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3 results on '"Helen Chan Hill"'

1. Humanizing Online Language Teaching through Instructional and Affective Moves: Reflections from an ELD Teacher

Author

Kevin M. Wong, Helen Chan Hill, and Elizabeth Najera

Abstract

The COVID-19 pandemic has deeply impacted the field of education, shifting instruction from in-person classrooms to virtual learning environments on a global scale. To understand how language teachers engaged in online pedagogy during the pandemic, the current study examines how one expert English Language Development (ELD) teacher, Ms. Anya Mendoza, adapted her instruction to deliver lessons that met the content and linguistic needs of her students. Findings demonstrate how, using a two-stage research design with a semi-structured interview and critical reflection journal entry, Anya performed both instructional and affective moves to support students in their content and language learning. Prioritizing student engagement, she also created space to humanize and empower her language learners in her virtual classroom. As we venture into a post-COVID-19 "new normal" that considers in-person, online, and hybrid instruction, findings from this study demonstrate the importance of anchoring instructional decisions on the needs of students to meaningfully support content and language teaching.

Published
2023

2. Walking a Fine Line: Tensions in Bilingual Education for Asian Languages in the United States

Author

Kevin M. Wong and Helen Chan Hill

Abstract

Bilingual education has steadily risen in the United States since the Supreme Court case of "Lau vs. Nichols in 1974." Despite this proliferation of bilingual programs, notable challenges and discrepancies exist for bilingual programs devoted to Asian languages and Asian American and Pacific Islander (AAPI) communities. The rising interest in Asian languages is as exciting as it is concerning. Much like the adage of "walking a fine line," there are dualities to this movement that must be attended to with great discernment, or risk great damage to Asian American communities as a whole. When it comes to language education, the instructional content is never truly agnostic to the teachers who deliver it, as language is inextricably linked to communication, culture, and ultimately, the humanity of those whose heritage it conveys. Therefore, educators must make themselves aware of the fine lines that exist between these hopeful shifts and cautionary challenges, which are described from three perspectives in this article.

Published
2023

3. Immersion as a Lifeway: The Cultural Sustainment and Humanization of Mandarin Dual Language Immersion Teachers

Author

Helen Chan Hill

Abstract

The U.S. is growing in its recognition of the value of multilingualism, and is rapidly expanding educational programs, such as dual language immersion (DLI), to that end (Singleton et al., 2018). However, the historical socio-political, regulatory, and cultural contexts have led to a current climate that may not demonstrate equivalent value of its multilingual teachers (Flores & Rosa, 2015). With a concerning teacher shortage that is exacerbated for teachers of culturally and linguistically diverse backgrounds (MacIntyre et al., 2019), it is critical to understand factors that impact the wellbeing and satisfaction of such teachers in the U.S. educational system. In particular, with the complexities of globalization (Schaeffer, 2009) and a growing anti-Asian backlash (Chen et al., 2020), this study is concerned with the possible impact on teachers in programs such as Mandarin DLI, coveted for its language as a resource (M. Heller, 2003), as there is great potential for their workplace experience to be driven by transactional exchanges, rather than the desired transformative interaction in such a commodified climate. Therefore, using a qualitative phenomenological approach, this study focuses on the professional lived experiences of Mandarin language teachers within the ecological system (Bronfenbrenner, 1977) of their uniquely dual language immersion environment. Using the lenses of humanization (Freire, 1970; Todres et al., 2009) and cultural sustainment (Paris, 2012; Paris & Alim, 2017), this study examines the connection between such interactions and the resulting value expressed by the teachers. Thirteen Mandarin dual language immersion teachers participated in semi-structured interviews that contributed to rich and thick descriptive findings. The teachers' insight led to implications regarding the systemic features in schools that can create culturally sustaining lifeways, develop humanizing leadership, and cultivate school communities as places of love that can collectively support the wellbeing and retention of diverse teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2023

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