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Cross-cultural immersion in China: Preparing Pre-service elementary teachers to work with diverse student populations in the United States
Presenter: Jessica WuAdvisor: Dr. Chin-Ying Philip LinInstructor: Dr. Pi-Ying Teresa HsuDate: October 28, 2013
Citation
• Zhao, Y., Meyers, L. & Meyers, B. (2009). Cross-cultural immersion in China: Preparing pre-service elementary teachers to work with diverse student populations in the United States. Asia-Pacific Journal of Teacher Education, 37(3), 295-317.
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ContentsIntroduction
Literature review
Methodology
Result
Conclusion
Future Study3
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Introduction
Introduction• Background
American schools have become increasingly diverse in the past decade.
More and more classes with a greater diversity of cultures and languages have emerged in many pasts of the country.
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Introduction• Background
• Pre-service teachers are not adequately prepared to teach these students, especially when the students’ ethnic and cultural backgrounds differ from that of the pre-service teachers’.
The purpose of study
• To investigate pre-service teachers’ perceptions of their overseas student teaching and how this experience might affect their future teaching in culturally diverse school settings in the United States.
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Gap
• Although there is an increase in the number of American students going to Asian countries in recent years, there is a lack of research exploring American pre-service student teachers’ elementary teaching experiences in Asian Countries.
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Literature Review
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Literature Review
• Cross-cultural immersion experiences have been considered an effective way to help pre-service teachers achieve the goal of a broader and more global perspective.
(Gay, 2000; Nieto, 2006)
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Literature Review• Cross-cultural experiential learning would
assist pre-service teachers to better understand their students’ cultures and to teach through their own cultural and experiential filters.
(Gay,2000; Nieto, 2006)
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Literature Review
• Many educators believe that, to work more successfully with culturally diverse students, teachers need to adopt a culturally responsive pedagogical stance.
(The Education Alliance, 2006;
National Education Association, 2008)
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Research Questions• Q1: How did pre-service teachers perceive
their cross-cultural student teaching
experience in Chinese schools?• Q2: How did they perceive their professional
and personal growth as a result of this
cross-cultural teaching experience?• Q3: How can a culturally responsive
pedagogical stance be developed during a
cross-cultural immersion experience?13
Methodology
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Methodology
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10 undergradua
te pre-service
elementary education student teachers
One male/ nine females
From 21 to 55 years
China
Xingdu
Four-week
cultural immersio
n experienc
eparticipants
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Methodology
10 American student teachers
‘Lab School’ of the university large class sizes
‘Charter School’
smaller class sizes
Interview Protocol• Questions asked before going to China during student
teaching in United States:
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1 Tell me why you want to participate in this study abroad program (in China).
2 Tell me about your student teaching experiences in your school placement in the US.
3 How do you think your teaching experiences in the US will affect your teaching in China?
4 What do you expect from this cross-cultural teaching experience (in China)?
5 What concerns you most?
6 How are you prepared for teaching in China?
Interview Protocol• Questions asked upon completion of student teaching
in China:
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1 Describe your trip to China. Please be specific.
2 Tell me about your teaching and learning experiences in China.
3 How is the US teaching experience different from the Chinese teaching experience?
4 What stood out the most for you during this cross-cultural student teaching experience?
5 Were your expectations realized? Why or Why not?
6 How might this experience affect your teaching in American schools?
Result
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Result
Q1: How did pre-service teachers perceive
their cross-cultural student teaching
experience in Chinese schools?
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Student teachers perceived this cross-cultural immersion experience in China as extremely beneficial to their future teaching career, nothing that they gained knowledge, skills and insights as a result of their participation.
Participants’ dialogue
It has been a challenging experience trying to balance between the American style of teaching and the Chinese style. With the lack of resources and having to teach over 100 students, it made it difficult to teach.
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Result Q2: How did they perceive their professional
and personal growth as a result of this
cross-cultural teaching experience?
They learned new and effective teaching strategies for second-language learners from their Chinese counterparts. They learned to be more flexible and collaborative in teaching in general.
Participants’ dialogue
Michelle learned a lot of teaching strategies from her Chinese mentoring teacher in creating, designing and implementing classroom dialogues and improvisational scenarios that are both amusing and relevant to Chinese culture and student life.
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ResultQ3: How can a culturally responsive pedagogical stance be developed during a cross-cultural immersion experience?
A culturally responsive pedagogical stance can be nurtured through a cross-cultural immersion experience, and opportunities for pre-service teachers to go abroad have become more feasible in recent years.
Participants’ dialogue
Stacy has learned how to teach students who do not speak the same language as you do. She have learned how to help other professionals and how to collaborate so that everyone moves forward.
Conclusion
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Conclusion• Teacher education programs ought to provide
pre-service teachers with similar opportunities to help them develop the necessary attitudes, skills and competencies, they need in order to work more effectively with culturally diverse students.
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My Future Study
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Future Study
InterviewThe male senior
high foreign teacherOpen-ended
questionsTime: 1-2 hours
ObservationVisual VerbalTone Body language
Recording PenContents
Class observationTeaching situationStudents behavior
Four weeks (March )
Open-ended questions
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Part one: Before coming to Taiwan
• Where are you from? Please share some important information about yourself.
• What was your impression about Taiwan or Asia before coming here? Where did you get the information about Taiwan or Asia?
• How many foreign languages have you learned? Does it influence your English teaching?
Part Two: Shortly after coming to Taiwan
• Did you experience any culture shock when you first came to Taiwan, including in your daily life or job?
• Who helped you with your problems when you first came to Taiwan? Did you have close friends that you could trust and talk to at that time?
• Di d you have any teaching problems when you first taught Taiwanese students here?
Part three: Now in Taiwan• Is there still any culture shock or any cross-cultural
adjustment problems in your daily life? For example, any living problems, such as food, or the weather?
• How do you deal with those living problems now?
• Who can help you with those living problems now?do you have any Taiwanese friends that you can trust, talk to or get help from?
Part Four: Academic culture in distance
• What impressed you most when you were FIRST teaching Taiwanese students, including position or negative impression?
• What are still the problems NOW when you’re teach Taiwanese students?
• What are the strength/weakness of Taiwanese students, compared with England students?
Thank you for listening.
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