Native Chinese language teachers' beliefs and experiences on their teaching in the U.S.

摘要

This study seeks to explore the effect of native Chinese language teachers' beliefs and experiences on their teaching in the U.S. More specifically, this study seeks to explore and account for the impact of beliefs and its associated elements such as self-efficacy and previous language learning experiences in understanding how teachers' beliefs change, the assistance they receive from administrators, and the resources available for curriculum and material development impact the teaching strategies of native Chinese language teachers in the U.S.;Data for this study is collected using a semi-structured interview approach with an interview protocol developed to facilitate the process. It contains 14 questions intending to gather participants' demographic information, their past language learning experiences, and professional development opportunities for future teachers. Using a snowball approach, thirteen native Chinese teachers are interviewed from California, Florida, and Ohio. Using both written and audio recording techniques, the researcher gathers data for analysis and interpretation. Analysis and interpretation of the data for this study is facilitated by transcribing and repeatedly reading through and comparing data to identify patterns and beliefs and categorizing them based on research questions.;The results of this study indicate that native Chinese teachers appear to experience frustrations which led to belief change. By understanding their initial beliefs, adapted teaching strategy, and selected methods, it appears these teachers are used to passive teaching strategies such as teacher-centered, grammar analysis, and vocabulary memorization which are not appreciated by American students. In addition, the majority of these teachers appeared to receive little or no suggestions or advice from administrators. Furthermore, the issue of curriculum and material development emerges as a major concern for native Chinese language teachers. They appear to invest greater personal efforts than school officials or districts in their language teaching practices. Based upon the results, the researcher identifies several implications for teacher recruitment, professional development of native Chinese language teachers, Chinese language curriculum and teaching materials development, and made recommendations for future research.