I9 Chinese Language Study as a Catalyst for Global Learning (Albright)


Published on

Chinese Language Study as a Catalyst for Global Learning (I9)
Speaker: Shari Albright

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • They found that levels of student knowledge are rudimentary. A couple of examples from the survey:
  • I9 Chinese Language Study as a Catalyst for Global Learning (Albright)

    1. 1. Chinese Language Study as a Catalyst for Global Learning Shari Albright National Chinese Language Conference April 23, 2010
    2. 2. <ul><li>A Changing World Demands Changing Skills </li></ul>
    3. 3. The Next Economy is <ul><li>A Science and Knowledge Economy - need scientific and technological literacy </li></ul><ul><li>A Resource-Challenged Economy - need critical thinking about sustainable economies </li></ul><ul><li>A Globally Interdependent Economy - global competence is a core competence </li></ul><ul><li>A Demographically Diverse Economy - requires cross-cultural leadership skills </li></ul><ul><li>An Innovation-Driven Economy - requires students who can learn how to learn and adapt to rapid change </li></ul>
    4. 4. What is Global Competence? <ul><li>Knowledge of other world regions, cultures, and global/international issues </li></ul><ul><li>Skills in communicating in languages other than English, working in global or cross-cultural environments, and using information from different sources around the world </li></ul><ul><li>Values/perspectives of respect and concern for other cultures and peoples </li></ul>
    5. 5. In the 21 st century students will be: <ul><li>Selling to the world </li></ul><ul><li>Buying from the world </li></ul><ul><li>Working for international companies </li></ul><ul><li>Managing employees from other countries and cultures </li></ul><ul><li>Competing with people on the other side of the world for jobs and markets </li></ul><ul><li>Working with people all over the world in joint ventures and global work teams </li></ul><ul><li>Solving global problems such as AIDS, avian flu, environmental problems, and resolving conflicts </li></ul>ARE THEY READY?
    6. 6. Our Students Are Not Ready <ul><li>Levels of Student Knowledge are Weak </li></ul><ul><li>(Asia Society and National Geographic Society) </li></ul><ul><ul><li>Six in 10 cannot find Iraq on a map of the Middle East </li></ul></ul><ul><ul><li>Over half do not study geography, economics or Non-Western history </li></ul></ul><ul><ul><li>More than half significantly over-estimate the population of the United States </li></ul></ul><ul><ul><li>Nearly three-quarters incorrectly select English as most widely spoken native tongue (it’s Mandarin Chinese) </li></ul></ul><ul><ul><li>Young Americans are next to last in a nine country survey of knowledge of current events </li></ul></ul>
    7. 7. Students Must Prepare for the Global Age <ul><ul><li>“ To compete successfully in the global marketplace, both U.S.-based multinational corporations as well as small businesses increasingly need employees with knowledge of foreign languages and cultures to market products to customers around the globe and to work effectively with foreign employees and partners in other countries.” </li></ul></ul>Committee for Economic Development
    8. 8. How do we teach in order to build global competence in our students? <ul><li>Knowing the World </li></ul><ul><li>Investigating the World </li></ul><ul><li>Recognizing Perspectives </li></ul><ul><li>Communicating Effectively </li></ul><ul><li>Taking Action </li></ul>
    9. 9. Knowing the World <ul><li>Disciplinary and Interdisciplinary Knowledge and Understanding Matters. Students need: </li></ul><ul><li>Deep knowledge and understanding of seminal content and skills within academic disciplines </li></ul><ul><li>Capacity to use disciplinary methods of inquiry creatively and productively </li></ul><ul><li>Ability to understand prevailing world conditions, issues, and trends through disciplinary-based and interdisciplinary learning </li></ul><ul><li>Substantive engagement, over time, with the world’s complexities and interrelatedness </li></ul>
    10. 10. Investigate the World <ul><li>Students investigate the world beyond their immediate environment. They: </li></ul><ul><li>Generate and explain the significance of locally, regionally or globally focused researchable questions. </li></ul><ul><li>Identify, collect and analyze the knowledge and evidence required to answer questions using a variety of international sources, media and languages. </li></ul><ul><li>Weigh, integrate and synthesize evidence collected to construct coherent responses that is appropriate to the context of issues or problems. </li></ul><ul><li>Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions. </li></ul>
    11. 11. Recognize Perspectives <ul><li>Students recognize their own and others’ perspective. They: </li></ul><ul><li>Recognize and articulate one’s own perspective on situations, events, issues or phenomena and identify the influences on that perspective. </li></ul><ul><li>Articulate and explain perspectives of other people, groups or schools of thought and identify the influences on those perspectives. </li></ul><ul><li>Explain how the interaction of ideas across cultures influences the development of knowledge and situations, events, issues or phenomena. </li></ul><ul><li>Articulate how the consequences of differential access to knowledge, technology and resources affect the quality of life and influences perspectives. </li></ul>
    12. 12. Communicate Effectively <ul><li>Students communicate their ideas effectively with diverse audiences. They: </li></ul><ul><li>Recognize that diverse audiences may perceive different meanings from the same information. </li></ul><ul><li>Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences. </li></ul><ul><li>Explain how effective communication impacts understanding and collaboration in an interdependent world. </li></ul><ul><li>Select and effectively use appropriate technology and media to communicate with diverse audiences. </li></ul>
    13. 13. Take Action <ul><li>Students translate their ideas and findings into appropriate actions to improve conditions. They: </li></ul><ul><li>Recognize one’s capacity to advocate for and contribute to improvement locally, regionally, or globally. </li></ul><ul><li>Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways which can make a difference. </li></ul><ul><li>Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others. </li></ul><ul><li>Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively. </li></ul>
    14. 14. Looking at Student Work Through Global Competence Lens <ul><li>“ Namaste” </li></ul>
    15. 15. What evidence of global competence did you see demonstrated in the student’s video? <ul><li>Investigate the World </li></ul><ul><li>Recognize Perspectives </li></ul><ul><li>Communicate Effectively </li></ul><ul><li>Take Action </li></ul>
    16. 16. Connecting Global Competence to Chinese Language Classrooms <ul><li>Please review the World Language Matrix by answering three questions: </li></ul><ul><ul><li>What parts of this are you already doing in your Chinese language classrooms? </li></ul></ul><ul><ul><li>What parts of this offer new ideas or ways of thinking about global competence? </li></ul></ul><ul><ul><li>What might be added to strengthen this? </li></ul></ul>
    17. 17. What are the Elements of a Globally-Oriented School or Classroom? <ul><li>Creating a Global Vision and Culture </li></ul><ul><li>Recruiting and Preparing Internationally-oriented Teachers </li></ul><ul><li>Transforming Curriculum and Instruction by Integrating International Content </li></ul><ul><li>Emphasizing Language Proficiency </li></ul><ul><li>Expanding Student Experiences - through harnessing technology, international travel and partnerships, international service learning and internships </li></ul>
    18. 18. Final Thoughts <ul><li>To the extent that it is possible, </li></ul><ul><li>You must live in the world today </li></ul><ul><li>As you wish everyone to live </li></ul><ul><li>In the world to come. </li></ul><ul><li>That can be your contribution. </li></ul><ul><li>Otherwise, the world you want </li></ul><ul><li>Will never be formed. Why? </li></ul><ul><li>Because you’re waiting for others to do </li></ul><ul><li>What you’re not doing; </li></ul><ul><li>And they are waiting for you, </li></ul><ul><li>And so on. </li></ul><ul><li>- Alice Walker </li></ul>