Investigating primary English immersion teachers in China: background, instructional contexts, professional development, and perceptions

摘要

Despite the fast growth of English immersion in China, only limited research has been conducted regarding immersion teachers' educational background, instructional contexts, professional development, and their perceptions about English immersion. This study explored the above key issues from three primary immersion schools. Results indicated that the majority of immersion teachers in the study were women under the age of 30 with five or fewer years of teaching experience, and were typically teaching 50 students in each class with an average of 5.8 hours per week. Less than half of the participants had Bachelor's degrees and above. The teachers reported using communicative, interactive, and learner-centred approaches in their teaching, but they generally lacked opportunities to engage in authentic two-way interaction for professional development. In-service and ongoing program development was perceived as a critical area of study if China's immersion programs were to improve. Educational background and teacher characteristics together predicted 31.4% of teachers' professional development. The study provided valuable implications for English immersion education in China.View full textDownload full textKeywordsEnglish immersion, primary immersion teachers, professional development, teacher educationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/1359866X.2011.560647