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

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Teaching and Learning Chinese to International Standards (Q9) …

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

Published in: Education

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  • 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.
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    • 1. 与世界接轨 : Teaching Chinese to World Standards Yong Ho Chinese Language Program United Nations
    • 2. 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.
    • 3.
      • 1. What are the world standards?
      • Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)
    • 4. 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
    • 5. 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 .
    • 6. 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
    • 7.  
    • 8.  
    • 9. 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
    • 10.
      • 2. What have the major languages done to align with CEFR and who are the major players?
    • 11. Major foreign languages taught in the U.S. Language Course Enrollments in US Institutions of Higher Education
    • 12. 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
    • 13. 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
    • 14.  
    • 15. New HSK
    • 16.  
    • 17. French Curriculum Guides
    • 18.  
    • 19.  
    • 20. Adapting CERF at the U.N.
      • Language programs at the U.N.
      • Arabic
      • Chinese
      • English
      • French
      • Spanish
      • Russian
    • 21. 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
    • 22. 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.
    • 23. Adapting CEFR at the UN EXAMPLE 1: Peacekeeping Volunteer
    • 24. EXAMPLE 1: IT and Programming Staff
    • 25. Adapting CEFR at the U.N. C2 C1 Listening Speaking Writing A1 A2 B1 B2 Reading CEFR
    • 26.  
    • 27. 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
    • 28.  
    • 29. Thanks
    • 30. DIALANG self-assessment statements
    • 31.
      • Back
    • 32. ALTE skill level summaries
      • Back