Teaching Chinese in a U.S. elementary school: identity issues and social cultural challenges

Hsiao, Hui-Lien

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https://hdl.handle.net/2142/50537 Copy

Description

Title

Teaching Chinese in a U.S. elementary school: identity issues and social cultural challenges

Author(s)

Hsiao, Hui-Lien

Issue Date

2014-09-16

Director of Research (if dissertation) or Advisor (if thesis)

Osborne, Margery

Doctoral Committee Chair(s)

Osborne, Margery

Committee Member(s)

• Stake, Robert E.
• Johnston-Parsons, Marilyn A.
• Huang, Wen-Hao

Department of Study

Curriculum and Instruction

Discipline

Secondary & Continuing Educ

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• identity
• postcolonial theory
• sociocultural theory

Abstract

Learning Chinese as a foreign language is becoming popular in the United States with the growing Chinese economy and influence. In this qualitative case study I have followed a native Chinese teacher who took up citizenship in the United States, Dr. Lin, and the Mandarin Chinese language program she created in a Midwestern elementary school. Three research questions guided the investigation: (1) How were Dr. Lin’s identities constructed, re-formed and evolve, and how did the power structures within the school influence her identities? (2) How did Dr. Lin’s identity influence her teaching and shape her students’ perceptions of Chinese language learning? (3) How did Dr. Lin engage student thinking and facilitate student understanding of Chinese text, expression, and narrative in the activities she used in the classroom, and what computer and internet resources were used in the classroom and at children’s homes after school?

Graduation Semester

2014-08

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http://hdl.handle.net/2142/50537

Copyright and License Information

Copyright 2014 Hui-Lien Hsiao

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