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Launching, sustaining and expanding chinese language programs in urban schools 1

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  • 1. LAUNCHING, SUSTAINING AND EXPANDINGCHINESE LANGUAGE PROGRAMS IN URBANPUBLIC SCHOOLS: PANEL DISCUSSION Harvin Moore: Board of Trustee HISD Scott Barnett: Board of Trustee SDUSD Dr. Lily Cheng: Executive Director CI SDSU Bryan Bordelon: Principal HISD Mandarin Chinese Language Immersion Magnet School Edward Park: Principal Barnard Mandarin Chinese Magnet School
  • 2. IMPLEMENTING A MANDARIN IMMERSION PROGRAM TRANSLATING PLANS INTO ACTION IN HOUSTON ISD
  • 3. 3 MAJOR CONCERNS 1. Curriculum 2. Staffing 3. Marketing and Recruiting
  • 4. CURRICULUM Reinventing the wheel Learn from colleagues  Site visits: Mandarin immersion schools; high- performing elementary schools. Avoid old mistakes … make new ones.
  • 5. STAFFING First priority: Securing strong elementary school teachers Secondary priority: Chinese language certification Partnership with local university Streamlining HR process – multiple interviews before meeting with principal and hiring committee.
  • 6. MARKETING Defining our market – who is our school meant for? Ensure our market understands what makes us unique. Our end goal is NOT Chinese language fluency It is a byproduct of instruction through Mandarin. Branding the school Web presence and access to information.
  • 7. BARNARD MANDARIN CHINESE MAGNET SCHOOL 2012
  • 8. BARNARD MANDARIN CHINESE MAGNET SCHOOL 2012
  • 9. STATE OF BARNARD 2012 K-2 Full Immersion Program 3rd-6th FLES Mandarin Chinese Language and Culture By 2017, all grade levels will be fully immersed Partnership forged with sister schools in China, Korea, and Taiwan First CC in San Diego County California Distinguished School Title 1 Academic Achievement Award California Business Education Excellence Honor Roll School
  • 10. STATE OF BARNARD 2012 BOE passed resolution recognizing Barnard’s excellent program Current site slated to close and move location to expand Barnard’s Program. 200 plus on waiting list http://www.barnardelementary.com
  • 11. 12 满足多元化汉语的学习要求 MEETING THE NEEDS OF DIVERSE CHINESE LEARNERS 刘丽容博士(圣地亚哥州立大学孔子学院院长) Dr. Lilly Cheng (Managing Director of Confucius Institute San Diego State University) Email: lcheng@mail.sdsu.edu
  • 12. 13 PARTNERSHIP  First Confucius Classroom  Barnard Mandarin Magnet Elementary School  Point Loma Cluster
  • 13. 14 SCHOOL OPPORTUNITIES  Sister schools-exchange, visits  Visiting scholars  Performing groups  Teachers  Classes for parents  Distance learning  Summer camps/summer schools
  • 14. 15 STUDENT OPPORTUNITIES  Chinese Bridge Competition  Observers  Study abroad in China  Hanban program  CCTV program
  • 15. 16 TEACHER TRAINING  Confucius Classroom Forum  Summer program at Xiamen University  Chinese Bridge Programs  Local/area training programs
  • 16. 17 OPTIMAL LANGUAGE LEARNING ENVIRONMENT Creating an OLLE is critical (Cheng, 2009) 1. Engage children in meaningful discourse 2. Read stories to children 3. Ask critical questions 4. Ask hypothetical questions 5. Provide a variety of reading materials 6. Create a language-rich environment 7. Create collective stories 8. Engage in multicultural literacy

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