Mandarin Chinese Dual Language Immersion Programs / / Ko-Yin Sung, Hsiao-Mei Tsai.

• Superior document: Title is part of eBook package: De Gruyter EBOOK PACKAGE COMPLETE 2019 English
• VerfasserIn: Sung, Ko-Yin,; Tsai, Hsiao-Mei,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2019]; ©2019
• Year of Publication: 2019
• Language: English
• Series: Bilingual Education & Bilingualism
• Physical Description: 1 online resource
• Other title: Frontmatter --; Contents --; 1. Introduction --; 2. Benefits, Challenges and Suggestions: Voices From Teachers and Administrators --; 3. Benefits, Challenges and Suggestions: Voices From Parents --; 4. Exploring Chinese DLI Teachers' Identities --; 5. Creating an Effective and Supportive Dual Language Classroom --; 6. Language Teaching and Learning Strategies Employed in a First-Year Chinese Dual Language Immersion Classroom --; 7. Applying the Concept of Chunking in Teaching and Learning Chinese Characters --; 8. Oral Interactions Between Teacher and Students: Corrective Feedback, Learner-Uptake and Learner-Repair --; 9. Translanguaging: A Documentation of How Emergent Bilinguals Use Translanguaging in Their Daily Communication --; 10. Conclusion --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781788923965; 9783110610765; 9783110664232; 9783110610307; 9783110606287; 9783110661460
• DOI: 10.21832/9781788923965
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Ko-Yin Sung, Hsiao-Mei Tsai.

This book discusses multiple aspects of Chinese dual language immersion (DLI) programs, with a focus on the controversial Utah model. The first part of the book focuses on the parents, teachers, and school administrators. It looks at the perceptions of the three groups toward the Utah model, how they build a supportive DLI classroom with an emphasis on teacher-teacher and teacher-parent communication, and how the teachers position themselves in teaching through their teacher identities. The second part of the book emphasizes classroom research and explores teaching and learning strategies, corrective feedback and learner uptake and repair, translanguaging in authentic teacher-student interaction, and Chinese-character teaching. As the first DLI book to include a non-alphabetical language, Chinese, it addresses the need for more research on DLI programs of languages other than Spanish. The book will benefit not only Chinese DLI educators and administrators in the US, but will also offer some useful suggestions and thoughts to educators and administrators of similar programs worldwide.