國立高雄大學圖資館 |

Language: English

Back

Japanese-English Dual Language Immersion Program Makes Students Stronger: A Qualitative Study of Japanese-English Dual Language Immersion Program Teachers' Experiences in California /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Japanese-English Dual Language Immersion Program Makes Students Stronger: A Qualitative Study of Japanese-English Dual Language Immersion Program Teachers' Experiences in California /Mao Hayashi.
Author:	Hayashi, Mao,
Description:	1 electronic resource (113 pages)
Notes:	Source: Masters Abstracts International, Volume: 86-04.
Notes:	Advisors: Flores, Nina M. Committee members: Huber, Lindsay Perez; Rubio, Olga G.
Contained By:	Masters Abstracts International86-04.
Subject:	Education.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31483579
ISBN:	9798896070436

Japanese-English Dual Language Immersion Program Makes Students Stronger: A Qualitative Study of Japanese-English Dual Language Immersion Program Teachers' Experiences in California /
Hayashi, Mao,

Japanese-English Dual Language Immersion Program Makes Students Stronger: A Qualitative Study of Japanese-English Dual Language Immersion Program Teachers' Experiences in California /Mao Hayashi. - 1 electronic resource (113 pages)

Source: Masters Abstracts International, Volume: 86-04.

This study revealed the experiences of teachers at Japanese-English Dual Language Immersion Programs in California. It also allows exploring the needs of teachers in these Immersion Programs and identifying challenges facing teachers in Japanese-English Dual Language Immersion Programs by analyzing interviews with teachers. This qualitative research is along with the transformational dual language education frameworks by J.A. Freire. This is a basic qualitative research design conducting 75-90 minutes Zoom interviews. Eight teacher participants at Japanese-English Dual Language Immersion Programs in California participated in this semi-structured interview. Based on what participants shared, this research found that students in this program are able to gain skills academically, culturally, and socially. Although Japanese-English Dual Language Immersion Programs appear to have positive impacts on students, there are some challenges to maintaining program, including recruiting qualified teachers for this program, navigating the different amounts of materials provided for Japanese teachers versus English teachers (even within the same program), and a lack of institutional support. The findings of this study show the possibilities of utilizing the actual data from teachers who teach at Japanese-English Dual Language Immersion Programs in California to address challenges with sustaining programs. This research was needed to reveal the issues specifically facing Japanese-English Dual Language Immersion Programs. Increasing the availability of this program throughout the State could bring positive impacts to students in California. Furthermore, this study showed some challenges that dual language immersion teachers face and some support that teachers need.

English

ISBN: 9798896070436Subjects--Topical Terms:

177995
Education.
Subjects--Index Terms:

Dual Language Immersion Programs

Japanese-English Dual Language Immersion Program Makes Students Stronger: A Qualitative Study of Japanese-English Dual Language Immersion Program Teachers' Experiences in California /
LDR:03344nmm a22004333i 4500 001 676360
005 20250420214350.5
006 m o d
007 cr|nu||||||||
008 250901s2024 miu||||||m |||||||eng d
020 $a 9798896070436
035 $a (MiAaPQD)AAI31483579
035 $a AAI31483579
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Hayashi, Mao, $e author. $3 990159
245 1 0 $a Japanese-English Dual Language Immersion Program Makes Students Stronger: A Qualitative Study of Japanese-English Dual Language Immersion Program Teachers' Experiences in California / $c Mao Hayashi.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (113 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 86-04.
500 $a Advisors: Flores, Nina M. Committee members: Huber, Lindsay Perez; Rubio, Olga G.
502 $b M.A. $c California State University, Long Beach $d 2024.
520 $a This study revealed the experiences of teachers at Japanese-English Dual Language Immersion Programs in California. It also allows exploring the needs of teachers in these Immersion Programs and identifying challenges facing teachers in Japanese-English Dual Language Immersion Programs by analyzing interviews with teachers. This qualitative research is along with the transformational dual language education frameworks by J.A. Freire. This is a basic qualitative research design conducting 75-90 minutes Zoom interviews. Eight teacher participants at Japanese-English Dual Language Immersion Programs in California participated in this semi-structured interview. Based on what participants shared, this research found that students in this program are able to gain skills academically, culturally, and socially. Although Japanese-English Dual Language Immersion Programs appear to have positive impacts on students, there are some challenges to maintaining program, including recruiting qualified teachers for this program, navigating the different amounts of materials provided for Japanese teachers versus English teachers (even within the same program), and a lack of institutional support. The findings of this study show the possibilities of utilizing the actual data from teachers who teach at Japanese-English Dual Language Immersion Programs in California to address challenges with sustaining programs. This research was needed to reveal the issues specifically facing Japanese-English Dual Language Immersion Programs. Increasing the availability of this program throughout the State could bring positive impacts to students in California. Furthermore, this study showed some challenges that dual language immersion teachers face and some support that teachers need.
546 $a English
590 $a School code: 6080
650 4 $a Education. $3 177995
650 4 $a English as a second language. $3 766007
650 4 $a Language. $3 180769
650 4 $a Foreign language instruction. $3 915910
653 $a Dual Language Immersion Programs
653 $a Language learning
653 $a Japanese teachers
653 $a English teachers
690 $a 0515
690 $a 0441
690 $a 0679
690 $a 0444
710 2 $a California State University, Long Beach. $b Advanced Studies in Education and Counseling. $e degree granting institution. $3 990160
720 1 $a Flores, Nina M. $e degree supervisor.
773 0 $t Masters Abstracts International $g 86-04.
790 $a 6080
791 $a M.A.
792 $a 2024
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31483579