Date of Award:

8-2024

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Kathleen A. J. Mohr

Committee

Kathleen A. J. Mohr

Committee

Nicole Pyle

Committee

Amanda Deliman

Committee

Ryan Knowles

Committee

Joshua J. Thoms

Abstract

Authentic texts are suggested for building practical language skills that go beyond the classroom, helping language learners to communicate with native speakers. This study used content analysis and a teacher survey to examine how the Utah Chinese Dual Language Immersion (DLI) literacy curriculum, featuring the Grades K-6 Mandarin Matrix textbooks, reflects realistic Chinese language and culture. Additionally, this study explored the pedagogical value of these textbooks in Utah’s Chinese DLI programs via a teacher survey. The results showed high linguistic authenticity in word usage, order, and situations, consistently above 99% across Grades K to 6 books. Cultural authenticity, particularly in scenarios and characters’ behaviors, exceeded 95%. However, settings (e.g., housing styles, living environments, and decorations) portrayed in Grades K-5 books exhibited lower authenticity (ranging from 43% to 54%), with notable enhancement in Grade 6 textbooks (98%) because Grade 6 books include China-related contexts across all units. Overall, the cultural authenticity increased from Grades K (82%) to 6 books (98%).

Feedback from the teacher survey highlighted the importance of the Mandarin Matrix program in facilitating Chinese reading and vocabulary acquisition among students. Teachers emphasized the need to increase cultural authenticity to promote students’ intercultural understanding. Although this research involved a limited number of participants with a narrow scope, it helps fill gaps in understanding how authentic Chinese language and culture are represented in elementary school materials. Evaluating the language and culture in the texts and pictures affords useful ideas for editors of Utah’s Chinese literacy curriculum. The overall results serve as valuable information for statewide professional development (PD). PD trainers can consider related insights to support Utah Chinese DLI teachers’ work to enrich students’ authentic language exposure and deepen their experiences with Chinese culture in the classroom.

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