Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations

Chinese dual language immersion (DLI) education experienced unprecedented growth in recent years; hence, it has become critical that Chinese DLI research catches up to inform Chinese DLI teachers and administrators of the most effective ways to teach and run their programs. The purpose of Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations is to explore three DLI themes that are under-researched: content area instruction, learners, and evaluations. The first section of this edited volume is dedicated to exploring current teaching designs and practices in different content subjects in Chinese DLI programs in order to make useful teaching suggestions to the programs. The second section includes studies which look into K-12 Chinese DLI learners’ learning variables such as motivations, learning strategies, learner perception and engagement, and learner background differences. The last section of this edited volume intends to fill the research gap by including studies which adopt various methods to evaluate Chinese DLI students’ target language level to better illustrate their learning progress in different language skills.

Table of Contents:
Introduction by Ko-Yin Sung Section 1 Content Area Instruction 1.Chinese Shared Reading Instruction for American Kindergarteners by Wenying Zhou 2.Integration of Content and Language Instruction in an Immersion Setting Through Chinese and English Teacher Collaboration by Chiu-Yin (Cathy) Wong and Zhongfeng Tian 3.For Disciplinary Biliteracy: The Design of a Lesson Plan Model in Mandarin Content Instruction by Xiaochen Du and Xiaodi Zhou 4.“[I]t’s Harder for Us as Chinese Teacher[s]”: Science Content Instruction in Chinese DLI Programs by William Davis and Jiazhen Yan Section 2 Learners 5.Student Engagement and Perception of Teachers’ Instructional Strategies in the Utah Chinese Bridge Program by Shin Chi Fame Kao and Yongmei Ni 6.From Non-Heritage to Future Heritage: A Case Study of a Chinese Bilingual Teacher’s Perceptions of Diverse Chinese–English Dual Language Immersion Learners by Sharon Chang 7.A Case Study of Motivation in Young Learners in the Utah Chinese-English Dual Language Immersion Program by Bethany R. McGarry and Ko-Yin Sung 8.A Case Study of Tenth Grade Chinese-English Dual Language Immersion Learners’ Reading Strategy Use by Ko-Yin Sung 9.An Exploratory Study on Students’ and Parents’ Perceptions Toward Native and Non-Native Chinese Speaking Dual Language Immersion Teachers by Ko-Yin Sung and Linqi ‘Teddy’ Peng Section 3 Evaluations 10.Mandarin Literacy Performance of First-Grade Dual Language Students from Mandarin, English, and Spanish Home-Language Backgrounds by Manqian Zhao and Elizabeth Howard 11.Referential Management in Oral Narratives in English and Chinese Among Dual Language Immersion Learners by Yifan Wu, Chan Lü, and Amy Pace 12.Integrated Performance Assessments (IPA) in Chinese Language Classrooms: Pre-service Instructor Perceptions of IPA Implementation in the Chinese-English DLI Program by Meiheng Chen and Zheng Gu

About the Author :
Ko-Yin Sung is professor in the Department of World Languages and Cultures at Utah State University.

Review :
Timely and engaging. Chinese-English Dual Language Immersion Programs provides rich exemplars of successful programs and interrogates the various ways in which parents, teachers, and students experience such dual language contexts. With a focus on delivering and evaluating learning content, as well as perspectives from a range of participants in dual language, this text is a rich addition to the growing body of literature. Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations presents high-quality research that delves into the current status of Chinese Dual Language Immersion (DLI) programs, exploring both the challenges and opportunities while offering valuable insights into under-researched areas. Serving as an invaluable resource, it is a must-read for educators, researchers, and policymakers in the field of Chinese language education. With the increase in Dual Language (DL) programs nationwide, and with a statewide DL initiative in Utah, this edited volume is an important edition with a focus on Chinese-English Dual Language Immersion (CDLI). Experts on Chinese-English DL research provide a view of students, programs, pedagogy, and practice. This volume fills a gap in DL research. Each section of this volume provides research insight on content area instruction for a diverse group of CDLI learners. Importantly, a section on assessment and evaluation is included which provides insight on CDLI student learning and achievement.