Abstract
This study examines Chinese Mandarin-speaking teachers' voices concerning classroom management (CM) in Chinese Dual-Language Immersion (DLI) classrooms in Utah, United States. Most Chinese-Mandarin-speaking teachers in Chinese DLI programs do not have a lot of experience in understanding American Western culture-style CM and therefore encounter new challenges in managing classroom behavior. Moreover, most American students, parents, teachers, and administrators do not understand the Chinese teachers' classroom expectations, nor do they realize that such behavioral expectations are a full part of learning the Chinese-Mandarin language and culture together. Using a sociocultural theoretical perspective and discourse analysis, this study provides descriptive evidence identifying important themes and concepts concerning both the challenges Chinese Mandarin-speaking teachers encounter and how they voice their ability to manage these challenges. Findings include how these teachers managed cross-cultural differences as issues needing more exploratory awareness which includes how they accepted, adjusted, and taught modified behavioral expectations. Also, findings demonstrated that some struggles and challenges caused discomfort and cultural dissonance that were not as manageable for these teachers. Such critical incidents were stressful and intense moments where the teachers were unsure of how to proceed and often felt voiceless in expressing their feelings. Discussion and implications include that effective CM in DLI programs requires sensitivity to cross-cultural dynamics and the understanding of language and cultural issues coming together. Conclusions address the evident imbalance in cultural acceptance of Chinese-Mandarin classroom management expectations and the possible potentials to amplify and value their voices to strengthen DLI programs.
Degree
MA
College and Department
David O. McKay School of Education; Teacher Education
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Chen, Wu-Ting, "Chinese Mandarin-Speaking Teachers' Voices in Chinese Dual Language Immersion Programs Responding to American Classroom Management Relationship Issues" (2024). Theses and Dissertations. 10955.
https://scholarsarchive.byu.edu/etd/10955
Date Submitted
2024-08-07
Document Type
Thesis
Permanent Link
https://apps.lib.byu.edu/arks/ark:/34234/q2bf9ec4b2
Keywords
Chinese-Mandarin teachers, dual-language immersion, classroom management, biculturalism, cultural adaptation, cross-cultural teaching
Language
english