Mandarin Chinese Immersion Program for Preschool Children in an Urban Private School in California: A Case Study

Abstract

This study enlisted language immersion practitioners in highlighting and exploring the issues and challenges that accompany language immersion education. Comprehensive focused personal interviews of preschool Mandarin Chinese language immersion educators in a private school provided the basis of the study. The research literature reviewed indicated that when young children learn a new language it benefits them later in their education. These students have increased competency in their second language compared to children who do not received language instruction in early childhood. Four professionals who are bilingual in English and Mandarin, and one expert in immersion program were interviewed; all four participants worked in a Chinese Mandarin private preschool in the San Francisco area. Following an analysis of responses, the professionals outlined different instructional strategies and various challenges that characterize language immersion education. The study also provides a coherent comparison of this analysis with previous research works in adding value to language immersion schooling