Date of Award

Fall 2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Lisa Coscia

Second Advisor

Dr. Thomas Gollery

Third Advisor

Dr. Randy Eplin

Abstract

The surge in Chinese language learning as CSL/CFL increases needs for quality teacher professional development training. Although researchers report advantages of employing literature and confirm the value of literature in teaching foreign language, few studies focused on CSL/CFL teacher training, specifically, for the use of literature-based Chinese language teaching for CSL/CFL classes. Professional Development (PD) provided opportunities for Chinese teachers to learn and practice strategies that are necessary to teach CSL/CFL with literature-based teaching. The researcher conducted the PD training evaluation to determine the significant effect on the Chinese teachers’ confidence, attitude, and overall preparedness for teaching literature to non-Chinese learners. Participants, from their various locations in China, joined the researcher’s training via Tencent. The study’s Quantitative data were collected via the researcher-created pre-post surveys measuring the Chinese teachers’ confidence, attitude, and overall preparedness for teaching literature to non-Chinese learners before and upon the completion of the PD training. There were significant differences between the pre- and post-test scores on the measure of participant perceptions of overall preparedness for teaching CSL/CFL, their confidence in instructing via literature-based lessons in the content area, and perceptions of their ability to regularly implement literature-based teaching strategies in the classroom when appropriate to student learning.

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