Secondary School Dual Language Immersion Mandarin Chinese in the Utah Model
Produktdetaljer
Biografisk notat
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.
Secondary School Dual Language Immersion Mandarin Chinese in the Utah Model
This groundbreaking book offers a comprehensive and insightful exploration of Mandarin Chinese secondary dual language programs. Sung brings forward the voices of teachers, parents, and students. She also illuminates classroom interactions, intercultural competence, and Chinese language and literacy development. This is an indispensable resource for educators, leaders, and community advocates interested in Mandarin education and secondary dual language programs.
Juan A. Freire, Brigham Young University, USA
A pioneering and inspiring contribution to the field, this book captures the heart and complexity of Mandarin secondary dual language immersion education. The Utah Model offers powerful lessons for designing equitable, sustainable programs nationwide. A must-read for all committed to advancing bilingual education.
Zhongfeng Tian 田中锋, Rutgers University-Newark, USA
<p>...this book offers a comprehensive, empirically rich, and analytically grounded examination of secondary Mandarin Chinese DLI programmes in Utah. Its strengths lie in integrating multiple research methods and data sources, giving voice to and attention to diverse stakeholders, and providing detailed empirical insights into the challenges and complexities of learning Mandarin Chinese across reading, writing, listening, and speaking. The volume will be valuable to researchers, practitioners, and policymakers seeking to understand the complexities of sustaining and developing DLI curriculum in secondary education.</p>
Lianya Qiu, The University of Edinburgh, UK, Journal of Immersion and Content-Based Language Education, 2026
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.
This book examines the effectiveness of dual language immersion programs in secondary schools through analysis of the views of teachers, parents and students, classroom interactions and learners’ narrative development. Highlighting weaknesses in the curriculum, it advocates for inclusion of heritage language maintenance as a goal of these programs.
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 Practice in A Chinese DLI Bridge Course
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
References
Index
Unique focus on secondary dual-language immersion education and the distinct challenges faced by such programs
This groundbreaking book offers a comprehensive and insightful exploration of Mandarin Chinese secondary dual language programs. Sung brings forward the voices of teachers, parents, and students. She also illuminates classroom interactions, intercultural competence, and Chinese language and literacy development. This is an indispensable resource for educators, leaders, and community advocates interested in Mandarin education and secondary dual language programs.
Juan A. Freire, Brigham Young University, USA
A pioneering and inspiring contribution to the field, this book captures the heart and complexity of Mandarin secondary dual language immersion education. The Utah Model offers powerful lessons for designing equitable, sustainable programs nationwide. A must-read for all committed to advancing bilingual education.
Zhongfeng Tian 田中锋, Rutgers University-Newark, USA
<p>...this book offers a comprehensive, empirically rich, and analytically grounded examination of secondary Mandarin Chinese DLI programmes in Utah. Its strengths lie in integrating multiple research methods and data sources, giving voice to and attention to diverse stakeholders, and providing detailed empirical insights into the challenges and complexities of learning Mandarin Chinese across reading, writing, listening, and speaking. The volume will be valuable to researchers, practitioners, and policymakers seeking to understand the complexities of sustaining and developing DLI curriculum in secondary education.</p>
Lianya Qiu, The University of Edinburgh, UK, Journal of Immersion and Content-Based Language Education, 2026
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.
This book examines the effectiveness of dual language immersion programs in secondary schools through analysis of the views of teachers, parents and students, classroom interactions and learners’ narrative development. Highlighting weaknesses in the curriculum, it advocates for inclusion of heritage language maintenance as a goal of these programs.
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 Practice in A Chinese DLI Bridge Course
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
References
Index
Unique focus on secondary dual-language immersion education and the distinct challenges faced by such programs
Produktdetaljer
Biografisk notat
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.