Chinese as a foreign language (CFL) is a critical language in the United States, and the importance to have competent CFL teachers has been more and more realized. However, the literature does not show sufficient rese...Chinese as a foreign language (CFL) is a critical language in the United States, and the importance to have competent CFL teachers has been more and more realized. However, the literature does not show sufficient research on CFL teacher competency. To fill the gap, a series of exploratory research studies are initiated. As a part of the initiation, this study overviews the professional guidelines, resources, standards and requirements for CFL education in the U.S. at the national and state levels. The findings will be useful for designing teacher education program and teacher training program. In addition, student teachers, pre-service teachers, and in-service teachers can also use them as great references for their academic and/or professional development.展开更多
In recent years,there has been a growing demand in the global labor market for proficiency in Chinese as a foreign or second language.Yet not much is known regarding how Chinese language education is provided by the U...In recent years,there has been a growing demand in the global labor market for proficiency in Chinese as a foreign or second language.Yet not much is known regarding how Chinese language education is provided by the U.S.schools in order to meet this demand.The present study investigated the competence that a Chinese teacher is expected to have as well as the qualification that currently in-service K-12 teachers of Chinese are actually possess.In addition,this research explored teaching philosophies,attitudes,pedagogy,challenges and needs for professional training among the Chinese teachers who are currently hired by U.S.K-12 schools.A concurrent mixed method design was employed in this study to collect both quantitative and qualitative data with a questionnaire from a sample of 45 Chinese teachers.Result showed that most U.S.K-12 schools have minimum and preferred qualifications specified for a long-term Chinese teaching position,however there is a gap between the preferred qualification from the perspective of employers and the actual qualifications that current K-12 Chinese teachers possess.Teachers'attitudes and beliefs about Chinese teaching competency are consistent with the expectations of their employers to some extent.Main finding suggests that K-12 Chinese teachers'teaching philosophies are influence by both traditional Chinese culture and modern western culture.Lastly but not least,the majority of the participants rated classroom management and pedagogy as the two areas where professional training is needed the most.展开更多
文摘Chinese as a foreign language (CFL) is a critical language in the United States, and the importance to have competent CFL teachers has been more and more realized. However, the literature does not show sufficient research on CFL teacher competency. To fill the gap, a series of exploratory research studies are initiated. As a part of the initiation, this study overviews the professional guidelines, resources, standards and requirements for CFL education in the U.S. at the national and state levels. The findings will be useful for designing teacher education program and teacher training program. In addition, student teachers, pre-service teachers, and in-service teachers can also use them as great references for their academic and/or professional development.
文摘In recent years,there has been a growing demand in the global labor market for proficiency in Chinese as a foreign or second language.Yet not much is known regarding how Chinese language education is provided by the U.S.schools in order to meet this demand.The present study investigated the competence that a Chinese teacher is expected to have as well as the qualification that currently in-service K-12 teachers of Chinese are actually possess.In addition,this research explored teaching philosophies,attitudes,pedagogy,challenges and needs for professional training among the Chinese teachers who are currently hired by U.S.K-12 schools.A concurrent mixed method design was employed in this study to collect both quantitative and qualitative data with a questionnaire from a sample of 45 Chinese teachers.Result showed that most U.S.K-12 schools have minimum and preferred qualifications specified for a long-term Chinese teaching position,however there is a gap between the preferred qualification from the perspective of employers and the actual qualifications that current K-12 Chinese teachers possess.Teachers'attitudes and beliefs about Chinese teaching competency are consistent with the expectations of their employers to some extent.Main finding suggests that K-12 Chinese teachers'teaching philosophies are influence by both traditional Chinese culture and modern western culture.Lastly but not least,the majority of the participants rated classroom management and pedagogy as the two areas where professional training is needed the most.
