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Teachers' understanding of Chinese E...

Ng, Carolyn Kuan-Hiong Lui.

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Teachers' understanding of Chinese English language learners' academic emotions in the 1st - 8th grade classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' understanding of Chinese English language learners' academic emotions in the 1st - 8th grade classrooms./
Author:	Ng, Carolyn Kuan-Hiong Lui.
Description:	139 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3626295
ISBN:	9781321011739

Teachers' understanding of Chinese English language learners' academic emotions in the 1st - 8th grade classrooms.
Ng, Carolyn Kuan-Hiong Lui.

Teachers' understanding of Chinese English language learners' academic emotions in the 1st - 8th grade classrooms. - 139 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--Azusa Pacific University, 2014.

This item must not be sold to any third party vendors.

This phenomenological study explored teachers' understanding and interpretation of the academic emotions of Chinese English language learners, and examined how these perceptions guided their instructional practice. The theoretical framework of the study was based on Pekrun's categorization of academic emotions (Pekrun, Goetz, Titz, and Perry, 2002). Data were collected through in-depth interviews with 16 teachers of first through eighth grade Chinese immigrant students, and direct observations in six classrooms in a private school in Southern California. Five themes evolved after data were transcribed and analyzed: (a) Teachers recognized "Positive Activating Emotions" being motivated by good grades and engaging learning environment; (b) Teachers identified "Negative Activating Emotions" as results of stress and anxiety students encountered in learning; (c) Teachers associated "Negative Deactivating Emotions" with pressure and hardship in learning; (d) Teachers recognized ELL's emotions and responded appropriately; and (e) Teachers misinterpreted ELL's academic emotions. While teachers accurately interpreted some of the Chinese ELL's academic emotions and demonstrated facilitating instructional practice, this study explored some of the teachers' misconceptions in light of the Chinese cultural values. Findings of the study provide practical suggestions for culturally responsive instruction for Chinese English language learners.

ISBN: 9781321011739Subjects--Topical Terms:

516171
Education, Elementary.

Teachers' understanding of Chinese English language learners' academic emotions in the 1st - 8th grade classrooms.
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500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Jenny Y.P. Yau.
502 $a Thesis (Ed.D.)--Azusa Pacific University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This phenomenological study explored teachers' understanding and interpretation of the academic emotions of Chinese English language learners, and examined how these perceptions guided their instructional practice. The theoretical framework of the study was based on Pekrun's categorization of academic emotions (Pekrun, Goetz, Titz, and Perry, 2002). Data were collected through in-depth interviews with 16 teachers of first through eighth grade Chinese immigrant students, and direct observations in six classrooms in a private school in Southern California. Five themes evolved after data were transcribed and analyzed: (a) Teachers recognized "Positive Activating Emotions" being motivated by good grades and engaging learning environment; (b) Teachers identified "Negative Activating Emotions" as results of stress and anxiety students encountered in learning; (c) Teachers associated "Negative Deactivating Emotions" with pressure and hardship in learning; (d) Teachers recognized ELL's emotions and responded appropriately; and (e) Teachers misinterpreted ELL's academic emotions. While teachers accurately interpreted some of the Chinese ELL's academic emotions and demonstrated facilitating instructional practice, this study explored some of the teachers' misconceptions in light of the Chinese cultural values. Findings of the study provide practical suggestions for culturally responsive instruction for Chinese English language learners.
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