N. Liu, T. Lu: Dynamic Partnerships Among Chinese Teaching Institutions  (P2)
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N. Liu, T. Lu: Dynamic Partnerships Among Chinese Teaching Institutions (P2)

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n this session, participants will discuss the importance of partnerships and articulation among various...

n this session, participants will discuss the importance of partnerships and articulation among various
Chinese teaching institutions, using as a model a successful partnership between a Confucius Institute and a community-based heritage language school. This collaboration benefits both institutions in promoting Chinese language and culture locally, offering professional development to teachers, and increasing students’ motivation to learn Chinese. Then participants will focus on partnerships between K–12 public schools and community-based heritage language schools, which can create a short-term solution to teacher shortage issues in the former by recruiting teachers from the latter. They can also provide a long-term opportunity for K–12 public schools to experience Chinese culture via the heritage
schools’ cultural activities.

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N. Liu, T. Lu: Dynamic Partnerships Among Chinese Teaching Institutions (P2) Presentation Transcript

  • 1. DYNAMIC PARTNERSHIPS AMONG CHINESE TEACHING INSTITUTIONS Dr. Na Liu Center for Applied Linguistics Dr. Tommy Lu Chinese School of Delaware April 15th, 2011
  • 2. BACKGROUND 2000 Communities Public Support Peyton et al (2001) Fishman (1991)
  • 3. PARTNERSHIPS BETWEEN CONFUCIUS INSTITUTES AND CHINESE HERITAGE LANGUAGE SCHOOLS: A CASE STUDY Dr. Na Liu Center for Applied Linguistics April 15th, 2011
  • 4.
    • Challenges of Chinese heritage schools
  • 5. RESEARCH QUESTIONS Chinese heritage schools Chinese school stakeholders The Confucius Institute CI stakeholders
  • 6. FINDINGS
    • Professional Development Workshop Series
  • 7.
    • ---Set up prior knowledge
    • (by Ling, an 8 th grade teacher)
  • 8.
    • ---G ained knowledge on curriculum design and proficiency-based testing.
    • ---Provided rich information about various programs for students so that teachers felt good to know that she was not teaching alone.
    • ---Put a spurt on some teachers
  • 9.
    • Conference on Chinese Heritage Language Learners (2009)
    • ACTFL Conference
  • 10.
    • Adopt-A-School Program
    Chinese learning perspective Psychological perspective
  • 11.
    • STARTALK Program of 2009
  • 12.
    • Chinese Knowledge and Culture Contest, 2008
    • ---to encourage students to seek knowledge related to China.
  • 13.
    • Graduation C eremony
  • 14.
    • Challenges of Chinese heritage schools
  • 15.
    • Chinese heritage school stakeholders’ expectations for the CI
    • Summer camp; accreditation
    • Teacher certification; teacher training
    • Workshops
    • Consultants; funding
  • 16. CONCLUSION
  • 17. IMPLICATIONS Chinese schools Chinese government and organizations The U.S. government and organizations Public schools Univ. programs STARTALK Chinese Language Flagship
  • 18. REFERENCES
    • Fishman, J. A. (1991). Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Philadelphia: Multilingual Matters.
    • Peyton, J. K., Ranard, D. A., & McGinnis, S. (2001). Charting a new course: Heritage language education in the United States. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 3-28) . McHenry, IL: Center for Applied Linguistics and Delta Systems.
  • 19. A PRACTICAL APPROACH AND CHALLENGES Dr. Tommy Lu Chinese School of Delaware April 15th, 2011
  • 20. WHAT HAVE BEEN DONE
    • Partnered with local schools
      • High school
        • Help recruiting teachers
        • Assist curriculum design
        • Culture activities
          • Chinese New Year
          • Artists demonstration/hands-on experience
      • Elementary school
        • After school program
        • STARTALK program
  • 21. WHAT HAVE BEEN DONE
    • Partnered with local schools
      • Private schools
        • Help recruiting teachers
        • Help obtaining text books
        • Credits for foreign language requirements
        • Assist curriculum design – curriculum committee
  • 22. WHAT HAVE BEEN DONE
    • Recruit high quality teachers
      • Doctoral degree
      • Master degree
      • Bachelor degree
      • Education related field
      • Chinese school graduates (second generation)
  • 23. WHAT WERE THE CHALLENGES
    • Best kept secret
    • Computer skills
    • Lack of effective assessment tools (still unsolved)
    • High turnover rate
    • Better opportunities with private schools than public schools (in line with CAL’s 2008 survey)
  • 24. HOW DID WE SOLVE IT
    • Community outreach
    • Partner with other local Chinese school
    • Bring in main stream teachers to share experiences
    • Collaborate with local, regional, and national Chinese organizations and Chinese American community centers
  • 25. HOW DID WE SOLVE IT
    • Create online platforms
      • Web site (www.ChineseSchoolDE.org)
      • Wiki site ( http://chineseschoolde.wikispaces.com )
        • Curriculum
        • Class materials
        • Teaching and learning tools
        • Administrative tools
  • 26. HOW DID WE SOLVE IT
    • Professional development
      • Curriculum design
      • STARTALK
      • Digital learning
  • 27. LOOKING AHEAD
    • Collaborate with state DOE World Language Program
    • Unite local community schools to advocate Chinese education, share resources,
    • Recruit high quality teachers
    • Partner with community centers, parents,
    • Streamline curriculum
    • Teacher evaluation
  • 28. LOOKING AHEAD
    • Assessment
      • Outcome based
      • Intended outcome
      • Means of assessment
      • Assessment tools
        • Rubrics
        • Formative vs. summative
        • Portfolio evaluation
        • Standards based
  • 29. LOOKING AHEAD
    • More discussions about L1 learners vs. L2 learners
      • The differences
      • Identity issues
      • Their needs
      • Homogeneous vs. heterogeneous classes
      • Teacher preparations
  • 30.
    • Thank you very much!!
    • Any comments or questions?