Social Studies, Culture, and the Utah DLI Program: A Preliminary Didaktik Analysis.
The purpose of this case study was to examine Utah's Grades 1-6 social studies standards and the instructional resources provided by the state for Chinese Dual Language Immersion (DLI) teachers to investigate how social studies instruction supported cultural learning for DLI students. A collaborativ...
| Publicado en: | Journal of the Utah Academy of Sciences, Arts & Letters Vol. 100; pp. 157 - 183 |
|---|---|
| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Utah Academy of Sciences, Arts & Letters
2023
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=176893914&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 176893914 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: B0JA jtl: Journal of the Utah Academy of Sciences, Arts & Letters maglogo: N pubinfo: dt: 2023 vid: 100 pid: 59066 pub: Utah Academy of Sciences, Arts & Letters artinfo: ui: 176893914 ppf: 157 ppct: 26 formats: fmt: @attributes: type: P size: 3.5MB tig: atl: Social Studies, Culture, and the Utah DLI Program: A Preliminary Didaktik Analysis. aug: au: Davis, William J. Jiazhen Yan Ruohan Gao Ziyao Zhou affil: Southern Utah University su: Humanities education Social sciences education Teacher attitudes Professional education Cultural identity sug: subj: Humanities education Social sciences education Teacher attitudes Professional education Cultural identity Colleges, Universities, and Professional Schools Professional and Management Development Training Research and Development in the Social Sciences and Humanities ab: The purpose of this case study was to examine Utah's Grades 1-6 social studies standards and the instructional resources provided by the state for Chinese Dual Language Immersion (DLI) teachers to investigate how social studies instruction supported cultural learning for DLI students. A collaborative, Didaktik analysis of the standards and resources found that, in Grades 1-3 and 6, during which the partner-language DLI teacher is responsible for social studies, Chinese cultural knowledge or learning was not explicitly emphasized within the instructional resources provided in Grades 1-3. The one possible example found was in Grade 6, which included extensive materials for lessons on ancient Chinese civilization and culture. Despite this well-developed set of resources, it was unclear whether ancient China constituted a topic unique to the Chinese DLI program social studies classes or if this was a topic that might be learned by both DLI and non-DLI students across the state. Available resources explicitly encourage Chinese DLI teachers to teach American and Utah cultural traditions, but not necessarily the partner language's cultural traditions. The lack of focus on partner-language culture raises questions for both second language learning in DLI settings and DLI teacher professional development. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|