This qualitative case study investigates the cross-cultural adaptation that teachers from China and Taiwan encounter during careers as Chinese language teachers in K-12 schools in the United States. The theoretical framework draws on Hall's (1959) integrated theory of culture and Hofstede's (2010) cultural dimensions theory to frame a review of existing literature about the growth of Chinese language instruction in the U.S. and the ways in which teachers from China and Taiwan adapt to U.S. school culture. This research highlights the extent to which cultural difference plays a role in how teachers from China and Taiwan understand and interpret U.S. K-12 school communities. Findings indicate that there are significant cultural differences between the K-12 school cultures in China, Taiwan and the U.S. The study provides recommendations of measures that can help teachers understand and adapt to U.S. K-12 school culture and become highly qualified teachers of Chinese language and culture.
University of Minnesota M.A. thesis. May 2013. Major: Educational Policy and Administration. Advisor: Dr. Gerald W. Fry. 1 computer file (PDF); ix, 124 pages.
Hanson, Emily Claire.
"To know the system and know the culture is difficult" Understanding the cultural adjustment process of teachers from China working in U.S. K-12 schools.
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