Co-teaching Chinese in middle schools and high schools
This study investigates the co-teaching practices implemented in Chinese language teaching in middle schools and
high schools in a school district in the Midwestern United States. With the overarching question of how co-teaching with a native
speaker teacher and a language expert teacher enhances the teaching and learning process of Chinese, this study examines
co-teachers’ past experiences, their roles and experiences in the co-taught Chinese classes, and their perceptions of student
learning and of partner teachers’ experiences, as well as students’ motivational perceptions and classroom engagement. A
mixed-methods approach is used. Results suggest that some of the challenges in the co-teaching program are due to insufficient
previous co-teaching experience, Chinese co-teachers’ unfamiliarity with the U.S. classroom, and lack of clarity regarding the
co-teachers’ responsibilities. The co-teaching approach used in this program is “one teach, one assist.”
Article outline
- Introduction
- Literature review
- Co-teaching
- Benefits of co-teaching
- Barriers to and challenges of co-teaching
- Co-teaching in language teaching
- Co-teaching in Chinese teaching
- Methods
- Setting
- Participants
- Procedures
- Quantitative measures
- Motivational beliefs (adapted from Pintrich & de Groot, 1990)
- Chinese language motivation scale (Cheng, 1993)
- Classroom engagement inventory (Wang, Bergin, & Bergin, 2014)
- Analyses
- Results
- Co-Teachers’ past experiences
- Co-teachers’ roles and experiences
- Course planning
- Instruction
- Assessment
- Co-teachers’ perceptions of student learning
- Motivation to learn Chinese
- Student effort
- Co-teachers’ perceptions of partner co-teachers
- Students’ perceptions of Chinese learning and co-teaching
- Motivation to learn Chinese
- Students’ perceptions of co-teaching
- Quantitative data on student motivation and classroom engagement
- Discussion
-
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