Developing Qualified Chinese Language Teachers: Colaborative Efforts Between Universities in China and the United States
Developing Qualified Chinese Language Teachers: A collaborative Effort between Universities in China and in the U.S.Dr. Wayne Wenchao He, University of Rhode Island Dr. Yinghui Wu,Minzu University of China Dr. Aoshuang Jiang, Minzu University of China Dr. Frank Lixing Tang, New York University 2012 National Chinese Language Conference Washington, D.C.
Preparing Chinese Language Teachers: A collaboration between NYU and ECNU Dr. Frank Lixing Tang, New York UniversityDr. Aoshuang Jiang, Minzu University of China2012 National Chinese Language Conference Washington, D.C.
NYU-ECNU Joint Chinese Language Teacher Preparation Program Communication started with Hanban and ECNU in early 2006 Proposal submitted to ECNU and Hanban in fall 2006
The 2012-2013 Cohort A total of 14 applicants applied. Six students have been accepted with tuition scholarship. Four students have been accepted but are put on waitlist for scholarship. Three applicants have been rejected. One student has declined our offer.
The follow-up study: Participants and data collectionParticipants: Graduates from the NYU- ECNU joint programsData were collected through: Interview: face to face and through telephone School visit and class observation Questionnaire
The follow-up study: Research questionsThe learning experienceThe teaching experienceReflection and assessment of the jointprogram
Finding #1: The learning experienceNew ways of thinkingA broadened vision and a global point of viewFirst-hand knowledge about American public schoolsIntegration of theory with practiceStrong emphasis on field experience
Finding #2: Teaching experience:Challenges, successes, and upsets Stability and instability of jobs Culture shock about the American schools Classroom management & motivating students to learn Chinese Lack of curriculum, textbooks, and resources
Lack of professional development and supportCommunicative competence, particularly pragmatic competenceHeavy workload
Finding #3: Reflection and feedback on the joint programA little too fast and too intensive Case study approach More knowledge and skills on teaching young childrenMore knowledge and skills teaching in dual language Chinese immersion programs
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