A Case Study of Engaging and Reflective Teaching Practices in a Chinese Bilingual Summer Camp
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| Title: | A Case Study of Engaging and Reflective Teaching Practices in a Chinese Bilingual Summer Camp |
|---|---|
| Language: | English |
| Authors: | Kong, Kaishan, Shang, Mohan |
| Source: | Learning Languages. Fall 2019-Win 2020 25(1):8-13. |
| Availability: | National Network for Early Language Learning. Winston-Salem, NC. e-mail: nnell@wfu.edu; Web site: http://nnell.org/learning-languages-journal/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Higher Education Postsecondary Education |
| Descriptors: | Learner Engagement, Reflective Teaching, Chinese, Second Language Learning, Second Language Instruction, Immersion Programs, Bilingual Education, Summer Programs, Day Camp Programs, Scaffolding (Teaching Technique), Student Motivation, Elementary School Students, College School Cooperation, On Campus Students, Instructional Effectiveness |
| ISSN: | 1083-5415 |
| Abstract: | The K-12 population learning Chinese as a Foreign Language (CFL) has been increasing rapidly within recent years in the United States. Ruan, Zhang, and Leung (2015) state that summer programs are one of the most recognized forms of Chinese learning, cultivating immersion language environments in the United States. As CFL programs expand, there is a need for more research on specific teaching practices to contribute to the knowledge base in the field of teaching CFL. This case study based on a Chinese bilingual summer camp explored two instructors engaging and reflective teaching practices, particularly about the instructors' daily learning engagement methods, scaffolding of students, and the insights of reflections on one's own teaching. Results revealed that both instructors deliberately designed an array of activities to create a motivating and interactive environment while they shared challenges in teaching. While this was a small case study, it exemplified some effective and reflective teaching that could inspire other Chinese programs. In addition, participants' challenges also provided insights for teacher training. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1274114 |
| Database: | ERIC |
| Abstract: | The K-12 population learning Chinese as a Foreign Language (CFL) has been increasing rapidly within recent years in the United States. Ruan, Zhang, and Leung (2015) state that summer programs are one of the most recognized forms of Chinese learning, cultivating immersion language environments in the United States. As CFL programs expand, there is a need for more research on specific teaching practices to contribute to the knowledge base in the field of teaching CFL. This case study based on a Chinese bilingual summer camp explored two instructors engaging and reflective teaching practices, particularly about the instructors' daily learning engagement methods, scaffolding of students, and the insights of reflections on one's own teaching. Results revealed that both instructors deliberately designed an array of activities to create a motivating and interactive environment while they shared challenges in teaching. While this was a small case study, it exemplified some effective and reflective teaching that could inspire other Chinese programs. In addition, participants' challenges also provided insights for teacher training. |
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| ISSN: | 1083-5415 |
