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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. 55:3 (2020) ► pp.208–229

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Success factors for a Mandarin bilingual program

An autoethnographic case study

 | University of Alberta
Published online: 11 August 2021
DOI logo with link
https://doi.org/10.1075/csl.20009.liu
Abstract
Immersion-style bilingual school programs have proven to be effective ways for children’s acquisition of additional languages. However, such programs seem to be scarce across the world in comparison to the value people attach to bilingual skills and bilingual education. Through a case study of a successful Mandarin bilingual program in western Canada, the study hopes to explore the factors that contribute to the success of such programs in North America. The study points to the importance of government language policy environments, the attitude of local school boards, the commitment and active involvement of parents, and the availability and recruitment of quality teachers as key factors for the success of a bilingual school program.
摘要
浸入式的学校双语课程已被证明是儿童学习外语的有效方法。但是，跟人们对双语技能和双语教育的重视程度相比，此类学校双语课程在全球范围内的数量似乎很少。通过对加拿大西部的一个成功中英双语课程的案例研究，本研究希望探讨在北美环境下该类项目的成功因素。本研究的结论证明，政府的语言政策环境、地方校区的态度、家长的投入和参与、以及高素质的汉语教师，是双语学校课程项目成功的关键。
Article outline
  • Introduction
  • The context: The Mandarin bilingual program
  • Methodology
  • Results/themes emerged
    • 1.Striving for a Chinese identity
    • 2.Bilingual and immersion tradition in Canada
    • 3.Federal multiculturalist policy environment
    • 4.A linguistically progressive province
    • 5.Strong and committed parent association
    • 6.Availability and recruitment of quality chinese language teachers
  • Discussion
  • Limitations and future implications
  • Conclusion
  • References
References (43)
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