K. Shi: Administrative Support to K–16 Chinese (A3)


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K–16 articulation for Chinese language programming is becoming critical as more K–12 students choose to learn Chinese in recent years. Participants in this session, both administrators and teachers of Chinese, will gain knowledge and skills in developing programs that foster K–16 Chinese articulation. Co-presenter Kun Shi will present the urgent need for administrators to support teachers and focus on K–16 articulation in order to sustain program development, based on his experience working with Florida and Ohio schools. Dr. Shepherd will explore ways to build the culture of Chinese programs in ways that create optimal learning experiences for American learners while they coordinate instruction in a manner that allows for smooth K–16 articulation. Techniques for structuring learning experiences that integrate key factors impacting vertical articulation will be shared through discussion and video, including embedding language in culture, eliciting increasingly sophisticated learner performance, shifting from texts to performance in context, generating intrinsic motivation, fostering varied feedback, and showing learners how to efficiently learn Chinese as a foreign language.

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K. Shi: Administrative Support to K–16 Chinese (A3)

  1. 1. Administrative Support to K-16 Chinese 行政支持与中文教育的持续发展 NCLC - April 15, 2011 USF Confucius Institute Kun Shi – 史昆 (kshi@usf.edu)
  2. 2. It is important for everyone to know that the next economy is A Science and Knowledge Economy - need scientific and technological literacy A Resource-Challenged Economy - need critical thinking about sustainable economies A Globally Interdependent Economy - global competence is a core competence A Demographically Diverse Economy - requires cross-cultural leadership skills An Innovation-Driven Economy - requires students who can learn how to learn and adapt to rapid changes (Source: Asia Society)
  3. 3. Why is administrative support important? Local administrative support is essential to ensure long-term K-12 program development and K-16 articulation.  Good examples: Thurgood Marshall MS in Florida and Gahanna-Jefferson Public Schools in Ohio Forming local and larger networks to support teachers  Good examples: Asia Society, College Board, NFLC StarTalk, CLASS…  Local networks are usually more effective.  Participate in Chinese Bridge Delegation …
  4. 4. It is more essential to ensureprogram quality & sustainability Good sign of fast growth of K-12 Chinese programs in Florida and Ohio (next five slides) The real challenge is program sustainability (which leads to K-16 articulation)
  5. 5. Students Taking Chinese Courses in Florida Public Schools Total Enrollment in 2010-2011: 2,956 (Survey and analysis by USF-CI and FDOE, August 2010) Data from USF-CI and FDOE
  6. 6. Students Taking Chinese Courses in Florida Public Schools Total Enrollment in 2010-2011: 2,956 Data from USF-CI and FDOE
  7. 7. Chinese Language Teachers in Florida Public Schools 2010-2011 School Year (52 teachers: 41 f/t and 11 p/t) Data from USF-CI and FDOE
  8. 8. 俄州中小学中文教育发展状况 Growth of Chinese programs in Ohio schools, 2005-092005-06 82006-07 172007-08 512008-09 72 0 10 20 30 40 50 60 70 80
  9. 9. 俄州中小学注册学习中文的学生人数 2005-06 至 2008-09 学年 Growth of Student Enrollment in K-12 Chinese, 2005-06 to 2008-09 7000 6500Numer of Students 6000 5000 4609 4000 3000 2000 1383 1000 490 0 2005-06 2006-07 2007-08 2008-09 School Year
  10. 10. A word of caution … To maintain a regular K-12 Chinese program requires long term planning and strong administrative support. To operate an immersion program requires twice the efforts. If you want to start an immersion program, please learn more from the Portland Public Schools in Oregon and Montgomery County Schools in Maryland.
  11. 11. Immersion Program in PPS (2009) Mandarin Immersion Students in Portland Public Schools, 2008-09 70 60 58 57 60 50Enrollment 40 29 28 28 30 26 19 21 18 20 7 10 1 0 K 1 2 3 4 5 6 7 8 9 10 11 Grade Level
  12. 12. Immersion and Other Students at K-5, PPS A Comparison Comparison of Immersion and Other Students at Woodstock ES, 2007-08% Students Meeting Oregon Standards 120 100 80 60 40 20 0 G-3 Math G-4 Math G-5 Math G-3 Reading G-4 Reading G-5 Reading Immersion Students Other Students
  13. 13. Immersion and Other Students at G6-8, PPS A Comparison Comparison of Immersion and Other Students at Horsford MS, 2007-08 120 100Students Scores 80 60 40 20 0 G-6 Math G-7 Math G-8 Math G-6 Reading G-7 Reading G-8 Reading Immersion Students Other Students Oregon Standards
  14. 14. Support to teacher development is essential Continuous teacher development is important because most programs and teachers are new. Continuous administrative support to teachers is vital or program success cannot be guaranteed. Examples in the next three slides.
  15. 15. 汉办资助2009年举办的18所院校培训师培训班合影Hanban sponsored Teacher Institute in Qingdao, 2009
  16. 16. 2011年4月在迈阿密举办的教师培训班Teacher Workshop in Miami (CLTA-FL, MDC-CI & USF-CI), 2011
  17. 17. 在职中小学教师培训班March 19, 2008 – Cleveland (left)May 16, 2008 – Columbus (below)Dec. 16, 2008 – Columbus (left bottom)
  18. 18. USF Confucius Institute www.global.usf.edu/confucius Collaborate 合作Harmony 和谐