The Impact of Character Analysisand Reading Aloud on the Chinese Proficiency at Second Grade in a Language Immersion School Haibin Li
Chapter 1: Introduction• Overview• Problem Statement• Purpose• Research Questions• Community• Work Setting• Writer’s Role• Definition of Terms• Summary
Overview• School: CMS Language Magnate School• Program: Chinese Immersion• Students: Second Graders• Problem: Some students are not at grade level• Goal: Design strategies to improve Chinese proficiency
Problem StatementSome of the students of a ChineseImmersion program in second grade arenot demonstrating proficiency in characterrecognition, reading fluency, and oralcommunication in Chinese. Their Chineseperformances are not at grade level.
Purpose• Identify the causes of low proficiency in Chinese• Design and implement effective teaching strategies• Help students improve Chinese proficiency with guided practices
Research Questions• Can character structure analysis help students improve proficiency in Chinese?• Can additional reading aloud practice help students improve proficiency in Chinese?
Community• School Location: Urban area in Charlotte, North Carolina• Total Population: 19,388• Median Age: 30.5• Average House Value: $83,600• Average Household Income: $50,484• Public Schools: 1 regular home-based school, and 1 language magnet school
Work Setting• 98 certified administrative staff• 40 target language teachers• 71% teachers have a Bachelor’s degree, 29% Master’s degree• 30% professional staff is not U.S. citizens• Languages include German, French, Japanese, Chinese, and Spanish• In year 2011grade 4 test 80% students at or above basic reading level, and 95% math
Writer’s Role• B.A. degree in English Teaching, former English teacher in China• Native Chinese speaker• Joined CMS in 2008 as a teaching assistant• Second grade Chinese Immersion Teacher since year 2010
Definition of Terms• PBIS: Positive Behavioral Intervention and Supports• PEP: Personal Education Plan• RTI: Response to Intervention
SummaryThe research will investigate the impact ofcharacter structure analysis and extra reading-aloud practice on the Chinese proficiency atsecond grade. The ultimate goal is to help twoof the twenty-two students in the class whohave low Chinese proficiency to move up tograde level, and to establish repeatableteaching practices that can be utilized to assistlow performing students in the future.
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