ABSTRACT
Chinese language education has grown significantly in the past decade throughout the U.S. with the rapid rise of China as an economic power and an increasing interest in learning Chinese in the U.S. (Yang, 2007). The growing interest in learning Chinese leads to an increasing demand for Chinese teachers in the U.S. schools. As a result, lots of Chinese sojourn teachers have been recruited to teach in the U.S. school districts. They teach for a period of one to three years and then return to China. It was reported (Press Release: College Board Chinese Guest Teacher Program. Online, 2011) that in 2006 alone, more than 100 teachers from China were placed in public and private K–12 schools across 31 states in the U.S. through the Chinese Guest Teacher Program, and nearly 500 teachers have been assigned to teach in U.S. schools since then. Still more Chinese sojourn teachers are needed to fill the vacant teaching positions in the U.S.
