Melissa S. Ferro George Mason University

 Understand transition Chinese and Arabic teachers undergo as they begin teaching in U.S. Schools  Realization that teaching in U.S. schools differ from personal schooling experiences ◦ Working with culturally, linguistically, and cognitively diverse students ◦ Planning standards-based, learner-centered instruction and assessment ◦ Implementing classroom management and discipline ◦ Understanding the teacher’s role in the classroom, school community, and beyond Melissa Ferro NECTFL 20102

1. What perceptions do Chinese and Arabic teachers have towards foreign/world language education in U.S. schools? 2. What perceptions do Chinese and Arabic teachers have towards students in foreign/world language classes in U.S. schools? 3. What preconceived notions do Chinese and Arabic teachers have about their roles as foreign/world language teachers in U.S. schools? 4. How are Chinese and Arabic teachers able to apply theory from the STSI to their instructional practice? 5. What are some of the challenges that Chinese and Arabic teachers experience while trying to apply theory to practice? 6. How have they overcome these challenges? Melissa Ferro NECTFL 20103

4 * Chinese Only

 Pre-Institute Survey: 5 questions on demographics; 5 open-ended questions on personal learning experiences, perceptions of U.S. schools and their roles as teachers, and what they hoped to learn from institute  Online Discussions: Asynchronous whole group discussions focused on culture, identity, and teaching. ◦ Cultural differences: The Role of the Teacher ◦ Cultural differences: U.S. Students ◦ Cultural differences: U.S. Parents ◦ Managing differences for learner-centered instruction  Post-Institute Survey: 5 questions on demographics; 5 open-ended questions on challenges implementing learner-centered strategies with students in summer language camps Melissa Ferro NECTFL 20105

Participants Personal Language Learning Experiences: Differences Between U.S. Schools and Schools in Home Countries  Teacher-centered with focus on rote memorization of grammar and vocabulary  Purpose of language learning: Pass high- stakes standardized exams  75% noted pedagogical differences and/or differences in availability of resources (for instruction)  12% of the participants noted differences in classroom discipline  One participant stated cultural differences in the teacher-student relationship Melissa Ferro NECTFL 20106

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 Features of U.S. Students  “Creative, inquisitive, social, and free-spirited” but lacked motivation and were disrespectful towards their teachers  Lack of motivation may be due to lack of competition (for good grades)  Adjustments Needed to Teach U.S. Students  Need to make lessons interesting and relevant to Ss  More technology  Better assessments  Better classroom management  Foster students social skills Melissa Ferro NECTFL 20109

 Learner Diversity: Differences between U.S.schools and schools in their home countries ◦ “Teachers in the U.S. tend to see students as independent creative individuals with different learning styles… Yet teachers in the past in China (I don’t know if it has changed today) treated students all as one same collection, fed them with the same recipe and expected everybody to chew and digest at the same speed. There was no free-thinking.” ◦ “For some reason, it is believed in Arabic-speaking countries that discipline and freedom of expression are not compatible. Yet in American schools, freedom of expression and discipline are compatible and both are essential for providing a healthy environment for the students” Melissa Ferro NECTFL

 Classroom Management Strategies ◦ Ps created lists of classroom management strategies to facilitate learner-centered instruction  Establish rules at the beginning of the year  Rules must foster productive relationships between the teacher and the students Melissa Ferro NECTFL

Melissa Ferro NECTFL

 Additional Quotes: ◦ “U.S. students were used to these (learner-centered) activities and were expecting teachers to interact with them using fun approaches.” ◦ “It amazes me how cultural and environmental differences shape our expectations towards students, which may not be what they are looking for.” ◦ “I come from a background where the culture of discipline is more ingrained in students’ minds than free-expression.” ◦ “Cultural difference is the biggest challenge I am facing and it is sometimes very difficult to be aware of those differences.” Melissa Ferro NECTFL

Cultural Differences Power and Authority Freedom of Expression Classroom Discipline and Mgmt Student- Teacher Expectations Melissa Ferro NECTFL

 Participating Teachers-even those with no prior teaching experience or pedagogical coursework- are not “tabula rasa” ◦ Influenced by personal experiences as language learners in their home countries (teacher-centered) ◦ Open and receptive to learner-centered instruction  Beliefs about teaching and learning languages differ between U.S. and Ps home countries ◦ Language Learning in home countries = Test-oriented ◦ Language Learning in U.S. schools = Communication- oriented  Participants are aware of and are concerned about cultural differences between teachers and students Melissa Ferro NECTFL

 Limitations: ◦ Small sample from one StarTalk site ◦ Data limited to surveys and online discussions  Recommendations: ◦ Larger sample using multiple StarTalk sites ◦ Multiple measures: Surveys, Interviews, Classroom Observations Melissa Ferro NECTFL