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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
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  Data: A Case Study of Engaging and Reflective Teaching Practices in a Chinese Bilingual Summer Camp
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  Data: <searchLink fieldCode="SO" term="%22Learning+Languages%22"><i>Learning Languages</i></searchLink>. Fall 2019-Win 2020 25(1):8-13.
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  Data: National Network for Early Language Learning. Winston-Salem, NC. e-mail: nnell@wfu.edu; Web site: http://nnell.org/learning-languages-journal/
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– Name: Abstract
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 8
    Subjects:
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Reflective Teaching
        Type: general
      – SubjectFull: Chinese
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Immersion Programs
        Type: general
      – SubjectFull: Bilingual Education
        Type: general
      – SubjectFull: Summer Programs
        Type: general
      – SubjectFull: Day Camp Programs
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: On Campus Students
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
    Titles:
      – TitleFull: A Case Study of Engaging and Reflective Teaching Practices in a Chinese Bilingual Summer Camp
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            NameFull: Shang, Mohan
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              Y: 2020
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