Teachers' Views on 'Mandarin Matrix' in Utah Chinese Dual Language Immersion Program
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| Title: | Teachers' Views on 'Mandarin Matrix' in Utah Chinese Dual Language Immersion Program |
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| Language: | English |
| Authors: | Hsiaomei Tsai, Kathleen A. J. Mohr |
| Source: | Educational Research: Theory and Practice. 2026 37(1):72-80. |
| Availability: | Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Immersion Programs, Teacher Attitudes, Mandarin Chinese, Textbooks, Language Teachers, Second Language Instruction, Teaching Experience, Elementary School Teachers |
| Geographic Terms: | Utah |
| ISSN: | 2637-8965 |
| Abstract: | Textbooks are essential for second language (L2) literacy, as their systematic framework promotes coherent instruction and access to texts. Teachers also play a critical role in modeling how language functions in real-life communication and providing instruction to support students' linguistic competence and cultural understanding. Together teachers and texts can provide rich resources of language and contextual knowledge. Via an online survey, this research focused on investigating Utah Chinese dual language immersion (DLI) teachers' experiences implementing instruction using Mandarin Matrix (MMX) textbooks--a state-mandated Chinese literacy curriculum. Findings indicated that the participating teachers expressed diverse impressions of MMX. They reported using various literacy activities, including reading groups, role play, story prediction and retell, vocabulary or story writing, association of Chinese characters and illustrations, and educational apps. The findings inform instructional approaches for DLI teachers and suggest that additional resources may be needed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505516 |
| Database: | ERIC |
| Abstract: | Textbooks are essential for second language (L2) literacy, as their systematic framework promotes coherent instruction and access to texts. Teachers also play a critical role in modeling how language functions in real-life communication and providing instruction to support students' linguistic competence and cultural understanding. Together teachers and texts can provide rich resources of language and contextual knowledge. Via an online survey, this research focused on investigating Utah Chinese dual language immersion (DLI) teachers' experiences implementing instruction using Mandarin Matrix (MMX) textbooks--a state-mandated Chinese literacy curriculum. Findings indicated that the participating teachers expressed diverse impressions of MMX. They reported using various literacy activities, including reading groups, role play, story prediction and retell, vocabulary or story writing, association of Chinese characters and illustrations, and educational apps. The findings inform instructional approaches for DLI teachers and suggest that additional resources may be needed. |
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| ISSN: | 2637-8965 |
