東華大學圖書館 |

Planning, Practice, and Sensemaking: Teaching Chinese Academic Vocabulary for Mathematics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Planning, Practice, and Sensemaking: Teaching Chinese Academic Vocabulary for Mathematics./
Author:	Gu, Zheng.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	193 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28645618
ISBN:	9798534689471

Planning, Practice, and Sensemaking: Teaching Chinese Academic Vocabulary for Mathematics.
Gu, Zheng.

Planning, Practice, and Sensemaking: Teaching Chinese Academic Vocabulary for Mathematics. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 193 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ph.D.)--Michigan State University, 2021.

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

Bilingual education in the United States basically involves English language learners (ELLs) in mainstream classes and students who are learning an additional language in a foreign language immersion (FLI) program. Although academic vocabulary instruction for ELLs has attracted increasing attention in the past two decades (e.g., McQuillan, 2019; Schleppegrell, 2009), academic language teaching in FLI programs has received much less attention. Previous studies of FLI programs have focused on exploring the tension between language and content teaching and have called for balancing language and content instruction in subject matter areas such as mathematics (e.g., Cammarata & Haley, 2018; Cammarata & Tedick, 2012). However, managing this tension and scaffolding language and content learning through academic vocabulary teaching in content areas within FLI programs is still under explored, especially Chinese immersion programs. To address this gap, this study drawing on sociocultural theory (SCT) (e.g., Lantolf, 2014; Vygotsky, 1987), analyses the academic vocabulary instruction of one Chinese immersion teacher, Wang Laoshi, to captures the complexity of teaching academic vocabulary, from planning to practice, in a mathematics classroom in Chinese. The current study described Wang Laoshi's classroom to present an example for researchers to access how she made sense of both language and content curriculum in a Chinese immersion program, and subsequently enacted those curricula in teaching academic vocabulary. The study answered three research questions: (1) To what extent does the Chinese immersion teacher teach academic vocabulary in mathematics classrooms? (2) How does she teach academic vocabulary to construct meaning and scaffold language and content teaching? and (3) How does her sensemaking of the curricula scaffold her academic vocabulary instruction? The study collected data from pre-observation interviews, curriculum materials, classroom video tapes, observational notes, and post-observation debriefings through Video-stimulated Reflective Dialogue (VSRD) (e.g., Hargreaves et al., 2003) to triangulate Wang Laoshi's plan, instructional practice, and her voices to track the entire process of how she made sense of, adapted, and enacted the mathematics and Chinese curricula to teach different categories of academic vocabulary. The study unpacks the three categories of academic vocabulary that Wang Laoshi taught in her mathematics classrooms and the two trajectories for employing various strategies to teach the different categories of academic vocabulary. The findings echoes to previous research and suggested that Wang Laoshi's academic vocabulary instruction falls in a continuum between language-intense and content-intense (e.g., Domingez et al., 2018). Therefore, I argue that instead of calling for maintaining a strict balance between language and content teaching in class, teachers should handle the tension between language and content through an understanding of the written curriculum, and in accordance with the students' learning needs as they are enacting it. The findings also unveiled various social factors that influenced Wang Laoshi's sensemaking in enacting the two written curricula, and subsequently impacted her decision-making during academic vocabulary teaching. The study sheds light on the complexity of FLI teachers' academic vocabulary instruction through making sense of, adapting, and enacting a Chinese and a mathematics curriculum. Furthermore, it advanced our ideas about the role of social factors in the planning and instruction by FLI teachers. Its methodological and pedagogical implications will hopefully help to better prepare FLI teachers with a dual curricula in FLI programs to scaffold their planning and teaching academic vocabulary to support students language and content learning.

ISBN: 9798534689471Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Chinese immersion

Planning, Practice, and Sensemaking: Teaching Chinese Academic Vocabulary for Mathematics.
LDR:05020nmm a2200361 4500 001 2345580
005 20230119160025.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798534689471
035 $a (MiAaPQ)AAI28645618
035 $a AAI28645618
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gu, Zheng. $0 (orcid)0000-0001-8060-9489 $3 3684544
245 1 0 $a Planning, Practice, and Sensemaking: Teaching Chinese Academic Vocabulary for Mathematics.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 193 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
500 $a Advisor: Edwards, Patricia.
502 $a Thesis (Ph.D.)--Michigan State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Bilingual education in the United States basically involves English language learners (ELLs) in mainstream classes and students who are learning an additional language in a foreign language immersion (FLI) program. Although academic vocabulary instruction for ELLs has attracted increasing attention in the past two decades (e.g., McQuillan, 2019; Schleppegrell, 2009), academic language teaching in FLI programs has received much less attention. Previous studies of FLI programs have focused on exploring the tension between language and content teaching and have called for balancing language and content instruction in subject matter areas such as mathematics (e.g., Cammarata & Haley, 2018; Cammarata & Tedick, 2012). However, managing this tension and scaffolding language and content learning through academic vocabulary teaching in content areas within FLI programs is still under explored, especially Chinese immersion programs. To address this gap, this study drawing on sociocultural theory (SCT) (e.g., Lantolf, 2014; Vygotsky, 1987), analyses the academic vocabulary instruction of one Chinese immersion teacher, Wang Laoshi, to captures the complexity of teaching academic vocabulary, from planning to practice, in a mathematics classroom in Chinese. The current study described Wang Laoshi's classroom to present an example for researchers to access how she made sense of both language and content curriculum in a Chinese immersion program, and subsequently enacted those curricula in teaching academic vocabulary. The study answered three research questions: (1) To what extent does the Chinese immersion teacher teach academic vocabulary in mathematics classrooms? (2) How does she teach academic vocabulary to construct meaning and scaffold language and content teaching? and (3) How does her sensemaking of the curricula scaffold her academic vocabulary instruction? The study collected data from pre-observation interviews, curriculum materials, classroom video tapes, observational notes, and post-observation debriefings through Video-stimulated Reflective Dialogue (VSRD) (e.g., Hargreaves et al., 2003) to triangulate Wang Laoshi's plan, instructional practice, and her voices to track the entire process of how she made sense of, adapted, and enacted the mathematics and Chinese curricula to teach different categories of academic vocabulary. The study unpacks the three categories of academic vocabulary that Wang Laoshi taught in her mathematics classrooms and the two trajectories for employing various strategies to teach the different categories of academic vocabulary. The findings echoes to previous research and suggested that Wang Laoshi's academic vocabulary instruction falls in a continuum between language-intense and content-intense (e.g., Domingez et al., 2018). Therefore, I argue that instead of calling for maintaining a strict balance between language and content teaching in class, teachers should handle the tension between language and content through an understanding of the written curriculum, and in accordance with the students' learning needs as they are enacting it. The findings also unveiled various social factors that influenced Wang Laoshi's sensemaking in enacting the two written curricula, and subsequently impacted her decision-making during academic vocabulary teaching. The study sheds light on the complexity of FLI teachers' academic vocabulary instruction through making sense of, adapting, and enacting a Chinese and a mathematics curriculum. Furthermore, it advanced our ideas about the role of social factors in the planning and instruction by FLI teachers. Its methodological and pedagogical implications will hopefully help to better prepare FLI teachers with a dual curricula in FLI programs to scaffold their planning and teaching academic vocabulary to support students language and content learning.
590 $a School code: 0128.
650 4 $a Bilingual education. $3 2122778
650 4 $a Mathematics education. $3 641129
650 4 $a Problem solving. $3 516855
650 4 $a Research. $3 531893
650 4 $a Standards. $3 3560310
650 4 $a Students. $3 756581
650 4 $a Language acquisition. $3 528343
650 4 $a Teaching methods. $3 595505
650 4 $a Science. $3 516376
650 4 $a Success. $3 518195
650 4 $a Trends. $3 3560051
650 4 $a Language arts. $3 532624
650 4 $a English language. $3 516194
650 4 $a Verbal communication. $3 3560678
650 4 $a Adaptation. $3 3562958
650 4 $a Core curriculum. $3 3559991
650 4 $a Accountability. $3 3435301
650 4 $a Textbooks. $3 3561685
650 4 $a Social interaction. $3 520415
650 4 $a Academic achievement. $3 541708
650 4 $a Planning. $3 552734
650 4 $a Decision making. $3 517204
650 4 $a Snow. $3 569416
650 4 $a Linguistics. $3 524476
650 4 $a Bilingualism. $3 730672
650 4 $a Chinese languages. $3 3560871
653 $a Chinese immersion
653 $a Content teaching
653 $a Language and mathematics
690 $a 0282
690 $a 0280
690 $a 0290
690 $a 0279
710 2 $a Michigan State University. $b Curriculum, Instruction, and Teacher Education - Doctor of Philosophy. $3 2097837
773 0 $t Dissertations Abstracts International $g 83-02A.
790 $a 0128
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28645618