transitioning into u.s. classrooms: startalk 2009 research results and implications

Transitioning into U.S. Classrooms:

StarTalk 2009 Research Results and Implications

Melissa S. FerroGeorge Mason University

[email protected]

Melissa Ferro NECTFL 2010 2

Understand transition Chinese and Arabic teachers undergo as they begin teaching in U.S. Schools

Realization that teaching in U.S. schools differ from personal schooling experiences◦ Working with culturally, linguistically, and cognitively

diverse students◦ Planning standards-based, learner-centered

instruction and assessment◦ Implementing classroom management and discipline◦ Understanding the teacher’s role in the classroom,

school community, and beyond

Purpose of Study


1. What perceptions do Chinese and Arabic teachers have towards foreign/world language education in U.S. schools?

2. What perceptions do Chinese and Arabic teachers have towards students in foreign/world language classes in U.S. schools?

3. What preconceived notions do Chinese and Arabic teachers have about their roles as foreign/world language teachers in U.S. schools?

4. How are Chinese and Arabic teachers able to apply theory from the STSI to their instructional practice?

5. What are some of the challenges that Chinese and Arabic teachers experience while trying to apply theory to practice?

6. How have they overcome these challenges?

Research Questions


Participants

* Chinese Only


Pre-Institute Survey: 5 questions on demographics; 5 open-ended questions on personal learning experiences, perceptions of U.S. schools and their roles as teachers, and what they hoped to learn from institute

Online Discussions: Asynchronous whole group discussions focused on culture, identity, and teaching. ◦ Cultural differences: The Role of the Teacher ◦ Cultural differences: U.S. Students◦ Cultural differences: U.S. Parents◦ Managing differences for learner-centered instruction

Post-Institute Survey: 5 questions on demographics; 5 open-ended questions on challenges implementing learner-centered strategies with students in summer language camps

Data Collection Instruments


Pre-Institute Survey Results:

Participants Personal Language Learning Experiences:

Differences Between U.S. Schools and Schools in Home Countries

Teacher-centered with focus on rote memorization of grammar and vocabulary

Purpose of language learning: Pass high-stakes standardized exams

75% noted pedagogical differences and/or differences in availability of resources (for instruction)

12% of the participants noted differences in classroom discipline

One participant stated cultural differences in the teacher-student relationship


Pre-Institute Survey Results:Challenges Teaching U.S. Students

0%10%20%30%40%50%60%

Percentage of Partic-ipants


0%10%20%30%40%50%

Percentage of Ps

Pre-Institute Survey Results:Desired Outcomes of STSI


Features of U.S. Students“Creative, inquisitive, social, and free-spirited” but

lacked motivation and were disrespectful towards their teachers

Lack of motivation may be due to lack of competition (for good grades)

Adjustments Needed to Teach U.S. StudentsNeed to make lessons interesting and relevant to SsMore technologyBetter assessmentsBetter classroom managementFoster students social skills

Online Discussion ResultsDay 1


Learner Diversity: Differences between U.S.schools and schools in their home countries◦ “Teachers in the U.S. tend to see students as independent

creative individuals with different learning styles… Yet teachers in the past in China (I don’t know if it has changed today) treated students all as one same collection, fed them with the same recipe and expected everybody to chew and digest at the same speed. There was no free-thinking.”

◦ “For some reason, it is believed in Arabic-speaking countries that discipline and freedom of expression are not compatible. Yet in American schools, freedom of expression and discipline are compatible and both are essential for providing a healthy environment for the students”

Online Discussion ResultsDay 2


Online Discussion ResultsDay 3 Classroom Management

Strategies◦ Ps created lists of

classroom management strategies to facilitate learner-centered instruction Establish rules at the

beginning of the year Rules must foster

productive relationships between the teacher and the students


0%10%20%30%40%

Percentage of Participants

Post-Institute Survey Results: Challenges Working in Summer Camps


Additional Quotes:◦ “U.S. students were used to these (learner-centered)

activities and were expecting teachers to interact with them using fun approaches.”

◦ “It amazes me how cultural and environmental differences shape our expectations towards students, which may not be what they are looking for.”

◦ “I come from a background where the culture of discipline is more ingrained in students’ minds than free-expression.”

◦ “Cultural difference is the biggest challenge I am facing and it is sometimes very difficult to be aware of those differences.”

Emerging Theme: Cultural Differences


Cultural Differences Between Teachers and Students


Participating Teachers-even those with no prior teaching experience or pedagogical coursework- are not “tabula rasa”◦ Influenced by personal experiences as language learners in

their home countries (teacher-centered)◦ Open and receptive to learner-centered instruction

Beliefs about teaching and learning languages differ between U.S. and Ps home countries◦ Language Learning in home countries = Test-oriented◦ Language Learning in U.S. schools = Communication-

oriented Participants are aware of and are concerned about

cultural differences between teachers and students

Findings


Limitations:◦ Small sample from one StarTalk site◦ Data limited to surveys and online discussions

Recommendations:◦ Larger sample using multiple StarTalk sites◦ Multiple measures: Surveys, Interviews,

Classroom Observations

Limitations and Recommendations

transitioning into u.s. classrooms: startalk 2009 research results and implications

Documents

foreignworld language

teachers role

arabic teachers able

teacher cultural differences

parentsmanaging differences

studentscultural differences

inservice teachers

transition chinese