Curriculum bridging across Chinese and English instructional times in a one-way dual language education program

IF 1.7 Q1 LINGUISTICS

Bilingual Research Journal Pub Date : 2023-02-17 DOI:10.1080/15235882.2023.2171506

Tiange Wang, Jin Sook Lee

引用次数: 0

Abstract

ABSTRACT In response to the limitations presented by restrictive language separation practices in dual language immersion programs, this study describes a curriculum bridging approach that was undertaken by a group of teachers in a one-way Chinese English Dual Language Education program to promote and build on students’ full linguistic repertoires. The present study was conducted in a public charter school where students were mostly English dominant. Focusing on language allocation decisions at different levels, we examine how teachers bridged instruction for continuity and reinforcement of students’ content and language learning across Chinese and English instructional times. The findings also reveal challenges teachers faced in the planning and implementation processes of curriculum bridging, which unearthed varying teacher assumptions about specific subject matters and pedagogical strategies. Implications for further research and suggestions for practice to more effectively utilize and build on students’ full linguistic repertoires are provided.

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单向双语教育项目中跨越中英文教学时代的课程衔接

针对双语浸入式课程中存在的限制性语言分离实践的局限性，本研究描述了一组教师在单向中英双语教育项目中采取的课程桥接方法，以促进和建立学生的完整语言库。本研究是在一所公立特许学校进行的，学生大多以英语为主。着眼于不同层次的语言分配决策，我们研究了教师如何在汉语和英语教学时间内将教学衔接起来，以保持和加强学生的内容和语言学习。调查结果还揭示了教师在课程衔接的规划和实施过程中面临的挑战，这揭示了教师对特定主题和教学策略的不同假设。为进一步的研究提供了启示，并为实践提供了建议，以更有效地利用和建立学生的完整语言库。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Bilingual Research Journal LINGUISTICS-

CiteScore

2.60

自引率

12.50%

发文量

期刊介绍： The Bilingual Research Journal is the National Association for Bilingual Education’s premier scholarly, peer-reviewed research publication. Bilingual Research Journal delivers in-depth coverage of education theory and practice, dealing with bilingual education, bilingualism, and language policies in education. Topics include: -Assessment- Biliteracy- Indigenous languages- Language planning- Language politics- Multilingualism- Pedagogical approaches- Policy analysis- Instructional research- Language planning- Second language acquisition. The journal has a strong interest in matters related to the education of language minority children and youth in the United States, grades PreK-12, but articles focusing on other countries are often included if they have implications for bilingual education in the U.S.