Chinese language teachers' expectations and perceptions of American students' behavior: Exploring the nexus of cultural differences and classroom management

System ◽  
2015 ◽  
Vol 49 ◽  
pp. 17-27 ◽  
Author(s):  
Wenying Zhou ◽  
Guofang Li
Keyword(s):  
Classroom Management ◽  
Cultural Differences ◽  
Chinese Language ◽  
Language Teachers ◽  
Chinese Language Teachers ◽  
American Students

Chinese language teachers’ instructional contexts, knowledge, and challenges in teaching students with special needs

2016 ◽  
Vol 51 (2) ◽  
pp. 138-163
Author(s):  
Wenxia Wang ◽  
Nai-Cheng Kuo
Keyword(s):  
United States ◽  
Students With Disabilities ◽  
Chinese Language ◽  
The United States ◽  
Language Teachers ◽  
Chinese Education ◽  
Students With Special Needs ◽  
Chinese Language Teachers ◽  
Instructional Contexts ◽  
K 12

Guided by Shulman’s (1987) concept of pedagogical content knowledge (PCK), this study investigates pre-service and new Chinese language teachers’ instructional contexts, their PCK, and their challenges in teaching Chinese to students with disabilities in public K-12 schools in two Midwestern states in the United States. Both quantitative and qualitative data were collected from a survey. The study finds that Chinese language teachers are teaching in very complicated and difficult contexts for students with disabilities, and they are facing tremendous challenges, which may have contributed to their lack of PCK and seriously undermined their confidence and instruction as well. Therefore, more assistance and support are needed for public K-12 Chinese teachers in the U.S. inclusive classroom to promote more sustained development of Chinese education. Since there has been little research on this aspect of K-12 Chinese education in the United States, this study may help prompt more discussion on the topic in our field.

scholarly journals A Study on Singapore Chinese Language Teachers’ Professional Proficiency and Training Needs for Sustainable Development

2017 ◽  
Vol 19 (2) ◽  
pp. 69-89
Author(s):  
Yun Wen ◽  
Jing Wu
Keyword(s):  
Sustainable Development ◽  
Teaching Practice ◽  
Chinese Language ◽  
Training Needs ◽  
Language Teachers ◽  
Chinese Language Teachers ◽  
Service Training ◽  
Singapore Chinese ◽  
Explanatory Mixed Methods ◽  
And Training

AbstractContinuous professional development can help teachers become responsible mentors for sustainable education. Taking into account subject characteristics and concentrating on investigation of professional proficiency and training needs of the Chinese language teachers in Singapore, this study seeks to shed light on providing more targeted in-service training and workplace learning support for teachers to attain the goals for sustainable development. An explanatory mixed methods approach was adopted in this study. A total of 1054 Chinese language teachers completed the questionnaire on subject content and professional knowledge, Chinese teaching practice and pedagogy, and knowledge of technology and its application. Focus group discussions and interviews of 112 teachers were conducted to further explore the results from the survey data. The findings of the study provide insights into shaping the forms and priorities of in-service training for teachers to be a powerful agent of sustainable teaching.

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