap in the current literature on principal practice in one-way language immersion programs in the United States, specifically principal practice in implementing a Mandarin immersion program. Due to the increase in Mandarin immersion programs being offered throughout the United States, this study was warranted. The case study also sought to determine the skills deemed to be essential for all students in a globalized 21st century society, as perceived by the study participants. The participants in this case study were the principal, teachers, support staff, and parents at one noncharter public school in the southwest region of the United States, with the implementation of Mandarin immersion program underway. The program was in its second year of implementation with Kindergarten, first, and second grade students enrolled. The researcher aimed to answer three research questions: (a) How does the principal perceive his leadership role in implementing a Mandarin immersion program in an elementary school? (b) What do the teachers, support staff, and parents perceive as the vital components in implementing a Mandarin immersion program? and (c) What skills do students need in a globalized 21st century society, as perceived by the principal, teachers, support staff, and parents? This qualitative case study ensured triangulation of data using three data sources: principal, teacher, support staff, and parent interviews; school and classroom observations; and school artifacts. The researcher used the transformational leadership model to assist in guiding the study. It was evident from the interviews, observations, and artifacts that the leadership was vital to the successful implementation of the program. The findings from the study indicate the leader was passionate, able to motivate and inspire others toward the vision, and maintained strong beliefs and values about the program. Additional findings emerging from the data showed the leader was adept at forging and fostering relationships in the local and greater communities, obtained needed resources for the program, and kept a focus on 21st century instruction. The researcher also noted a few potential problems as a result of implementing a Mandarin immersion program. The main concern for the teachers in the study was the principal's inability to speak Mandarin and his subsequent lack of pedagogical support. The other concern was a budget situation that potentially created a negative climate at the school for the teachers. All participants in the study overwhelmingly believed cultural awareness and technology/ informational literacy were essential skills for success in a global 21st century society.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 220
Get Book Here
Book Description
The purpose of this case study was to identify specific leadership qualities and behaviors needed to lead a Mandarin language immersion program. This study fills a gap in the current literature on principal practice in one-way language immersion programs in the United States, specifically principal practice in implementing a Mandarin immersion program. Due to the increase in Mandarin immersion programs being offered throughout the United States, this study was warranted. The case study also sought to determine the skills deemed to be essential for all students in a globalized 21st century society, as perceived by the study participants. The participants in this case study were the principal, teachers, support staff, and parents at one noncharter public school in the southwest region of the United States, with the implementation of Mandarin immersion program underway. The program was in its second year of implementation with Kindergarten, first, and second grade students enrolled. The researcher aimed to answer three research questions: (a) How does the principal perceive his leadership role in implementing a Mandarin immersion program in an elementary school? (b) What do the teachers, support staff, and parents perceive as the vital components in implementing a Mandarin immersion program? and (c) What skills do students need in a globalized 21st century society, as perceived by the principal, teachers, support staff, and parents? This qualitative case study ensured triangulation of data using three data sources: principal, teacher, support staff, and parent interviews; school and classroom observations; and school artifacts. The researcher used the transformational leadership model to assist in guiding the study. It was evident from the interviews, observations, and artifacts that the leadership was vital to the successful implementation of the program. The findings from the study indicate the leader was passionate, able to motivate and inspire others toward the vision, and maintained strong beliefs and values about the program. Additional findings emerging from the data showed the leader was adept at forging and fostering relationships in the local and greater communities, obtained needed resources for the program, and kept a focus on 21st century instruction. The researcher also noted a few potential problems as a result of implementing a Mandarin immersion program. The main concern for the teachers in the study was the principal's inability to speak Mandarin and his subsequent lack of pedagogical support. The other concern was a budget situation that potentially created a negative climate at the school for the teachers. All participants in the study overwhelmingly believed cultural awareness and technology/ informational literacy were essential skills for success in a global 21st century society.
Author: Chan Lü
Publisher: Springer
ISBN: 3030049876
Category : Foreign Language Study
Languages : en
Pages : 252
Get Book Here
Book Description
This book examines one-way foreign language immersion education in the United States. It provides a clear and rich description of a Chinese (Mandarin) immersion program, its curriculum, instructional materials, assessment activities, parental involvement and student outcomes. The author analyses two studies that document the development of the students’ reading skills in English and Chinese, and the progress of their vocabulary knowledge, lexical inference, and reading comprehension in Chinese. In addition, this book contextualizes the program in its eco-system, including its neighbourhood, school, and the school district, and discusses the importance of school leadership, parental involvement, neighbourhood support and language acquisition planning in making an innovative school program successful. Its concluding chapters offer recommendations for program- and classroom-level practices and suggest pathways for future research on biliteracy learning in Chinese one-way immersion programs. This book will appeal in particular to students and scholars of applied linguistics, second language acquisition and language education.
Author: Allan Walker
Publisher: Routledge
ISBN: 1317351916
Category : Education
Languages : en
Pages : 316
Get Book Here
Book Description
With existing educational leadership models and theories being predominantly western influenced, this book aims to provide more insight into school leadership in China. It pioneers building research- and practice-informed knowledge and unravels the complexities that characterize the scholarship, context and practices of school leadership. School leadership in China is presented through four sub-purposes: investigating how Chinese school leadership is conceptualized in the international and Chinese literature; exploring the shifting context within which Chinese school leaders enact their leadership, and examining key policies that have shaped the practice of leader development; extending the understandings about the complexities of work lives of Chinese school leaders; and further locating indigenous understandings of Chinese school leadership in the political and socio-cultural context of contemporary China, and the theoretical and conceptual context of international school leadership. This text will be particularly useful to international education researchers with focus on educational leadership, comparative education, education policy and education in China.
Author: Ko-Yin Sung
Publisher: Multilingual Matters
ISBN: 1788923979
Category : Language Arts & Disciplines
Languages : en
Pages : 132
Get Book Here
Book Description
This book discusses multiple aspects of Chinese dual language immersion (DLI) programs, with a focus on the controversial Utah model. The first part of the book focuses on the parents, teachers, and school administrators. It looks at the perceptions of the three groups toward the Utah model, how they build a supportive DLI classroom with an emphasis on teacher–teacher and teacher–parent communication, and how the teachers position themselves in teaching through their teacher identities. The second part of the book emphasizes classroom research and explores teaching and learning strategies, corrective feedback and learner uptake and repair, translanguaging in authentic teacher–student interaction, and Chinese-character teaching. As the first DLI book to include a non-alphabetical language, Chinese, it addresses the need for more research on DLI programs of languages other than Spanish. The book will benefit not only Chinese DLI educators and administrators in the US, but will also offer some useful suggestions and thoughts to educators and administrators of similar programs worldwide.
Author: Amber Navarre
Publisher: Routledge
ISBN: 1317282337
Category : Foreign Language Study
Languages : en
Pages : 195
Get Book Here
Book Description
Technology-Enhanced Teaching and Learning of Chinese as a Foreign Language provides new and experienced teachers of Chinese with a timely review and evaluation of the use of technology in the language classroom. The book draws from Second Language Acquisition theories and empirical studies to demonstrate the use of technologies in facilitating language learning. With a strong practical and pedagogical focus, this is an ideal resource for current and prospective teachers of Chinese as a Foreign Language. Key features include: Demonstration and analysis of technologies in use Principles and methods to evaluate instructional technologies Summary tables presenting the key functions of each technology tool Online resources include up-to-date information on new technologies and tools to address the ever-changing nature of the topic.
Author: Ko-Yin Sung
Publisher: Multilingual Matters
ISBN: 1788923979
Category : Language Arts & Disciplines
Languages : en
Pages : 132
Get Book Here
Book Description
This book discusses multiple aspects of Chinese dual language immersion (DLI) programs, with a focus on the controversial Utah model. The first part of the book focuses on the parents, teachers, and school administrators. It looks at the perceptions of the three groups toward the Utah model, how they build a supportive DLI classroom with an emphasis on teacher–teacher and teacher–parent communication, and how the teachers position themselves in teaching through their teacher identities. The second part of the book emphasizes classroom research and explores teaching and learning strategies, corrective feedback and learner uptake and repair, translanguaging in authentic teacher–student interaction, and Chinese-character teaching. As the first DLI book to include a non-alphabetical language, Chinese, it addresses the need for more research on DLI programs of languages other than Spanish. The book will benefit not only Chinese DLI educators and administrators in the US, but will also offer some useful suggestions and thoughts to educators and administrators of similar programs worldwide.
Author: Elizabeth Weise
Publisher: Chenery Street Books
ISBN: 9780990365907
Category : Chinese language
Languages : en
Pages : 466
Get Book Here
Book Description
Whether you're a preschool parent looking towards elementary school or a long-time Mandarin immersion family, this book will help explain how Mandarin immersion programs work and what you can expect from them. A Mandarin immersion parent herself, Elizabeth Weise gives families the background they need to make the most of the tremendous educational opportunity immersion represents. What the experts are saying: "Weise combines journalistic writing talents with a longstanding interest in Chinese language learning to offer current and prospective parents an engaging and informative guide to Mandarin immersion education in the U.S. This handbook serves as an excellent resource- chock full of news and information about how to get the most from your child's Mandarin immersion experience." Dr. Tara W. Fortune, Director, Immersion Projects, Center for Advanced Research on Language Acquisition, University of Minnesota "If you'd like to understand the dynamics of Chinese immersion education, look no further. Beth Weise is a prescient and astute guide through this often confusing and misunderstood world. Her book is required reading for parents, administrators, and practitioners-a major contribution to the field." Chris Livaccari, Chinese Program Director, International School of the Peninsula, Palo Alto, California "This book addresses issues of concern not only to parents but anyone involved in Chinese language education. It provides amazingly complete information and statistics about Chinese immersion programs. Painfully honest, it tells us about school and school district politics surrounding the implementation of these programs. Weise's insights make it a must-have guidebook for anyone interested in Chinese immersion." Dr. Christy Lao, Professor of Education and expert on second language acquisition at San Francisco State University, California Chapters include: A history of language immersion How Mandarin immersion works Immersion and your child's academic career Being bilingual is better Do they learn English? How much Chinese will they learn? Why schools choose Mandarin immersion Tips from parents Parent, student and school profiles
Author: Barbara Xiaoyu Wang
Publisher: Springer
ISBN: 0230321461
Category : Business & Economics
Languages : en
Pages : 226
Get Book Here
Book Description
With the accelerating integration of China into the global economy, there is a thirst to understand how Chinese managers like to lead and how Chinese employees like to be managed. There is no doubt that China can be a difficult and risky market for foreign businesses. The authors show managers how to succeed when doing business in China.
Author: Liang Qiao
Publisher: Routledge
ISBN: 1315466635
Category : Social Science
Languages : en
Pages : 186
Get Book Here
Book Description
A monarch is usually born, a member of parliament or a president is usually elected, but a regional leader in China is usually orchestrated to replace his or her predecessor through an opaque process and for reasons not normally made public. The professional trajectories of Chinese regional leaders are mysterious in many ways. Their promotions and demotions can be "predictable" in terms of their age, gender, nationality, education, factions, and previous engagements in the political system. Yet, speaking of their capability, performance, opportunities and arrangements, their future can also be "unexpected". Such arrangements are always originated from the Organization (zuzhi) which represents the Chinese Communist Party. What are the factors the organization considers in order to make its final decisions on nominating and appointing a regional leader? Today’s regional leaders of China will very likely become the central leaders of China in the future. By making an empirical analysis of Chinese regional leaders’ political mobility, Qiao establishes a descriptive political mobility model that reveals leadership trajectories in Chinese politics.
Author: Helen Chan Hill
Publisher:
ISBN:
Category : Education, Bilingual
Languages : en
Pages : 0
Get Book Here
Book Description
The U.S. is growing in its recognition of the value of multilingualism, and is rapidly expanding educational programs, such as dual language immersion (DLI), to that end (Singleton et al., 2018). However, the historical socio-political, regulatory, and cultural contexts have led to a current climate that may not demonstrate equivalent value of its multilingual teachers (Flores & Rosa, 2015). With a concerning teacher shortage that is exacerbated for teachers of culturally and linguistically diverse backgrounds (MacIntyre et al., 2019), it is critical to understand factors that impact the wellbeing and satisfaction of such teachers in the U.S. educational system. In particular, with the complexities of globalization (Schaeffer, 2009) and a growing anti-Asian backlash (Chen et al., 2020), this study is concerned with the possible impact on teachers in programs such as Mandarin DLI, coveted for its language as a resource (M. Heller, 2003), as there is great potential for their workplace experience to be driven by transactional exchanges, rather than the desired transformative interaction in such a commodified climate. Therefore, using a qualitative phenomenological approach, this study focuses on the professional lived experiences of Mandarin language teachers within the ecological system (Bronfenbrenner, 1977) of their uniquely dual language immersion environment. Using the lenses of humanization (Freire, 1970; Todres et al., 2009) and cultural sustainment (Paris, 2012; Paris & Alim, 2017), this study examines the connection between such interactions and the resulting value expressed by the teachers. Thirteen Mandarin dual language immersion teachers participated in semi- structured interviews that contributed to rich and thick descriptive findings. The teachers’ insight led to implications regarding the systemic features in schools that can create culturally sustaining lifeways, develop humanizing leadership, and cultivate school communities as places of love that can collectively support the wellbeing and retention of diverse teachers.
