This book responds to the expansion of dual language immersion (DLI) programs into secondary contexts, examining the effectiveness of these programs and highlighting areas for improvement in the curriculum. Focusing on Mandarin Chinese DLI in Utah secondary schools, it presents the views of teachers, parents and students on the newly implemented program, explores patterns of classroom interactions, and assesses learners’ oral narrative development as well as their learning strategy use in building reading, writing and listening skills. In this way, it pinpoints possible weaknesses in the curriculum and current teaching practices and provides pedagogical implications and suggestions for in-service teachers and administrators, advocating for the inclusion of heritage language maintenance as a program goal. It enhances pre-service teachers’ understanding of the policy background and current program issues and offers a base for DLI researchers to build upon in understudied secondary school contexts.
Table of Content
Chapter 1. Introduction
Chapter 2. Stakeholders’ Perspectives Toward the Secondary Chinese DLI Programs in Utah: Voices from Secondary Chinese DLI Teachers
Chapter 3. Stakeholders’ Perspectives Toward the Chinese Secondary DLI Programs in Utah: Voices from Secondary Chinese DLI Parents and Students
Chapter 4. Classroom Interactions in A Chinese DLI Bridge Course
Chapter 5. Intercultural Teaching Practices in A High School Bridge Class
Chapter 6. Secondary Chinese DLI Students’ Oral Narrative Retelling
Chapter 7. Secondary Chinese DLI Students’ Listening Strategy Use
Chapter 8. High School Chinese DLI Students’ Reading Strategy Use
Chapter 9. Secondary Chinese DLI Students’ Writing Strategy Use
Chapter 10. Conclusion
About the author
Ko-Yin Sung is Professor of Chinese at Utah State University, USA. Her research explores Chinese language teaching and learning, dual language immersion and language identities.
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