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English-Speaking Students' Learning Experiences in a Chinese/English Dual Language Immersion Program: A Multiple-Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	English-Speaking Students' Learning Experiences in a Chinese/English Dual Language Immersion Program: A Multiple-Case Study./
Author:	Du, Xiaochen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	192 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28713826
ISBN:	9798209987857

English-Speaking Students' Learning Experiences in a Chinese/English Dual Language Immersion Program: A Multiple-Case Study.
Du, Xiaochen.

English-Speaking Students' Learning Experiences in a Chinese/English Dual Language Immersion Program: A Multiple-Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 192 p.

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Thesis (Ph.D.)--University of Florida, 2021.

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

As globalization brings a series of economic, social, and cultural changes, countless human activities are transformed to travel across space and time. The shifting linguistic landscape caused by these global changes requires new understandings of bilingualism and bilingual education in order to meet the demands of 21st century literacy. As (emergent) bilingual students are expected to develop attitudes, skills, and knowledge that can increase their capacity to examine local, global, and intercultural issues (PISA, 2018), today's bilingual education should aim at preparing children for the increasing plurilingual needs in the world and to a greater extent, linguistically, cognitively, and culturally benefit children from various backgrounds with different learning needs. As policy makers, educators, and school administrators in the U.S. turn to bilingual education to respond to such global demands, dual language immersion (DLI) programs are gaining increasing popularity across the country. The number of DLI programs reached 2000 by the year 2011 and has kept increasing, especially in areas with a high demand of bilingualism such as Utah, North Carolina, and New York City (Steele et al. 2017). However, rather than meeting the fluidity and the plurilingual demand in the global world, the increasing popularity of DLI programs illustrates the construction of a discursive shift from bilingual education to dual language education in the U.S., which further normalizes monoglossic ideologies in the education of bilingual learners (Garcia, 2014). In recent years, an increasing number of research studies have been conducted in DLI contexts to examine the language policy (Henderson, 2017; Sanchez et al., 2018), teaching practices (Lachance, 2018), and students' learning experiences (Hamman-Ortiz, 2019; Lucero, 2016). However, a limited number of the studies have been conducted about Chinese/English DLI programs in the U.S. compared to the research attention put on Spanish/English programs (Sung & Tsai, 2019). A few studies conducted in Chinese/English DLI settings have focused on the significance and challenges of implementing the program (Chen et al., 2017; Chung, 2015; Hsu, 2016), teacher's practices (Tian, 2021), and instructional discourses (Zheng, 2019). While these studies contribute to expanding our knowledge about Chinese/English DLI programs from various perspectives, there is still a lack of research studies that explore and discuss bilingual students' learning experiences in these programs. In this study, by exploring students' actual learning experiences, I addressed how a DLI context can influence English-speaking students' language and literacy practices and how students respond to the DLI instructional context as bilingual learners. Findings from this multiple-case study revealed that as a result of the dominant monoglossic ideologies in DLI education, the language policies and instructions in DLI programs reinforce a monolingual and separationist view about bilingualism, which can lead to students' disconnected language and literacy learning experiences. Although students in these programs tend to break the artificial linguistic boundaries as they flexibly drew upon their full linguistic repertoires to learn content knowledge, the lack of structured instructional space does not seem to benefit their target language and literacy development in content area. The students' learning experiences illustrated in this study offer research and practical implications for bilingual educators to (re)think and (re)construct the ideological and instructional spaces in DLI education.

ISBN: 9798209987857Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Globalization

English-Speaking Students' Learning Experiences in a Chinese/English Dual Language Immersion Program: A Multiple-Case Study.
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