EN
Reconciling Pedagogical Beliefs and Teaching Practices: Chinese Teachers and the Pressures of a U.S. High School Foreign Language Context
Abstract
The number of Chinese foreign language (CFL) programs is increasingly rapidly in U.S. high schools. Working in newer programs places special pressures on CFL teachers, who often did not themselves study in U.S. schools, may have different expectations and experiences about teaching and learning, and often have had less professional preparation in foreign language education. The authors use the concepts of teacher efficacy and self-efficacy (Bandura, 1997) within a multiple case study approach to explore the beliefs and practices of two CFL teachers working in large high schools in Texas. They identify four main factors that influenced the teachers’ efficacy: (1) school contexts, (2) educational policy, (3) foreign language program types, and (4) professional development opportunities. Aspects of these four areas were both beneficial and adversely impacted the teachers’ beliefs about how effectively they could manage their students’ learning, including students’ socioeconomic levels, advanced placement (AP) exams, constructions of student “achievement,” and the effects of in-service training.
Keywords
Details
Primary Language
English
Subjects
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Journal Section
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Publication Date
July 14, 2016
Submission Date
July 14, 2016
Acceptance Date
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Published in Issue
Year 2016 Volume: 6 Number: 1
APA
Liu, I.-C., & Sayer, P. (2016). Reconciling Pedagogical Beliefs and Teaching Practices: Chinese Teachers and the Pressures of a U.S. High School Foreign Language Context. The Journal of Language Learning and Teaching, 6(1), 1-19. https://izlik.org/JA92YW32KG
AMA
1.Liu IC, Sayer P. Reconciling Pedagogical Beliefs and Teaching Practices: Chinese Teachers and the Pressures of a U.S. High School Foreign Language Context. jltl. 2016;6(1):1-19. https://izlik.org/JA92YW32KG
Chicago
Liu, I-Chun, and Peter Sayer. 2016. “Reconciling Pedagogical Beliefs and Teaching Practices: Chinese Teachers and the Pressures of a U.S. High School Foreign Language Context”. The Journal of Language Learning and Teaching 6 (1): 1-19. https://izlik.org/JA92YW32KG.
EndNote
Liu I-C, Sayer P (July 1, 2016) Reconciling Pedagogical Beliefs and Teaching Practices: Chinese Teachers and the Pressures of a U.S. High School Foreign Language Context. The Journal of Language Learning and Teaching 6 1 1–19.
IEEE
[1]I.-C. Liu and P. Sayer, “Reconciling Pedagogical Beliefs and Teaching Practices: Chinese Teachers and the Pressures of a U.S. High School Foreign Language Context”, jltl, vol. 6, no. 1, pp. 1–19, July 2016, [Online]. Available: https://izlik.org/JA92YW32KG
ISNAD
Liu, I-Chun - Sayer, Peter. “Reconciling Pedagogical Beliefs and Teaching Practices: Chinese Teachers and the Pressures of a U.S. High School Foreign Language Context”. The Journal of Language Learning and Teaching 6/1 (July 1, 2016): 1-19. https://izlik.org/JA92YW32KG.
JAMA
1.Liu I-C, Sayer P. Reconciling Pedagogical Beliefs and Teaching Practices: Chinese Teachers and the Pressures of a U.S. High School Foreign Language Context. jltl. 2016;6:1–19.
MLA
Liu, I-Chun, and Peter Sayer. “Reconciling Pedagogical Beliefs and Teaching Practices: Chinese Teachers and the Pressures of a U.S. High School Foreign Language Context”. The Journal of Language Learning and Teaching, vol. 6, no. 1, July 2016, pp. 1-19, https://izlik.org/JA92YW32KG.
Vancouver
1.I-Chun Liu, Peter Sayer. Reconciling Pedagogical Beliefs and Teaching Practices: Chinese Teachers and the Pressures of a U.S. High School Foreign Language Context. jltl [Internet]. 2016 Jul. 1;6(1):1-19. Available from: https://izlik.org/JA92YW32KG