Teaching Chinese in K–12 Schools in the United States: What Are the Challenges?

Abstract

AbstractThis study deepens and extends research into the challenges that Chinese as a foreign language (CFL) teachers face both in terms of classroom instruction and in their work more broadly. These challenges reflect CFL teachers’ struggles to reconcile their educational beliefs, values, and experiences as teachers and learners in China with their experiences as teachers in American schools. The conflicts between the two educational systems manifest themselves in a large number and range of difficulties, including designing curriculum; selecting appealing lesson themes and choosing classroom activities, strategies, and materials that motivate students; managing student behavior; and working with parents. Cultural differences and difficulties inherent in the Chinese language are also issues for CFL teachers. Suggestions for teacher preparation, professional development programs, and school leaders as well as directions for future studies are offered.