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S. Gong, M. Met, S. Talbot: Utah's Chinese Immersion Program (Q1)
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S. Gong, M. Met, S. Talbot: Utah's Chinese Immersion Program (Q1)


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Participants in this session examined the Utah Chinese Literacy Framework, from the national …

Participants in this session examined the Utah Chinese Literacy Framework, from the national
conversation on literacy that inspired the project to the current curriculum decisions guiding Utah’s
statewide implementation of Chinese in its K–12 public schools. Presenters discussed national
literacy trends and their role in student-proficiency outcomes, and traced the development of the
Utah Chinese Literacy Framework and how it guided the K–12 Chinese curriculum. Utah Chinese Dual Immersion Programs was presented, as well as the framework’s assessment structure and future plans for grade seven through 12 articulation.

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  • Students don’t just read about these topics to learn; they are also expected to write to display their learning as well as to learn through writing.  Clearly, immersion students’ ability to use literacy as a tool to acquire, enhance, and display their learning is critical to acquiring an academically rigorous curriculum. In immersion programs in cognate languages, students are usually able to carry out such tasks.  
  • However, by third grade things change dramatically: students are no longer learning how to read, they are expected to read in order to learn. At the same time, the curriculum becomes less amenable to hands-on concrete experiences to convey curriculum content, and instead, is increasingly abstract, relying more on language. It is precisely at this point that the issues of literacy in immersion become pressing.
  • For most second language readers, we first teach them to read the print forms of language they’ve already mastered orally. However, for second language readers of Chinese we have an additional issue: high frequency oral language which students may control may not coincide with those characters we’d teach first in terms of their complexity and learnability; in contrast, characters we’d teach early in literacy development might be low frequency vocabulary items.
  • We are struggling with this challenge in Chinese immersion. We’re doing well—we have evidence that our students are indeed successful. But we need to learn how to do what we’re doing even better—and especially now as Chinese immersion in K-5 moves from a hothouse context to a more mainstream form of immersion education.And that is why we are here.   We need to answer some of big questions:How literate can we get our students to be? How well are we doing now?How can we make them as literate as they need to be as quickly as possible?
  • Not just Chinese
  • Look at an example of a thematic unit
  • Content obligatory language: structures and vocabulary needed to master academic content encountered in the lessons of this unitEncountered in unit related readings, needed for students to meet defined language objectivesContent optional language: structures and vocabularyFit naturally into the lesson structure
  • Add a few props like a safari hat, flap jacket, etc.
  • Transcript

    • 1. National Chinese Language Conference
      Language and Literacy in Utah’s Chinese Immersion Program
      April 15, 2011
      MyriamMet Immersion Consultant
      Susan Gong Coordinator
      Chinese Dual Immersion
      World Language Consultant
      Sandra TalbotDirector
      Chinese Dual Immersion
      World Language Consultant
    • 2. Language, Literacy, and Academics
      • Language and Literacy
      • 3. Literacy and Language
      • 4. Academics and Language
      • 5. Academics and Literacy
    • Language, Literacy, and Academics
      Students need to use literacy as a tool to acquire, enhance, and display their learning.
      Literacy is critical to success in an
      academically rigorous curriculum.
    • 6. Language, Literacy, and Academics
      Academics in
      the primary grades
      Concept development
      in later grades
      describe the characteristics of sounds and vibrations, including how sounds are produced, received and used.
      describe the relationship between fractions and decimals 
      Identify situations that are represented by negative numbers.
      explain how early European and African cultures influenced colonial lifestyles.
    • 7. Literacy in Immersion
      Research on the transfer of literacy
      Alphabetic languages
      Non-alphabetic languages
      Oral language and literacy development
      Alphabetic languages
    • 8. Chinese ImmersionLanguage, Literacy, and Academics
      • Where are we?
      • 9. Where do we need to be?
    • Immersion Student Proficiency
      Set targets
      Describe end-of-year outcomes
      Develop a language framework (functions, forms, and vocabulary)
      Integrate framework into content units and lesson plans
      Provide explicit language/literacy instruction
    • 10. Immersion Student Proficiency:Set Targets
    • 11. Immersion Curriculum Frameworks
      • How do you know students have learned what they need to know?
      • 12. How do you know when you can stop? When do you need to re-teach?
      • 13. District/site
      • 14. To parents and students. How to report?
    • Utah’s emerging Chinese dual immersion program
      Curriculum maps
    • 15.
    • 16. Program: history and scope
      2008 Utah legislature establishes
      dual language immersion program
      Fall 2009 program begins
      Fall 2011
    • Program
      Utah state-wide
      50/50 dual immersion
      Two teacher
      Collaborative across schools, districts, and grades
    • 20. Program: content allocation K-3: English/Chinese
      Math, Social Studies and Science Reinforcement
      (55 min.)
      (70 min.)
      Integrated Social Studies, Science and Health in Chinese
      (55 min.)
      English Language Arts
      (125 min.)
      Chinese Literacy
      (55 min.)
    • 21. Program
    • 22. Maps:
    • 23. Maps: ACTFL proficiency targets
      K Novice Low
      1 Novice Mid
      2 Novice Mid-High
      3 Intermediate Low. . .
    • 24. Maps: “Can Do” assessments
      Formative assessments shared with parents
      Tied to ACTFL Standards
    • 25. Maps: year-at-a-glance
    • 26. Maps: year-at-a-glance
    • 27. Maps: thematic units
    • 28. Maps: thematic units
    • 29. Maps: thematic units
    • 30.
    • 31. Maps: learning plan
    • 32. Maps: learning plans
    • 33.
    • 34. Maps: cumulative language
      by function and form
    • 35. Maps: cumulative language
      by topic
    • 36. Process: collaborative
      Important for building lesson plans
      More important for building teachers
    • 37. Collaboration
      Provide professional development
      Train teachers to make student-centered lesson plans
      StarTalk teacher workshop
      AUDII (Annual Utah Dual Immersion Institute)
      Six PD sessions per school year
    • 38. GRADES 1-3 Chinese Instruction
    • 39.  GRADES 4-6 Chinese Instruction
    • 40. Language and Literacy in Utah’s Chinese Immersion Program – Assessment Strategies
      Utah's Chinese dual immersion programs currently enroll approximately 1400 K-2 Chinese dual immersion students and will exceed 5,000 K-6 students by 2015.  The Utah State Office of Education has set an aggressive goal of graduating 6th grade immersion students with intermediate-mid to intermediate-high proficiency in Chinese (on the ACTFL scale). As this critical mass of students moves through the developed K-6 Chinese immersion curriculum for Utah, careful analysis of the literacy curriculum and its effects on student proficiency levels is critical to the national conversation on Chinese second language acquisition. A carefully developed assessment plan is necessary to evaluate the success of the literacy curriculum developed for these Chinese immersion students and its impact on their second language proficiency outcomes.
      Utah language proficiency assessment strategies are built on the ACTFL proficiency scale.
      Goals are:
      6th grade = intermediate-mid
      9th grade = intermediate-high
      12 grade = advanced
    • 42. Projected Growth
    • 43. Can Do Statementsdeveloped by Greg Duncan, National Consultantin association with Gregg Roberts, USOE World Language SpecialistAnn Tollefson, National ConsultantMyriam Met, National ConsultantUtah Team of Chinese immersion specialists and teachers
    • 44. Grade 7-12 Projected Curriculum Outline DUAL IMMERSION CHINESE COURSE SEQUENCING, Grades 7-9Two courses per grade level, content course aligned with core requirements
    • 45. DUAL IMMERSION CHINESE COURSE SEQUENCING, Grades 10-12 University Level Coursework directed toward Chinese Minor Requirements One course per grade level
    • 46. Core Content Assessment (K-2)
      Utah State Legislature Reporting
      Year End Testing
      English Reading Levels (Dibbles)
      Math (District Specific)
      All tests administered in English
      2010 End of Year Results
      2011 Mid-Year Results in Math
    • 47. BYU Creative works
      Step by Step
    • 48.
    • 49. Criterion Referenced Testing
      Beginning in third grade, student core content knowledge of immersion students will be assessed in English with year-end criterion referenced testing
      In 2014, as part of a multi-state piloting consortium, Utah will begin using the new computer adaptive criterion referenced tests currently under development by CCSSO
    • 50. BYU Creative Works
      Step by Step