Three Milestones: Teacher Standards Learner Standards Curriculum Standards 国家汉办 The Office of Chinese Language Council Int...
Introduction <ul><li>With its recent rise to prominence on the global stage, China has begun to claim a major share of the...
Urgent Needs <ul><li>The enormously practical value of learning Chinese has accordingly begun to be grasped by national go...
Three Standards <ul><li>In response to this emerging imperative, we have developed a comprehensive series of systematic an...
TCSOL Standards <ul><li>TCSOL Standards, in both its scope and content, draw heavily from the most recent research on seco...
I.  Language Abilities and Skills II.  Culture and Communication Ⅲ .  SLA  and Learning Strategies   Ⅳ . Teaching Methodol...
Ten Standards in TCSOL <ul><li>1)  Chinese Language Abilities and Skills </li></ul><ul><li>2)  Foreign Language Abilities ...
Flexibility of the TCSOL Standards <ul><li>TCSOL is meant to be the benchmark for teacher knowledge, abilities and skills ...
TCSOL Framework Target 6  Methodology 1 Chinese Language Abilities 5 SLA 8 Curricula,Syllabi, &Teaching materials 7 Testin...
HIERARCY OF INSTRUMENTALITY
TCSOL Standards in Practice <ul><ul><ul><li>Context-driven: CFL vs. CSL </li></ul></ul></ul><ul><ul><ul><li>Level-specific...
TCSOL Guidebook <ul><li>Introduction </li></ul><ul><li>Basic Concepts </li></ul><ul><li>Skills and Abilities </li></ul><ul...
8.5 Teachers should understand and be able to describe the scope and sequence of the Chinese textbooks they use in the cla...
8.5 Teachers should understand and be able to describe the scope and sequence of the Chinese textbooks they use in the cla...
8.5 Teachers should understand and be able to describe the scope and sequence of the Chinese textbooks they use in the cla...
Training and Certification  <ul><li>Training models </li></ul><ul><li>Testing models </li></ul><ul><li>Certification model...
Process of TCSOL Standards Development <ul><li>Product the China Office International (Hanban).  </li></ul><ul><li>Leaders...
Upcoming SlideShare
Loading in...5
×

Hanban Three Milestones

703
-1

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
703
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
20
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Hanban Three Milestones

    1. 1. Three Milestones: Teacher Standards Learner Standards Curriculum Standards 国家汉办 The Office of Chinese Language Council International
    2. 2. Introduction <ul><li>With its recent rise to prominence on the global stage, China has begun to claim a major share of the international spotlight. Accompanying this growth in world attention, the Chinese language has rightfully been viewed as a vital tool for understanding and networking with Chinese individuals, institutions, and enterprises. </li></ul>
    3. 3. Urgent Needs <ul><li>The enormously practical value of learning Chinese has accordingly begun to be grasped by national governments and ministries of education, global businesses, and private citizens. For this reason, there is an urgent need to train an unprecedented number of highly qualified teachers to meet the growing and diverse demands of the world’s Chinese language learners. </li></ul>
    4. 4. Three Standards <ul><li>In response to this emerging imperative, we have developed a comprehensive series of systematic and scientific standards for teaching Chinese to speakers of other languages (TCSOL). Namely, we have developed the following three standards: </li></ul><ul><ul><ul><li>Standards for Teachers of Chinese to Speakers of Other Languages (TCSOL) </li></ul></ul></ul><ul><ul><ul><li>Chinese Language Proficiency Scales for Speakers of Other Languages (CLPS) </li></ul></ul></ul><ul><ul><ul><li>International Curriculum for Chinese Language Education (ICCLE) </li></ul></ul></ul>
    5. 5. TCSOL Standards <ul><li>TCSOL Standards, in both its scope and content, draw heavily from the most recent research on second language acquisition and teaching methodology as well as from a wide range of practical teaching experience gained from instructors in all teaching contexts and with learners at all proficiency levels. </li></ul>
    6. 6. I. Language Abilities and Skills II. Culture and Communication Ⅲ . SLA and Learning Strategies Ⅳ . Teaching Methodology Ⅴ . Professionalism Five Domains in the TCSOL Standards
    7. 7. Ten Standards in TCSOL <ul><li>1) Chinese Language Abilities and Skills </li></ul><ul><li>2) Foreign Language Abilities and Skills </li></ul><ul><li>3) Chinese Culture and Cultural Comparisons </li></ul><ul><li>4) Intercultural Communication </li></ul><ul><li>5) Second Language Acquisition and Learning Strategies </li></ul><ul><li>6) Chinese Language Teaching Methodology </li></ul><ul><li>7) Testing and Assessment </li></ul><ul><li>8) Curricula, Syllabi, and Teaching Materials </li></ul><ul><li>9) Technology-Enhanced Language Teaching </li></ul><ul><li>10) Professionalism </li></ul>
    8. 8. Flexibility of the TCSOL Standards <ul><li>TCSOL is meant to be the benchmark for teacher knowledge, abilities and skills in teaching Chinese as a second or foreign language. Given highly varied teaching contexts, mixed teaching levels, diverse students needs, and different teaching objectives, a number of context-specific variations will subsequently be developed based on TCSOL domains and standards. </li></ul>
    9. 9. TCSOL Framework Target 6 Methodology 1 Chinese Language Abilities 5 SLA 8 Curricula,Syllabi, &Teaching materials 7 Testing& assessment 3 Chinese culture 4 Intercultural communication 9 Technology 10 Professionalism
    10. 10. HIERARCY OF INSTRUMENTALITY
    11. 11. TCSOL Standards in Practice <ul><ul><ul><li>Context-driven: CFL vs. CSL </li></ul></ul></ul><ul><ul><ul><li>Level-specific: Beginning, Intermediate, and Advanced </li></ul></ul></ul><ul><ul><ul><li>Core-definition: Graded </li></ul></ul></ul><ul><ul><ul><li>Performance Indicators: Problem-solving, case studies, and task design </li></ul></ul></ul>
    12. 12. TCSOL Guidebook <ul><li>Introduction </li></ul><ul><li>Basic Concepts </li></ul><ul><li>Skills and Abilities </li></ul><ul><li>Annotated Bibliography </li></ul><ul><li>Resources </li></ul>
    13. 13. 8.5 Teachers should understand and be able to describe the scope and sequence of the Chinese textbooks they use in the classrooms. <ul><ul><ul><li>8.5.1. Be familiar with the criteria for textbooks </li></ul></ul></ul><ul><ul><ul><li>Problem-solving: </li></ul></ul></ul><ul><ul><ul><li>Teacher Wang is puzzled about which textbook to use when the principal asked him to decide on the teaching materials. What are the basic criteria should Teacher Wang rely on in his decision-making? </li></ul></ul></ul>
    14. 14. 8.5 Teachers should understand and be able to describe the scope and sequence of the Chinese textbooks they use in the classrooms. <ul><ul><ul><li>8.5.1. Be familiar with the criteria for textbooks </li></ul></ul></ul><ul><ul><ul><li>Case-analysis: </li></ul></ul></ul><ul><ul><ul><li>Miss Zhang is not happy with the textbook for Chinese 101, but the decision was made by her coordinator, Mr. Zhou. One day, she complained about the difficulty level of the textbook to Mr. Zhou who was deeply unhappy. Mr. Zhou wanted to defend his decision. What are the things he could have possibly said? </li></ul></ul></ul>
    15. 15. 8.5 Teachers should understand and be able to describe the scope and sequence of the Chinese textbooks they use in the classrooms. <ul><ul><ul><li>8.5.1. Be familiar with the criteria for textbooks </li></ul></ul></ul><ul><ul><ul><li>Task Design: </li></ul></ul></ul><ul><ul><ul><li>You’ve been using a new textbook for a semester. By the end of the semester, you want to know the students’ feedback on the textbook. Please design a questionnaire (about 10 questions) that you believe can best reflect different aspects of the textbook. </li></ul></ul></ul>
    16. 16. Training and Certification <ul><li>Training models </li></ul><ul><li>Testing models </li></ul><ul><li>Certification models </li></ul>
    17. 17. Process of TCSOL Standards Development <ul><li>Product the China Office International (Hanban). </li></ul><ul><li>Leadership by Lin Xu, Jianfei Ma, and Jialu Xu </li></ul><ul><li>Designed by a special Task force </li></ul><ul><li>Contribution from more than 100 scholars and experts </li></ul><ul><li>More than 20 twenty meetings, workshops, and roundtable discussions </li></ul><ul><li>Feedback from more than 300 scholars, experts and teachers </li></ul>
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×