Teaching Practices of Six Chinese Heritage Language Teachers in Montreal

Teaching Practices of Six Chinese Heritage Language Teachers in Montreal

Teaching Practices of Six Chinese Heritage Language Teachers in Montreal

Teaching Practices of Six Chinese Heritage Language Teachers in Montreals

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Référence bibliographique [17729]

Pan, Mengting. 2015. «Teaching Practices of Six Chinese Heritage Language Teachers in Montreal». Mémoire de maîtrise, Montréal, Université McGill, Département d’éducation.

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Fiche synthèse

1. Objectifs


Intentions :
«[I]n this thesis, I investigate six Montreal-based heritage language teachers to identify the particularities of their teaching practices.» (p. i)

Questions/Hypothèses :
«I have sought to address the following research questions: […] In what ways do the heritage language teachers perceive that their teaching practices and approaches meet the needs of the Montreal/Quebec heritage language context? What kinds of adjustments might be considered? Why? […] What are the critical factors that might influence heritage language teachers’ willingness to change their teaching practices?» (p. 4)

2. Méthode


Échantillon/Matériau :
«The participants in this study are [six] teachers who work in Chinese heritage language (weekend) schools in Montreal.» (p. 24)

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé


«The findings show that the teachers who participated in this study are willing to change their teaching practices according to their new environment. However, their efficiency in doing so differs. The findings suggest that heritage language teachers’ prior teaching experience in their native country is an asset rather than an obstacle to their adaptation to their new environment. However, their teaching experience in China can only be an asset when accompanied by other factors (e.g., preference for Western education, their own children’s Western mainstream school learning experiences, their own children’s heritage language learning experiences, as well as cooperation and interaction with heritage language colleagues, their own Second Language learning experience in local schools, and parental expectations) that familiarize teachers with the local pedagogical environment.» (p. i) Les résultats de cette étude suggèrent que les attentes parentales ont une influence sur les pratiques d’enseignement des enseignants de langue du patrimoine.