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A Study of Chinese Pre- and In-Service Teachers' Language and Teaching Ideologies.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Study of Chinese Pre- and In-Service Teachers' Language and Teaching Ideologies./
作者:	Cai, Chencen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	246 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27996850
ISBN:	9798678171870

A Study of Chinese Pre- and In-Service Teachers' Language and Teaching Ideologies.
Cai, Chencen.

A Study of Chinese Pre- and In-Service Teachers' Language and Teaching Ideologies. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 246 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--New York University, 2020.

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

The current study investigated pre- and in-service Standard Mandarin Chinese teachers' ideologies regarding Chinese varieties and their potential roles in Mandarin Chinese teaching pedagogy in the U.S. context. While Standard Mandarin is often referred to simply as "Chinese," other Mandarin varieties and also other mutually unintelligible Chinese languages are typically called "fangyan," translated into English as "dialects." Considering the multilayered relationship among Chinese language varieties, each associated with differential power, teachers must base their pedagogy on an accurate understanding of these varieties and the sociolinguistic roles they entail. Folk-linguistic views typically assign lower status to all fangyan varieties, while sociolinguistic analysis considers each variety and language from a respectful and scholarly perspective. Critical theory and pedagogy problematize the degree to which education may reinforce or contest unequal sociolinguistic relationships. The participants in the current study were Chinese natives enrolled in a graduate language education program in the Northeastern United States. Two groups were pre-service Mandarin or bilingual teachers: 10 beginning-stage students and 10 advanced-stage students. The third group consisted of 10 graduates who had been teaching Mandarin in the United States from 1-5 years. A constructivist grounded theory approach framed the study. Data came from two semi-structured interviews per participant. Results, considered through the lens of critical theory, revealed participants' complex ideological views and their evolution with respect to relevant sociolinguistic notions regarding Chinese varieties and pedagogy. Based on their expressed attitudes and perceptions, a dichotomy emerged representing three possibilities: F/F; S/F; S/S. F/F participants shared folk-linguistically-oriented information and classified Chinese varieties through a folk-linguistic perspective; S/S participants shared sociolinguistically-oriented information and classified Chinese varieties through a sociolinguistic perspective; S/F individuals expressed inconsistent views, possibly indicating an intermediate stage of evolution in their thinking. I identified a dynamic process of ideology shift as participants at different stages were exposed to sociolinguistic constructs. The factors influencing participants' ideologies included study and work experiences in the U.S. and previous experiences in Mainland China and other international contexts. Participants' developing language teaching ideologies often reflected the integration of the socio-political realities of educational and social cultures. Implications for language teacher education are explored.

ISBN: 9798678171870Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Bilingual education

A Study of Chinese Pre- and In-Service Teachers' Language and Teaching Ideologies.
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