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A Multimodel Approach to Chinese Language Teacher Preparation Yvonne Chan, Ed.D., California State Board of Education  Sus...
Rapid Expansion of Chinese Language Programs in the Los Angeles and National Contexts  <ul><li>College students </li></ul>...
K-12 Chinese Language Programs  <ul><li>Community/After School/Heritage Language Schools </li></ul><ul><li>Foreign Languag...
What Are the Challenges Facing the Field?  <ul><li>Rapid expansion demands quick &  efficient  </li></ul><ul><li>solutions...
Challenges Identified in the  2008 Chinese Field Report  by Asia Society and The College Board   <ul><li>1. Lack of nation...
What is the answer?????
A Multimodel Approach to Teacher Preparation  <ul><li>Whereby  college  language and teacher education professionals work ...
UCLA Confucius Institute <ul><li>Establishing Confucius Institute Advisory Board </li></ul><ul><li>Connecting IHE campuses...
Localizing Efforts To Build Sustainability…
Potential Chinese Teachers in Los Angeles County by age Source: US Census 0-17 18-64 Over 65 Total Chinese 28,280 122,045 ...
Tapping into Local Teacher Resources <ul><li>The  M andarin  T eaching  S cholars Program  </li></ul><ul><ul><li>Selection...
Teacher Credential Programs <ul><li>Loyola Marymount, California State University, California State, Long Beach </li></ul>...
California Teacher Certification Requirements (CCTC) <ul><li>CSET (subject matter competency) </li></ul><ul><li>CBEST ( ba...
Teacher Professional Development and Standards-Based Instruction <ul><li>Developing K-12 standards-based scope and sequenc...
Integration with College Graduate Programs <ul><li>MA in Teaching Chinese as a Second Language, UCLA Asian Languages and C...
Internationally Oriented Teacher Training  <ul><li>Summer Institute  for Teacher Training </li></ul><ul><li>Graduate stude...
International Exchange Program <ul><li>CA-Shanghai Principal Shadowing Program </li></ul><ul><li>Teachers, students, distr...
Seamless Integration: How to Work Together  <ul><li>Multiple training programs be conducted in an integrated fashion  </li...
Required Expertise of Team <ul><li>Administrative support </li></ul><ul><li>Community leadership </li></ul><ul><li>Experts...
Team Work <ul><li>Susan Jain (Expanding CI’s function as a major central training hub, serving as a linkage between Hanban...
Issues and Future Plans <ul><li>Working with multiple entities </li></ul><ul><li>Funding resources </li></ul><ul><li>Maste...
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T4 A Multi-Model Approach to Chinese Language Teacher Preparation

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A Multi-Model Approach to Chinese Language Teacher Preparation (T4)
Speakers: Yvonne Chan, Magaly Lavadenz, Hongyin Tao

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Transcript of "T4 A Multi-Model Approach to Chinese Language Teacher Preparation "

  1. 1. A Multimodel Approach to Chinese Language Teacher Preparation Yvonne Chan, Ed.D., California State Board of Education Susan P. Jain, Ph.D., UC Los Angeles Magaly Lavadenz , Ph.D. , Loyola Marymount U Hongyin Tao, Ph.D., UC Los Angeles National Chinese Language Conference, Washington D.C., April 24, 2010
  2. 2. Rapid Expansion of Chinese Language Programs in the Los Angeles and National Contexts <ul><li>College students </li></ul><ul><li>K-12 education </li></ul>
  3. 3. K-12 Chinese Language Programs <ul><li>Community/After School/Heritage Language Schools </li></ul><ul><li>Foreign Language Experience Program (FLEX) </li></ul><ul><li>Foreign Language in Elementary Schools Program (FLES) </li></ul><ul><li>Immersion/Dual Immersion </li></ul><ul><li>Foreign/World Language in Secondary Schools </li></ul>
  4. 4. What Are the Challenges Facing the Field? <ul><li>Rapid expansion demands quick & efficient </li></ul><ul><li>solutions to teacher preparation </li></ul>
  5. 5. Challenges Identified in the 2008 Chinese Field Report by Asia Society and The College Board <ul><li>1. Lack of national coordination of efforts </li></ul><ul><li>2. Lack of teacher education capacity and teacher certification mechanisms </li></ul><ul><li>3. Lack of capacity for early language learning </li></ul><ul><li>4. Lack of K-16 articulation leading to the attainment of high language proficiency </li></ul><ul><li>5. Lack of opportunity and access to learn </li></ul>
  6. 6. What is the answer?????
  7. 7. A Multimodel Approach to Teacher Preparation <ul><li>Whereby college language and teacher education professionals work together with the Confucius Institute , Hanban , community organizations , and local schools to offer: </li></ul><ul><ul><li>Pre-service teacher training </li></ul></ul><ul><ul><li>Teacher Professional Development </li></ul></ul><ul><ul><li>Mandarin language programs during and after school </li></ul></ul><ul><ul><li>International exchange opportunities </li></ul></ul>
  8. 8. UCLA Confucius Institute <ul><li>Establishing Confucius Institute Advisory Board </li></ul><ul><li>Connecting IHE campuses and local communities and building on existing resources – UCLA, CSULA, CSULB, LMU </li></ul><ul><li>Working with Hanban and international partners </li></ul>
  9. 9. Localizing Efforts To Build Sustainability…
  10. 10. Potential Chinese Teachers in Los Angeles County by age Source: US Census 0-17 18-64 Over 65 Total Chinese 28,280 122,045 24, 515 174, 840 Speak English “well” or very well” 25,305 83,585 7,220 116,060 Read English Well or very well 2,975 38,510 17,295 58,780
  11. 11. Tapping into Local Teacher Resources <ul><li>The M andarin T eaching S cholars Program </li></ul><ul><ul><li>Selection of candidates </li></ul></ul><ul><ul><li>Summer intensive training </li></ul></ul><ul><ul><li>Student teaching and placement </li></ul></ul><ul><ul><li>On-going mentoring and professional support </li></ul></ul><ul><ul><li>Standards-based curriculum development </li></ul></ul>
  12. 12. Teacher Credential Programs <ul><li>Loyola Marymount, California State University, California State, Long Beach </li></ul><ul><ul><li>Initial Certification, Multiple and Single Subjects, with Mandarin bilingual authorization, Mandarin SS </li></ul></ul><ul><li>School of Ed/Center X, UCLA </li></ul><ul><ul><li>Add-on certification </li></ul></ul>
  13. 13. California Teacher Certification Requirements (CCTC) <ul><li>CSET (subject matter competency) </li></ul><ul><li>CBEST ( basic skills) </li></ul><ul><li>Bilingual Authorization (multiple and single subjects) </li></ul><ul><li>Alternative Certification </li></ul><ul><ul><li>International </li></ul></ul><ul><ul><li>Interns </li></ul></ul>
  14. 14. Teacher Professional Development and Standards-Based Instruction <ul><li>Developing K-12 standards-based scope and sequence and model lesson plans </li></ul><ul><li>Developing Instructional Guide in Teaching Mandarin Chinese </li></ul><ul><li>Future teacher training workshops in conjunctions with regional CLTAs (Chinese Language Teachers Association) </li></ul>
  15. 15. Integration with College Graduate Programs <ul><li>MA in Teaching Chinese as a Second Language, UCLA Asian Languages and Culture Dept </li></ul><ul><li>Creating methods courses in TCSL </li></ul><ul><li>Joined summer programs </li></ul>
  16. 16. Internationally Oriented Teacher Training <ul><li>Summer Institute for Teacher Training </li></ul><ul><li>Graduate students from China and CI partner schools </li></ul><ul><li>Focus on US teaching experiences, updated pedagogy, English language and cultural proficiency </li></ul><ul><li>Educate future international teachers in the US and elsewhere </li></ul>
  17. 17. International Exchange Program <ul><li>CA-Shanghai Principal Shadowing Program </li></ul><ul><li>Teachers, students, district administrators and school board members </li></ul><ul><li>Improve quality of teacher education </li></ul><ul><li>Cultivate connections between China and CA schools </li></ul><ul><li>Encourage Chinese program development in CA schools </li></ul><ul><li>Foster connections between Chinese and non-Chinese programs in the same school </li></ul>
  18. 18. Seamless Integration: How to Work Together <ul><li>Multiple training programs be conducted in an integrated fashion </li></ul><ul><li>Be able to address a wide range of needs of Mandarin education programs </li></ul>
  19. 19. Required Expertise of Team <ul><li>Administrative support </li></ul><ul><li>Community leadership </li></ul><ul><li>Experts in K-12 education & teacher ed. </li></ul><ul><li>Experts in Chinese applied linguistics </li></ul><ul><li>Experts in third language education </li></ul>
  20. 20. Team Work <ul><li>Susan Jain (Expanding CI’s function as a major central training hub, serving as a linkage between Hanban, colleges, local schools, and outside entities such as CB, C100, AS, etc.) </li></ul><ul><li>Yvonne Chan/Sally Chou (local school leaders; infrastructure building, and integration) </li></ul><ul><li>Magaly Lavadenz/Gay Yuen (MTS, teacher’s pre- and in-service training, and continuing quality control) </li></ul><ul><li>Hongyin Tao (graduate training across nations; outreach to the wider community) </li></ul>
  21. 21. Issues and Future Plans <ul><li>Working with multiple entities </li></ul><ul><li>Funding resources </li></ul><ul><li>Master teacher training program </li></ul>
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