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作者 Smith, Heidi A
書名 Chinese immersion: A study of effective elementary school programs
國際標準書號 9780549203995
book jacket
說明 98 p
附註 Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3255
Adviser: Lee Mahon
Thesis (Ed.D.)--Fielding Graduate University, 2007
The purpose of this research project was to investigate Chinese immersion programs located in the San Francisco Bay Area for Chinese American students, adopted children from Chinese speaking countries, and non-Chinese American families who seek Chinese immersion education for their children
Mandarin Chinese has become a leading language in the world of business, and people see value in being fluent (Walton, 1996). The population of families from China who wish to maintain their culture is increasing, especially in the San Francisco Bay Area. Thus, the need and interest in Chinese language instruction is growing, which was a major concern for this study (Asian Society, 2006)
The literature review outlined a historical context, San Francisco Bay Area elementary immersion schools, learning benefits of immersion education, early language programs, simplified and traditional characters, traditional Chinese instruction, and what is an effective immersion education. Topics discussed were: content-based instruction, motivation, learner-centered curriculum, critical thinking and creativity, a communicative approach, the teacher's role, and cultural relevance in pedagogy
The research method was a qualitative descriptive narrative and a quantitative survey of teaching practices and programs. Participatory research as designed by Park, (1999) was the approach used as it represented the input of principals, teachers, and students. The need to address this problem emerged from within school communities
An analysis of this study was in three areas. The first component was what is known about traditional Chinese immersion instruction. The second was what makes a Chinese immersion program effective (Genesee, 1994), and the third group was data collected in this study, particularly the students' perspectives on how they learn Mandarin most effectively. The student data average indicated that group work was the most effective way to learn Mandarin. Following group work, memorization of characters and phrases, textbooks, the environment, and teacher created lessons/worksheets showed almost equal value of importance. Common themes taught in English class were the least important method of learning Mandarin effectively for these students. The principal and teacher data indicated the need for more collaborative work among Chinese immersion schools
School code: 1503
DDC
Host Item Dissertation Abstracts International 68-08A
主題 Education, Bilingual and Multicultural
Education, Elementary
0282
0524
Alt Author Fielding Graduate University
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