What is it about?
Teaching a Foreign Language (FL) is not an easy work, especially teaching an Asian language which is vastly different from English to young learners. This study explores the challenges of Chinese-as-a-foreign language instructors who teach in K-12 schools in the States by interviewing them.
Featured Image
Why is it important?
The findings bring the profession of Chinese as a Foreign Language (CFL) teacher into light by showing a panoramic view of their struggles and needs. The highlighted needs also point the directions of future CFL preparation and research on CFL pedagogy. Anyone who shares the interests in joining the profession or conducting research in this profession should read this article.
Perspectives
As a CFL teacher, I am glad that I join the discussion of the challenges and problems often encountered working in this profession. As a future CFL teacher educator, conducting this research on CFL teacher's challenges helps me gain a better understanding of this profession and makes me think further the ways that I can help my colleagues through research and teacher preparation.
Ying Yue
The State University of New York at Buffalo
Read the Original
This page is a summary of: Teaching Chinese in K-12 Schools in the United States: What Are the Challenges?, Foreign Language Annals, July 2017, Wiley,
DOI: 10.1111/flan.12277.
You can read the full text:
Resources
Contributors
The following have contributed to this page
