Teachers' Identities Creative Teaching Language Immersion Classrooms

Teachers’ Identities and Creative Teaching in Language Immersion Classrooms

by Dr. Kaishan Kong inquiry explores two Chinese immersion Language immersion programs are kindergarten teachers’ perception on their growing rapidly in the United States and roles in the immersion environment and students’ academic achievement is becom- their creative pedagogies. Research ques- ing more evident, but critical problems still tions include: (1) How do the Chinese exist, one of which is how teachers view immersion teachers view their roles as both their roles as both a content and language content teacher and language teacher? (2) teacher. The concern of integrating content How do their perspectives on their identi- teaching and language teaching has inspired ties influence their instructional approaches a large number of studies; however, a consid- in the immersion classroom? erable amount of literature is heavily con- LITERATURE REVIEW centrated on the learners or the professional Immersion education development of teachers; less light is shed Immersion is a form of bilingual educa- on the importance of relating the teachers’ tion where students receive at least half of identities with pedagogies (Cammarata and the subject instruction through a language Tedick; Danielewicz; Fortune, Tedick and they learn as a second, foreign, heritage or Walker; Walker and Tedick). Immersion indigenous language; additionally, students teachers’ identities refer to their perception will receive instruction in the majority lan- of immersion education and their roles in guage used in the community (Cammarata this context. and Tedick; Lyster). Numerous empirical The connection between teachers’ studies discuss predominant advantages of identities and their influence on creative immersion education in helping students in teaching can be found in literature on iden- linguistic, cultural, cognitive and psycho- tity negotiation theory (Norton) and rela- logical aspects (i.e., Cummins; Lambert; tionship between teachers’ understanding of Lindholm-Leary; Lindholm-Leary and How- themselves, knowledge and teaching prac- ard); however, critics raised some salient tice (Johnson and Golombek). Informed problems in immersion education. Most of by the relevant literature, this qualitative the problems are related to students’ unsat-

20 fall/winter 2015 isfactory linguistic development (i.e. Harley, balancing language and content in immer- 也是用中文来讲。我觉得讲数学或者讲 Allen, Cummins and Swain; Lyster). sion context. 科学的过程中本身就是提高语言，帮 These problems uncover a more profound Identity and instruction 助学生提高他们的语言能力（I think concern: the balance of content and lan- Teachers’ beliefs, knowledge and atti- these two roles should go hand in hand. We guage in immersion teaching. “How to pro- tudes are not isolated in affecting their are immersion teachers, teaching math in mote a successful learning environment in actual practice in the classroom. On the Chinese and teaching science also in Chi- which both language and content develop contrary, it is the teacher’s whole identity nese. I think the process of teaching math simultaneously and successfully continues that determines the priority of teaching and and science itself is improving language, to be the crux of immersion language teach- related teaching decisions (Van Den Berg). helping students to improve their language ing” (Walker and Tedick 22). Research Diverse bodies of literature have proficiency). identifies a prevailing predicament wherein reviewed teachers’ identities in relation to Dong did not see the separation of teach- immersion teachers struggle to simultane- pedagogies. Simon suggested a move from ing math and language; instead, she consid- ously balance their role as a content teacher teacher identity and pedagogy to a notion ered herself doing two jobs at the same time. and a language teacher (Cammarata and of teacher identity as pedagogy. Morgan Yang echoed, Tedick; Swain and Johnson). Increasing agreed with Simon that a teacher’s identity, 应该是两者都兼顾，因为要通过不同 research on immersion teachers’ personal his or her image-text, could serve as valu- 的科目才能扩展语言的能力。不可能单单 and professional experiences gives rise to able pedagogical resources for bilingual and 通过中文的教学来让他们学习。要通过 the uniqueness of their identity. second language education. Since extensive discipline的学习。特别是我们kindergar- Teacher’s identity research demystifies the relationship ten的话，孩子的语言掌握的途径，不单 Norton believes that identity is a person’s between a teacher’s identity and language 单是从中文课，还有很多是通过数学课。 understanding of himself or herself in rela- instruction, it becomes more apparent that 通过数学课的趣味性和变化性，让孩子在 tion to the outside world and across the understanding teachers is crucial in under- 语言的听力和表达能力上都有帮助。(We time. Many scholars echo this belief that standing language instruction and learning, teachers should handle both roles because identity is a person’s sense of who they and to understand teachers we need to language ability can be developed only are in relation to the social world and the understand their multifaceted identities: through various disciplines. Learning occurs time, which explains that identities can be their professional self, cultural self, political not through only Chinese language class, formed and developed through dynamic and self, and individual self (Varghese et. al). but through disciplinary learning. Especially relevant social interaction (Atkinson; Lee RESEARCH DESIGN for kindergarteners, kids’ mastery of lan- and Anderson; Ushioda). Studies have been Set in an early total Chinese immersion guage occurs not only in Chinese language conducted to explore how teachers’ multiple program in the U.S., this study investigates class but in math class. The fun and vari- identities (gender, class, race, sexual orien- two kindergarten teachers’ perception of ability of math class is helpful to children’s tation, culture) are constructed and negoti- their roles as content and language teacher listening and communication skills). ated through the process of instruction and in relation to their selection of pedagogy. How immersion teachers view their interaction in bilingual contexts (Morgan). The first participant Dong had seven years dual roles as language teacher and content Recently, researchers have developed of Chinese immersion teaching experience teacher is shaped through their personal more in-depth understanding of how in the U.S. and prior to that, she had had experiences, ethnic cultural values, educa- immersion teachers perceive their own other bilingual teaching experience in an tional background and professional interac- roles. One example is Walker and Tedick’s Asian country. The second participant Yang tion with colleagues, students and their inquiry into immersion teachers’ under- had two years of Chinese immersion teach- parents. Dong and Yang, both immigrants standing of balancing content and language ing experience in the U.S. and also had from China, received education in Chi- instruction through in-depth conversations other bilingual experience in Europe and nese and worked in the same field. These with six elementary immersion teachers the Middle East before moving to the U.S.. personal experience and educational back- (Walker and Tedick). They found out that Data collection included class observation, ground had profound impact on how they how teachers perceive their dual role as a semi-structured interviews and class materi- viewed their professional responsibilities as content teacher and language teacher is one als as supportive documents. The following immersion teachers. of the major factors that will influence the section will discuss the major themes that In return, their sense of professional effectiveness of the teaching. In the same emerged from the data. self affected their classroom instruction. light, Cammarata and Tedick conducted FINDINGS AND DISCUSSION According to Van Den Berg, a phenomenological study to probe into Dual roles as a language and content The professional behavior of teachers is Spanish and French teachers’ challenges of teacher assumed to be jointly determined by their integrating content and language through During the interview, both Dong and earlier experiences and their current expec- their lived experiences. Even though these Yang clearly stated that they considered tations with regard to the future. People studies adopted dissimilar theoretical and immersion teachers playing dual roles as a have, after all, a life history, and this history methodological lenses, they both illuminate language and content teacher simultane- is—for most professions—essential for the importance of associating teachers’ ously. As Dong stated, understanding their professional develop- backgrounds, philosophies, experience, 我觉得应该是齐头并进。我们沉浸 ment and expectations for the future. (588) language proficiency and their decisions in 式老师，教数学也是用中文来讲，科学 Both teachers had background in bilin-

Learning Languages ~ 21 gual education in other countries, and their Creativity and meaningfulness also her to see if they truly connected concept success in the past was informing them the emerged in Dong’s teaching when she with language, as she said, “让小朋友自己 importance of dual roles. To achieve both connected science, math and children’s 来表达，来介绍自己的家庭成员。从这个 the content and the language goals, these personal life in class. When she taught ani- 你就可以检查他们是否理解了。(Having two teachers stressed the essential impor- mals, she gave each animal a Chinese name the kids to express ideas, to introduce their tance of creating meaningful activities that and integrated Chinese into math learning. family member, would allow you to assess if could enhance content understanding and For example, she said, “安娜有三只小青 they truly understood.)” linguistic skills. 蛙，美丽又送给了安娜一只小青蛙，那 Similarly, when Yang was teaching Creative and meaningful activities to 么安娜一共有几只小青蛙？(Anna has similarity and difference, she created an ensure students’ understanding of the three little frogs. Meili also gives Anna one activity for students to find a friend holding content little frog. Then how many frogs does Anna the same photo and another friend hold- Tsang stated, “What teachers think and have?)” She said that students were very ing a different photo. To the observer, it believe shapes the way they understand excited to hear their names mentioned in was obvious that students understood the teaching and the priorities they give to class, and looked forward to seeing whose teacher’s instruction and completed the different dimensions of teaching” (164). names would be mentioned in the next task accordingly. However, students had Priorities is a keyword in Tsang’s statement class. Dong said, “因为他们学了青蛙， challenges in using the complex structure as it accentuates teachers’ selection of 所以我把青蛙放在了数学题里面，我把 to express similarities and differences, as pedagogy inspired by their identities. As 中文和数学加在一起，让他们觉得数学 was expected by Yang. When interviewed, discussed in the previous theme, the two 不是一种负担，而是很盼望下一个数学 Yang noted the linguistic challenges and participants understood the uniqueness as 课。(Because they had learned the Chinese said she would try other approaches to an immersion teacher; therefore, they inten- word for frog, by putting the word frog in help students practice the very linguistic tionally created activities that were different a math problem, I got to connect Chinese point. “Given imposition of the additional from traditional foreign language class. with math. They didn’t find learning math language as a medium of instruction, a dif- For instance, when teaching map, instead as a burden but something they looked for- ferent kind of teaching takes place and new of teaching students how to say map in ward to.)” Small creativity and connection issues arise” (Walker and Tedick 22). Yang’s Chinese, Yang asked students “你坐过飞 increased students’ engagement in solving example showed her creativity in teaching 机吗？从飞机上往下看你会看到什么？你 math problems. students comparison and contrast, but a new 看到的树是绿色的圆形还是站着的一棵 In the bilingual classroom, the teacher’s issue arose, which was the complexity of 树？(Have you taken a plane before? What participation in the context and interaction language. Even though the result was not as can you see below from the plane? Do you with the students contributes to his or her successful as she had expected, it displayed see trees as circles or as upstanding?)” And sense of who he or she is (Morgan). In this Yang’s intentionality to develop students’ students answered that trees looked like a study, both participants’ pedagogy in class linguistic ability and her understanding of circle and the houses were in square or rect- reflected their sense of professional self. the importance of language. angle shapes. She explained that encourag- Yang’s example of using multiple activities Additionally, both participants’ emphasis ing students to consider a map from a bird’s to teach the concept of map and Dong’s on language practice was also reflected in view could help students understand the pedagogy of connecting disciplines and their avoidance of using oversimplified concept of map in a more dynamic dimen- children’s names displayed their dedication language. Even though they were teach- sion. To further connect students’ concept to nurture students’ profound understanding ing kindergarteners, they underscored the of map with everyday life, she created an of content while at the same time reviewing importance of authentic language for early activity that required children to draw language. Being a content and language learners from the beginning stage. Dong the map of their neighborhood. Children teacher required them to create hands-on stated, “我不会用一般小baby的语言和他 used squares to represent their house, drew and personal-related activities. 们讲话，因为他们马上要上一年级了， trees and used various colors to represent Creativity and intentionality for students’ 如果一年级老师用很普通的学校语言和他 different roads. According to her, these language practice. 们讲话，他们未必能接受得了。(I would activities activated students’ multiple senses Dong and Yang were certain that ensur- not use little baby’s language to talk to when learning the concept to achieve more ing students’ understanding of content was them; otherwise, when they progress to the profound understanding. In the meanwhile, not and should not be at the cost of their first grade, if their first grade teacher speaks multiple categories of vocabulary such as language learning. Instead, they emphasized to them in normal language, they would not colors and shapes were reviewed. When that language learning in an immersion con- be able to understand.)” asked if the language was too difficult for text required creativity and intentionality. In the exploration of teacher identity kindergarteners, she emphasized the impor- Dong said, to assess students’ language pro- and instruction, Cummins asserted that tance of reflective and adaptive teaching. ficiency in introducing family members, she academic achievement is related to teacher- Over the years, she reflected and adapted would not simply ask students to recite the student identity negotiation. Morgan her language to suit the students’ level. Chinese vocabulary for members; instead, complemented Cummins’ framework by say- Her example lent support to Johnson and she invited each student to bring their ing that “[s]eating arrangements, classroom Golombek’s notion that teachers’ evolving family photos to class and introduced the materials, peer relations, extra curricular knowledge and teaching grow through their photos in public. She explained that having activities, in addition to home and com- professional lives. students introduce the photos would allow munity language practices, family relations

22 fall/winter 2015 and personal experiences all potentially 467–483. Print. 31.3 (1997): 409. Print. influence the interpersonal meanings given Cammarata, Laurent, and Diane J. Tedick. Schifter, Debrah. What’s Happening in Math and received in class” (177). When Dong “Balancing Content and Language in Instruc- Class?: Reconstructing Professional Identities. tion: The Experience of Immersion Teach- New York: Teachers College Press, 1996. and Yang conversed with the kindergarteners.” Modern Language Journal 96.2 (2012): Print. ers in authentic language, they behaved in 251–269. Print. Simon, Roger I. “Face to Face with Alterity: the same way as average teachers in China Cummins, Jim. Negotiating Identities: Education Postmodern Jewish Identity and the Eros of would do with their students, so as to dis- for Empowerment in A Diverse Society. Los Pedagogy.” Pedagogy: The Question of Imper- tinguish themselves from foreign language Angeles: California Association for Bilingual sonation. 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Dr. Kaishan Kong Schifter perceived the plurality of Lasky, Sue. “A Sociocultural Approach to is an Assistant teacher’s professional identity in terms of Understanding Teacher Identity, Agency Professor of Chinese and Professional Vulnerability in a Context the multiple roles the teacher has to play in the Department of Secondary School Reform.” Teaching and of Languages at the in tutoring the students, managing the Teacher Education 21.8 (2005): 899–916. University of Wisconsin- classroom and collaborating with other Print. Lee, Jin Sook., and Kate T. Anderson. “Nego- Eau Claire. She is colleagues. Dong and Yang also underscored also the Secretary of the importance of constant reflection on a tiating Linguistic and Cultural Identities: Theorizing and Constructing Opportunities Teaching and Learning professional and personal level. Reflection and Risks in Education.” Review of Research in of Cultures SIG under enables teachers to negotiate their multiple Education 33.1 (2009): 181–211. Print. ACTFL. Originally from identities, adjust their teaching pedagogies Lindholm-Leary, Kathryn. J. “The Rich Promise the south part of China, Dr. Kong received and grow as an individual and team player. of Two-Way Immersion.” Educational Leader- her B.A. in English Education in China, M.A. “Teacher professional identity is how ship 62.4 (2005): 56–59. Print. in Intercultural Communication in the U.K. Lindholm-Leary, Kathryn and Howard, Elizabeth. teachers define themselves to themselves and PhD in Second Languages and Cultures “Language Development and Academic Education in the U.S. She has over 10 years and to others. It is a construct of profes- Achievement in Two-way Immersion Pro- of language and culture teaching experience sional self that evolves over career stages grams.” Pathways to Multilingualism: Evolving Perspectives on Immersion Education. Ed. Tara in K-16. Prior to her PhD study, she taught … and can be shaped by school, reform, Chinese language and culture to K-8 students and political contexts” (Lasky 901). This Fortune, Ed. Diane Tedick. Clevedon, UK: Multilingual Matters, Ltd, 2008. 177-200. and heritage learners. Due to her dedication to study is significant in sharing two in-service Print. education, diversity and social equity, she has immersion kindergarten teachers’ percep- Lyster, Roy. “Negotiation in Immersion Teacher- received several prestigious awards, including tions of their roles and exploration of best Student Interaction.” International Journal of Wisconsin Teaching Fellows and Scholars practice. The purpose is to contribute to the Educational Research 37.3-4 (2002): 237–253. Award, President’s Student Leadership and knowledge base of immersion teaching and Print. Service Award, Mary McEvoy Award for Public Morgan, Brian. “Teacher Identity as Pedagogy: Engagement, Scholarly Excellence in Equity and to call for more light to be cast on teachers’ Towards a Field-Internal Conceptualisation in identities and pedagogical effectiveness. Bilingual and Second Language Education.” Diversity Award, and Buckman Fellowship for WORKS CITED International Journal of Bilingual Education and Leadership in Philanthropy. Atkinson, Dwight. “Toward a Sociocognitive Bilingualism 7.2-3 (2004): 172–188. Print. Approach to Second Language Acquisition.” Norton, Bonny. “Language, Identity, and the The Modern Language Journal 47.4 (2014): Ownership of English.” TESOL Quarterly

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