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A SYMBOLIC STUDY OF TEACHER-STUDENTS...

CHEW, ELIZABETH H.

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A SYMBOLIC STUDY OF TEACHER-STUDENTS INTERACTIONAL PATTERNS IN TWO ELEMENTARY CHINESE BILINGUAL CLASSROOMS.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A SYMBOLIC STUDY OF TEACHER-STUDENTS INTERACTIONAL PATTERNS IN TWO ELEMENTARY CHINESE BILINGUAL CLASSROOMS./
作者:	CHEW, ELIZABETH H.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1982,
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 44-03, Section: A, page: 6960.
Contained By:	Dissertation Abstracts International44-03A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8316817

A SYMBOLIC STUDY OF TEACHER-STUDENTS INTERACTIONAL PATTERNS IN TWO ELEMENTARY CHINESE BILINGUAL CLASSROOMS.
CHEW, ELIZABETH H.

A SYMBOLIC STUDY OF TEACHER-STUDENTS INTERACTIONAL PATTERNS IN TWO ELEMENTARY CHINESE BILINGUAL CLASSROOMS. - Ann Arbor : ProQuest Dissertations & Theses, 1982 - 220 p.

Source: Dissertation Abstracts International, Volume: 44-03, Section: A, page: 6960.

Thesis (Educat.D.)--University of San Francisco, 1982.

Statement of the Problem. Bilingual education must demonstrate its effectiveness during a period of economic recession, political conservatism and diminishing public funds. Political controversies surround its basic definition and methods of implementation. Also, socio-cultural adjustment problems affect the language minority students (LMS) in these programs.Subjects--Topical Terms:

2122778
Bilingual education.

A SYMBOLIC STUDY OF TEACHER-STUDENTS INTERACTIONAL PATTERNS IN TWO ELEMENTARY CHINESE BILINGUAL CLASSROOMS.
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100 1 $a CHEW, ELIZABETH H. $3 3427532
245 1 2 $a A SYMBOLIC STUDY OF TEACHER-STUDENTS INTERACTIONAL PATTERNS IN TWO ELEMENTARY CHINESE BILINGUAL CLASSROOMS.
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300 $a 220 p.
500 $a Source: Dissertation Abstracts International, Volume: 44-03, Section: A, page: 6960.
502 $a Thesis (Educat.D.)--University of San Francisco, 1982.
520 $a Statement of the Problem. Bilingual education must demonstrate its effectiveness during a period of economic recession, political conservatism and diminishing public funds. Political controversies surround its basic definition and methods of implementation. Also, socio-cultural adjustment problems affect the language minority students (LMS) in these programs.
520 $a Methodology. In the qualitative study, several perspectives of one Chinese bilingual program were revealed: (1) from the research subjects; (2) from the formal protocols of classroom observation; (3) from the larger socio-cultural context in which the bilingual classrooms existed; (4) and from an integrated presentation of the literature review, data presentation and analysis as depicted by the researcher.
520 $a Findings. The findings showed: (1) the acquisition of basic skills and the learning of the American language and culture for the LMS were emphasized so they could successfully transition into mainstream society; (2) the key strengths of a teacher's command of the native language were in reducing the psychological handicap of students, thereby reducing their affective filters to learning, and in having the linguistic availability of code-switching to meet their learning and emotional needs; (3) the LMS mediated conflicting socio-cultural values and expectations as the occasions arose--often without conscious awareness--retaining some traditional ways and adapting some new; and (4) reciprocal influences will affect teacher-students interactional patterns, whether or not they were structured into classroom activities.
520 $a Conclusions. The bilingual education program observed provided sound instruction of academic skills. The instruction was enhanced by having teachers of the same ethnic and linguistic background as the children. Arguments exist for the continued existence and support of bilingual education programs.
520 $a The bilingual education program focused on the development of academic and social skills suitable for the American society, rather than on the development of two languages and cultures. This orientation diminishes the possibility of achieving new interactional patterns between people of diverse backgrounds and reduces the pool of potential resource persons in an increasingly interdependent world.
520 $a The teaching/learning process is inevitably a reciprocal one. Acknowledgement and incorporation of the reciprocal influences can contribute to a more interactive learning process, leading to "true" (Freire, 1970) education through open communication.
590 $a School code: 6019.
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710 2 $a University of San Francisco. $3 1017465
773 0 $t Dissertation Abstracts International $g 44-03A.
790 $a 6019
791 $a Educat.D.
792 $a 1982
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8316817