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Chinese-English Dual Language Immersion Programs

Content Area Instruction, Learners, and Evaluations
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Chinese dual language immersion (DLI) education experienced unprecedented growth in recent years; hence, it has become critical that Chinese DLI research catches up to inform Chinese DLI teachers and administrators of the most effective ways to teach and run their programs. The purpose of Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations is to explore three DLI themes that are under-researched: content area instruction, learners, and evaluations. The first section of this edited volume is dedicated to exploring current teaching designs and practices in different content subjects in Chinese DLI programs in order to make useful teaching suggestions to the programs. The second section includes studies which look into K-12 Chinese DLI learners' learning variables such as motivations, learning strategies, learner perception and engagement, and learner background differences. The last section of this edited volume intends to fill the research gap by including studies which adopt various methods to evaluate Chinese DLI students' target language level to better illustrate their learning progress in different language skills.
Ko-Yin Sung is professor in the Department of World Languages and Cultures at Utah State University.
Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations presents high-quality research that delves into the current status of Chinese Dual Language Immersion (DLI) programs, exploring both the challenges and opportunities while offering valuable insights into under-researched areas. Serving as an invaluable resource, it is a must-read for educators, researchers, and policymakers in the field of Chinese language education. --Xiaoshi Li, Michigan State University Timely and engaging. Chinese-English Dual Language Immersion Programs provides rich exemplars of successful programs and interrogates the various ways in which parents, teachers, and students experience such dual language contexts. With a focus on delivering and evaluating learning content, as well as perspectives from a range of participants in dual language, this text is a rich addition to the growing body of literature. --Juliet Langman, Kennesaw State University
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