Chinese American Educational Research and Development Association
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Educational Research & Development Journal
Fall 2025, Volume 28, Number 2
Teaching Strategies Employed in a Second Grade One-Way Chinese-English Dual Language Immersion Math Class |
| Ko-Yin Sung |
Abstract |
| The purpose of this study is to understand current math teaching practices in dual language immersion (DLI) education by investigating a second-grade Chinese-English DLI teacher’s use of instructional strategies in a math class taught in Mandarin Chinese. The students in the class were all native English speakers. This study examined the teacher’s math instructional strategy use through classroom observation. The teacher was observed over a six-week period, during which three units were taught, resulting in a total of 1,680 minutes of math instructional data. Oxford’s (1990) Taxonomy of Strategies was used as the framework to capture the teacher participant’s strategy use in the classroom. The findings indicate that evaluating and paying attention were the most frequently used. The strategy use identified in this study differs from that reported in other DLI research. Explanations for and implications of these distinctive findings are discussed. |
| Full Text: PDF |
ISSN: 1526-8659