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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 54:1 (2019) ► pp.1–30

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Co-teaching Chinese in middle schools and high schools

 | University of Missouri
 | University of Missouri
 | University of Missouri
 | Columbia Public Schools
Published online: 17 September 2019
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https://doi.org/10.1075/csl.17027.wan
Abstract
This study investigates the co-teaching practices implemented in Chinese language teaching in middle schools and high schools in a school district in the Midwestern United States. With the overarching question of how co-teaching with a native speaker teacher and a language expert teacher enhances the teaching and learning process of Chinese, this study examines co-teachers’ past experiences, their roles and experiences in the co-taught Chinese classes, and their perceptions of student learning and of partner teachers’ experiences, as well as students’ motivational perceptions and classroom engagement. A mixed-methods approach is used. Results suggest that some of the challenges in the co-teaching program are due to insufficient previous co-teaching experience, Chinese co-teachers’ unfamiliarity with the U.S. classroom, and lack of clarity regarding the co-teachers’ responsibilities. The co-teaching approach used in this program is “one teach, one assist.”
摘要
本文调查和研究汉语合作教学模式在美国中西部某学区一些初中和高中的实践情况。具体来讲，本文从以下四个方面展开探究：（1）合作教师过去的教学经历；（2）合作教师各自在汉语课堂上所承担的角色以及作为合作教师的教学体验；（3）合作教师对合作教学相处模式的看法以及对学生表现的测评；（4）学生学习汉语的动机以及课堂投入。本文运用了定量分析方法和定性分析方法，采访了十五名合作教师并且收集了来自五十五名学生的问卷调查数据。本文对汉语教学所面临的一些挑战的成因进行了分析，调查结果显示：（1）教师们合作教学的经验很有限；（2）以汉语为母语的中文教师对美国课堂文化不熟悉；（3）合作教师之间缺少明确的职责分工。此学区采用的合作教学模式是“一人教学，一人辅助”
Article outline
  • Introduction
  • Literature review
    • Co-teaching
    • Benefits of co-teaching
    • Barriers to and challenges of co-teaching
    • Co-teaching in language teaching
    • Co-teaching in Chinese teaching
  • Methods
    • Setting
    • Participants
    • Procedures
    • Quantitative measures
      • Motivational beliefs (adapted from Pintrich & de Groot, 1990)
      • Chinese language motivation scale (Cheng, 1993)
      • Classroom engagement inventory (Wang, Bergin, & Bergin, 2014)
    • Analyses
  • Results
    • Co-Teachers’ past experiences
    • Co-teachers’ roles and experiences
      • Course planning
      • Instruction
      • Assessment
    • Co-teachers’ perceptions of student learning
      • Motivation to learn Chinese
      • Student effort
    • Co-teachers’ perceptions of partner co-teachers
    • Students’ perceptions of Chinese learning and co-teaching
      • Motivation to learn Chinese
      • Students’ perceptions of co-teaching
    • Quantitative data on student motivation and classroom engagement
  • Discussion
  • References
References (34)
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Cited by (1)

Cited by one other publication

Zhu, Junling
2023. Critical Literature Review on Teaching Chinese as a World Language in the Context of Globalization. Language and Sociocultural Theory 9:2 ► pp. 202 ff. DOI logo

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