Behavior

Referrals in a Mandarin Dual Language Program

Hannah Jeter and Shaily Shah
The University of North Carolina at Chapel Hill

Abstract Discipline Referrals 2017-2018

Discussion
Behavior referral data from a K-5 public school, which houses a The most common theme that emerged from the “Potential
Mandarin dual language program, showed a discrepancy in the Causes for Discrepancy in Behavior Referrals” section of the
number of referrals between the traditional program and the survey was the difference in expectations for behavior in the
dual language program. A needs assessment was administered class due to cultural differences between the Chinese teacher
to staff at the school to determine the potential causes for the and the English teacher in the dual language program.
greater number of referrals in the dual language program than Traditional Expectations of Chinese teachers are primarily focused on
the traditional program and possible supports that could be put Dual Language academics, while expectations of English teachers are focused on
in place or changes that could be made to address the both behavior and academics. This may be attributed to the
discrepancy. The majority of staff responses to the needs different perceptions of school in each culture.
assessment about potential causes for the discrepancy A number of suggestions were cited by staff to address the
suggested a difference in classroom expectations between discrepancy in behavior referrals. Some suggested improving
English-speaking teachers and Mandarin-speaking teachers in communications about classroom expectations, but none
the dual language program. The suggestions made by the staff in addressed the cultural component of those expectations.
the needs assessment to address the discrepancy in behavior
referrals were considered in determining the implications of this
Methods and Procedures
research. Behavior referral data from 2017-2018 was sorted for incidents Implications
from the dual language classes and incidents from the traditional
Based on the results, we propose two practical ideas to address
classes. This indicated that a numerical discrepancy existed in
Introduction behavior referrals between the two programs. Nine staff
the discrepancy in behavior referrals between the traditional and
dual language programs:
This needs assessment was implemented at a local, K-5 members, including teachers, administrators, and support staff,
1.  Schedule weekly meetings for partner teachers in the dual
elementary school which houses a 50/50 Mandarin dual were presented with the behavior referral data and interviewed.
language program focused on alignment of behavior
language immersion program. Within the dual language A two-question unstructured survey inquired about the cause
expectations, logistics of implementation, and discussion of
program, half of the students are native language speakers and cause of discrepancy in behavior referrals and potential supports
classroom management concerns from previous week.
half are language learners. The school day is divided into two that could be put in place to address behavior incidents in the
Additionally, schedule monthly check-ins from support staff
parts; a native Mandarin-speaking teacher delivers math and classroom. To protect the rights of students, names are not tied
and administration pertaining to behavior expectations and
science instruction, while an English-speaking teacher delivers to behavior data. To protect the anonymity of survey
supports in the classroom.
reading instruction. participants, names are not tied to survey data. Survey data was
2.  Plan a school-wide professional development session focused
The assessment aimed to gather information about the analyzed for common themes to inform the implications of this
on the cultural elements of classroom management and
needs of students in the dual language program. The assessment assessment.
broader cultural differences in Chinese and American
focused on behavior referrals of students in the program and perceptions of classroom culture. Create opportunity for
additional supports for teachers and students to address
behavior incidents in the classroom. The following questions
Results ongoing discussion about incorporating different cultural
Potential Causes for Discrepancy in Behavior Referrals perceptions of behavior/classroom expectations into the
were considered: classroom.
1.  How does the number of behavior referrals in the dual
Frequency of Citation
language program compare to the number of behavior Factor Cited by Staff

referrals in the traditional program?
Cultural Barriers/Classroom 8 Suggestions for Further Research
2.  In the case of discrepancy, what factors are contributing
Expectations •  common threads in grade-level specific behavior
to the numerical difference in behavior referrals
Transitions 2 referrals
between the two programs?
Proximity to Peers 2 •  compare behavior data from Mandarin dual language to
3.  What kind of supports could be put in place to address
programs with similar structure
the discrepancy in behavior referrals between the two Supports 1
•  empirically-based behavior interventions for culturally
programs? Administrative Involvement 1
diverse classrooms
•  compare behavior data from 50/50 dual language
Materials Suggestions to Address the Discrepancy in Behavior Referrals program to 80 (Mandarin)/20 (English) dual language
•  limited class size in dual language classrooms program
Two-question unstructured survey used to interview staff
•  access to Chinese interventionist
members:
•  improved communication about classroom expectations,
1.  Why do you think there is a discrepancy in the number of
behavior referrals in the dual language program and the
top-down and laterally Contact Information
•  autonomy for Chinese teachers to create behavior Hannah Jeter
traditional program?
interventions Email: hannahkj@live.unc.edu
2.  What changes could be made or supports could be put in
•  increased support for students of color
place to reduce the discrepancy in the number of behavior
•  implementation of 80/20 dual language program Shaily Shah
referrals between the two programs?
•  improved onboarding procedures for Chinese teachers Email: spshah@live.unc.edu