This thesis uses a Mandarin-English dual immersion program at a Southern California public elementary school as a case study to examine how culture is taught and learned in the dual immersion setting. Based on classroom observations and interviews with students, staff, and parents, this thesis argues that concepts of “China” and “Chinese culture” are conveyed, constructed, and negotiated by students as well as teachers, both implicitly and explicitly.
| Identifer | oai:union.ndltd.org:CLAREMONT/oai:scholarship.claremont.edu:scripps_theses-2028 |
| Date | 01 January 2017 |
| Creators | Zhang, Vivian |
| Publisher | Scholarship @ Claremont |
| Source Sets | Claremont Colleges |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Scripps Senior Theses |
| Rights | © 2017 Vivian W Zhang, default |
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