T7 Preparing Chinese Language Teachers for American Schools

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Preparing Chinese Language Teachers for American Schools (T7)
Speakers: Jennifer Liu, Frank Tang

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  • 1. Preparing Chinese Language Teachers for American Schools
    Jennifer Liu
    Indiana University, Bloomington
    Lixing Frank Tang
    New York University
    National Chinese Language Conference
    April 22-24, 2010
  • 2. Demand
    future demand for quality Chinese language teachers
    Pre-2004: Total Student Enrollment in Chinese
  • 3. 3
    Languages Taught in Elementary Schools(CAL, 1997 & 2008)
    * SP SPSP: Spanish for Speakers of Spanish
    ** Chinese: + 900% increase
    http://cal.org/flsurvey
    From Shuhan Wang, 2009
  • 4. 4
    Languages Taught in Secondary Schools (CAL, 1997 & 2008)
    * Chinese: + 300%
    http://cal.org/flsurvey
    From Shuhan Wang, 2009
  • 5. 5
    Enrollments in Higher Education Language Courses: Fall 1998, 2002, and 2006
    Source: Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2006. MLA, accessible at http://www.mla.org/enroll_survey06_fin.
    From Shuhan Wang, 2009
  • 6. 2009: Heritage Language Programs
    From Shuhan Wang’s personal Communications with Presidents of both association, March 2009
  • 7.
  • 8. Program Needs
    Elementary level: immersion teaching strategies, out-of-class reinforcement
    Secondary level: classroom management, articulation with higher education courses (content/methodology/outcome)
    Technology-based: instructional design, curriculum package, course management
  • 9. Teacher Preparation: Program Type
    Academic Year
    MA programs in Chinese with an emphasis on pedagogy (IU, OSU, U Hawaii, Rutgers U, Shelton Hall U, Columbia U, New York U, etc.)
    Summer
    partnerships with Chinese universities (Nanjing U)
    US funded opportunities, e.g., STARTALK teacher training programs
    Periodic workshops
    Confucius Institutes, regional associations
  • 10. Teacher Preparation: Barriers
    Academic Year
    Focus more on declarative knowledge; less flexibility; more for prospective or retooling teachers
    Summer
    Cannot address TCFL and US context
    Short-term and sporadic training may not yield desired results; more for in-service teachers
    Periodic workshops
    Focus more on procedural knowledge; less systematic
  • 11. Teacher Preparation: Best Practices
    Combining academic year and summer training (IU)
    Combining academic year and periodic workshops
    Combining summer training and periodic workshops (Southern California)
  • 12. Teacher Preparation: A Case at IU
    Initial Training
    Watch and analyze videotaped lessons
    Practice microteaching
    Describe and discuss problem scenarios
    Listen to talks and lectures
    Study another language
  • 13. Teacher Preparation: A Case at IU
    Yearlong Training
    Experience guided self-reflection on critical events of the classroom and learner performance via lesson-planning and meeting with teacher trainer
    Discuss comments with the supervisor after faculty visits
    Discuss comments with peers after class visits
    Consult students
    Attend relevant conferences and workshops on campus
    Taking relevant course work in Education, Second Language Studies, Linguistics, EALC, etc.
  • 14. Teacher Preparation: A Case at IU
    Summer Training
    To be involved in course and curriculum planning
    To be engaged in material design and field-testing
    To focus on instructional problems and think for themselves
    To document and study their own teaching
    To be creative and think out of the box
  • 15. Teacher Preparation: Lesson Learned
    Simon Borg, 1997
  • 16. 16
    Teacher Preparation: Lesson Learned
    Literacy for
    CFL Professionals
    Required knowledge of
    Self 自我
    Student 学生
    Context 环境
    Learning 学习
    Purposes 目的
    Curriculum 课程、教材
    Subject matter 内容
    Instructional technique 技巧、教法
  • 17. 17
    Teacher Preparation: Lesson Learned
    Cognitive Hierarchy Hypothesis认知阶层的假设
    认知范畴分为几个阶层
    阶层的区分取决于范围大小和影响多寡
    表层的认知范围窄,对教师的影响少,培训所耗的时间短
    深层的认知范围最广,对教师的影响最大,培训所耗的时间也最长
    Micro-
    Approach
    Macro-
    Approach
  • 18. 18
    Teacher Preparation: Lesson Learned
    综合、创造
    反省、分析
    培训方法
    操 作
    认知范畴
    技巧
    观察
    行 为
    判断、决定
    观念、态度
    Cognitive Transformation Hypothesis认知变动的假设
    参训者的认知范畴和培训者的方法交互影响
    参训者认知的改变由表层到深层,培训者方法的改变由易到难
    简单、短期的培训法影响表层的认知
    复杂、长期的培训法影响深层的认知
  • 19.
  • 20. Content Core
    Teacher
    Candidate
    General
    Pedagogical
    Core
    Content
    Pedagogical
    Core
    Field
    Experiences
  • 21.
  • 22. Where are our graduates? (1)
    Stuyvesant High School
    Bronx High School of Science
    Lycee Francais de New York
    Ethical Culture Fieldston School
    Packer Collegiate School
    Bard College School
    Nightingale-Bamford School
    Henry Street International School
  • 23. Where are our graduates? (2)
    Ross Global Academy Charter School
    Ross Institute, IL
    International Leadership Academy Charter School
    PS 173Q
    PS 201Q
    NEST + M Middle/High School
    Middle School for Science and Medicine
    Our World Neighborhood Charter School
    Dual Language Asian Studies High School
  • 24. Where are our graduates? (3)
    The Global Learning Collaborative School
    Oceanside High School (LI, NY)
    Village Community School
    Lawrence Woodmere School (LI, NY)
    Horace Greeley High School, (Westchester County, NY)
    EF International School, an IB School (Tarrytown, NY)
    Mamaroneck School (Westchester County, NY)
  • 25. Where are our graduates? (4)
    Horace Greeley High School (Westchester County, NY)
    Suffern Middle and High School (Rockland County, NY)
    Bethlehem Central High School (Albany, NY)
    New Rochelle High School (Westchester County, NY)
  • 26. Where are our graduates? (5)
    Baruch College, CUNY
    SUNY New Paltz
    Tenafly Public School, NJ
    Tesseract School, Arizona
    Dalian International School, China
    Shanghai British International School, China
    Bangkok International School, Thailand
  • 27. Top five challenges to Chinese language teacher ed programs
    Not enough schools for field experiences
    Not enough master teachers to mentor and guide prospective teachers
    Not enough university faculty who have first-hand teaching experience in K-12 schools
    More collaboration between teacher ed programs and Chinese language programs
    Lack of support from the university administration
  • 28. Top five challenges in non-classroom instruction related areas
    Lack of concrete learning standards
    Lack of curriculum guides
    Lack of quality textbooks
    Lack of resources
    Lack of school support, mentoring, and related professional development
  • 29. Top challenges in classroom instruction related areas
    Motivating students
    Classroom management
    Teaching literacy
    Teaching multi-level students
    Assessing students