The research is a qualitative study to investigate teachers’ feedback on their digital Mandarin teaching experiences. Data were collected by doing semi-structured interviews with fifteen teachers who work from pre-k to elementary levels to gather their experiences. The approach for the research is the sheltered instruction observation protocol (SIOP), which contains eight components with thirty features for teachers’ pedagogical instructions. The potential results are their positive and negative feelings about digital Mandarin teaching, the strategies they use to achieve students’ language and content acquisition, and the benefits or challenges they meet during this teaching process. The research is of significance from different aspects. For teachers, this is a review of their digital Mandarin teaching. They can adjust and refine their teaching strategies in terms of more people’s experiences. Moreover, digital teaching on second language delivery benefits the pedagogies and practices. As technological methods in the educational field will be more valuable based on the tendency of social development, this offers a progressive step for future reference.
Student, Doctoral, Fordham University, New York, United States
Digital, Sheltered instruction, Language acquisition, Teachers, Pedagogy