Essential Features of Mandarin Dual Language Education Programs: What School Leaders Need to Know about Benefits, Costs, Challenges, and Opportunities.

摘要

The popularity of Mandarin Dual Language Immersion (DLI) programs has grown considerably since 2006 with the initiation of the Foreign Language Assistance Program (FLAP) grants offered to schools through a joint effort by the U.S. Departments of State, Defense, Intelligence and Education to promote critical language learning such as Mandarin. The dual language approach is an additive, not subtractive, instructional model that integrates native English speakers with native Heritage speakers. Most DLI programs are in Spanish; however, China's rise in global economics and politics are driving the interest of American parents who want their children to learn a second or even third language.;Interest in these programs is growing faster than the current capability to offer them. California has twenty programs with six located in Los Angeles County. Some of the challenges include a shortage of credentialed Mandarin teachers, insufficient materials and curriculum in Chinese, as well as a lack of administrative preparation. Leadership is a key factor to effective programs. Since Mandarin program are underdeveloped, leaders must be savvy and have specialized skills to handle all of its complexities. Due to its short history, few studies have examined Mandarin DLI programs and what school leaders need to know to successfully implement an additive DLI.;Given the need for more research on leadership of Mandarin DLI programs, this study was designed to describe essential features from the leaders' perspective in order to identify issues for further research in this growing area. A case study methodology was selected to examine two Mandarin DLI programs in Los Angeles. A descriptive analysis of interviews corroborated by documents, school visitations, and surveys for the purpose of providing a rich description of the benefits and challenges of these developing programs and the leadership challenges they posed as well as the impact of these programs on student achievement. Analysis of student achievement data demonstrated that Mandarin DLI students achieved proficient or above in both English and Mandarin language learning. The Academic Performance Index (API) scores from the California State Tests (CST) and student enrollment from the two case study schools significantly increased after the Mandarin DLI program began. Mandarin DLI parents were highly involved and supportive. Mandarin DLI leaders/administrators demonstrated transformational leadership qualities, had strong instructional knowledge, ability to coach teachers, and served as advocates for the program. A Mandarin proficient principal, a rarity in education, was an added benefit.;A cost analysis demonstrated that leaders at the district and site levels must recognize and prepare stakeholders to understand that implementing a Mandarin DLI program requires a high level of commitment compared to other types of instructional programs, especially since materials and curriculum in Mandarin Chinese are limited. Tremendous team effort is required to bring together a diverse community of cultures, politics, and races, along with finding the best location, the right principal, and qualified Mandarin certified teachers to build a successful and sustainable program. Based upon the findings in this study along with previous research, leaders and advocates of DLI believe that the benefits of DLI outweigh the costs.