Chinese dual-language bilingual education teachers' pedagogical and languaging practices in American immersion schools. Issue 6 (3rd July 2022)

• Record Type: Journal Article
• Authors: Zhou, Wenying; Li, Guofang
• Is Part Of: Journal of multilingual and multicultural development. Volume 43:Issue 6(2022)
• Page Start: 569
• Page End: 583
• Publication Date: 2022-07-03
• Subjects: Chinese-English dual language bilingual education -- conversational analysis -- teacher talk -- target language -- pedagogical practices -- (trans)languaging; Multilingualism -- Periodicals; Multiculturalism -- Periodicals; 404.2
• DOI: 10.1080/01434632.2021.1996582
• Languages: English
• ISSNs: 0143-4632

Abstract

ABSTRACT : Based on video recordings of five pre-k to grade 4 Chinese dual-language bilingual education (DLBE) teachers' classroom instruction, this article examines the Chinese DLBE teachers' target and first language use and pedagogical moves during their processes of learning to teach in immersion schools in the US. Conversational analyses of classroom interactions show that the teachers' subscribed to target language (TL) only instruction with minimum translanguaging and that teacher-fronted talk in the TL dominated their teaching with low student language output. Although their attention to curriculum-related content varied depending on lesson focus and student TL proficiency, a significant amount of teacher languaging practices was for classroom management. The findings have important implications for Chinese DLBE teachers' preparation and professional development.