Q9 Teaching and Learning Chinese to International Standards (Ho)
Upcoming SlideShare
Loading in...5
×
 

Q9 Teaching and Learning Chinese to International Standards (Ho)

on

  • 1,903 views

Teaching and Learning Chinese to International Standards (Q9)

Teaching and Learning Chinese to International Standards (Q9)
Speakers: Michele Anciaux Aoki, Yong Ho

Statistics

Views

Total Views
1,903
Views on SlideShare
1,896
Embed Views
7

Actions

Likes
0
Downloads
22
Comments
0

1 Embed 7

http://www.slideshare.net 7

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Task-based comes here.
  • Picture not clear . At this time, I’d like to draw your attention to … developed by Hanban. A brief description. It laid a good foundation Chinese Language Proficiency Scales for Speakers of Other Languages
  • CEFR provides a detailed description of each of the levels and the descriptions take the form of can-do statements, meaning what the students can do at a certain level.

Q9 Teaching and Learning Chinese to International Standards (Ho) Q9 Teaching and Learning Chinese to International Standards (Ho) Presentation Transcript

  • 与世界接轨 : Teaching Chinese to World Standards Yong Ho Chinese Language Program United Nations
  • Topics to be discussed
    • What are the world standards?
    • What have the major languages done to align with the world standards?
    • Adapting the standards at the U.N.
    • 1. What are the world standards?
    • Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)
  • CEFR: Objectives
    • Promote and facilitate cooperation among educational institutions in different countries
    • Provide a sound basis for the mutual recognition of language qualifications
    • Assist learners , teachers , course designers , examining bodies and educational administrators to situate and coordinate their efforts
  • CEFR: Objectives
    • Provides a common basis for the elaboration of language syllabi, curriculum guidelines, examinations, textbooks , etc. across Europe.
    • Specifies a full range of language knowledge, skills and use.
    • Describes a cultural context in which language is set.
    • Defines levels of proficiency .
  • CEFR Levels of Proficiency A: Basic Speaker B: Independent Speaker C: Proficient Speaker A1: Breakthrough 入门级 B1: Threshold 进阶级 C1: Effective Operational Proficiency 流利级 A2: Waystage 基础级 B2: Vantage 高阶级 C2: Mastery 精通级
  •  
  •  
  • From CEFR
    • The provision of a common set of proficiency statements will facilitate comparisons of objectives, levels, materials, tests and achievement in different systems and situations
    • 2. What have the major languages done to align with CEFR and who are the major players?
  • Major foreign languages taught in the U.S. Language Course Enrollments in US Institutions of Higher Education
  • Major players
    • English: University of Cambridge (UK) -non-governmental British Council ( UK) –governmental ETS (US) -non-governmental
    • French: CIEP -governmental
    • Spanish: Instituto Cervantes -governmental
    • German: Goethe-Institut -governmental
    • Chinese: Hanban/Confucius Institute -governmental
  • Benchmarking with CEFR C1 C2 DALF 一级   A1 A1     A1 二级   A2  A2  3.0   A2 三级   B1 B1 4.0-5.0 57-86 B1 四级 TDN3 B2 B2 5.5-6.0 87-109 B2 五级 TDN5   C1 6.5-7.0 110-120 C1 六级   C2 7.5-8.0   C2         9.0     New HSK TestDaf DELF DELE IELTS TOEFL   Chinese German French Spanish English CEFR
  •  
  • New HSK
  •  
  • French Curriculum Guides
  •  
  •  
  • Adapting CERF at the U.N.
    • Language programs at the U.N.
    • Arabic
    • Chinese
    • English
    • French
    • Spanish
    • Russian
  • Adapting CEFR at the U.N. C2 C1 Russian Arabic 1,2,3,4 5,6,7 8,9 Chinese 1,2 3,4,5 6,7 8,9 French 1 1 A1 2,3 2,3,4 A2 4,5,6 5,6 B1 7,8,9 7,8,9 B2 Spanish English CEFR
  • Learning programs and certification can be
    • global , bringing a learner forward in all dimensions of language proficiency and communicative competence;
    • modular , improving the learner’s proficiency in a restricted area for a particular purpose;
    • weighted , emphasizing learning in certain directions and producing a ‘profile’ in which a higher level is attained in some areas of knowledge and skill than others;
    • partial , taking responsibility only for certain activities and skills (e.g. reception) and leaving others aside.
  • Adapting CEFR at the UN EXAMPLE 1: Peacekeeping Volunteer
  • EXAMPLE 1: IT and Programming Staff
  • Adapting CEFR at the U.N. C2 C1 Listening Speaking Writing A1 A2 B1 B2 Reading CEFR
  •  
  • A suggested approach in the direction
    • Study CEFR
    • Make reference to DIALANG and ALTE
    • Adapt CEFR to an individual program
    • Develop language items (vocabulary, grammar and functional/notional repertories) according to the scheme
    • Develop curriculum and textbooks according to the scheme
    • Good reference: Chinese Proficiency Scales
  •  
  • Thanks
  • DIALANG self-assessment statements
    • Back
  • ALTE skill level summaries
    • Back