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T8 Chinese Teacher Preparation in North America: Meeting the Growing Demand for K–16 Chinese Language Education

T8 Chinese Teacher Preparation in North America: Meeting the Growing Demand for K–16 Chinese Language Education



Chinese Teacher Preparation in North America: Meeting the Growing Demand for K–16 Chinese Language Education (T8)

Chinese Teacher Preparation in North America: Meeting the Growing Demand for K–16 Chinese Language Education (T8)
Speakers: Der-lin Chao, Mary Curran, Joe Wu



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    T8 Chinese Teacher Preparation in North America: Meeting the Growing Demand for K–16 Chinese Language Education T8 Chinese Teacher Preparation in North America: Meeting the Growing Demand for K–16 Chinese Language Education Presentation Transcript

    • Chinese Teacher Preparation in North America Meeting the Growing Demand for K-16 Chinese Language Education Der-lin Chao, Hunter College Mary Curran, Rutgers, The State University of New Jersey Joe Wu, University of Alberta National Chinese Language Conference, 2010
    • Plan for Presentation
      • Critical Challenges to Meeting the Demand for High Quality Chinese Language Teachers
      • Meeting the Challenges in New Jersey
        • Rutgers Chinese Language Teacher Initiatives
        • Our Responses to the Challenges
    • Individual Variation in Teacher Candidate Needs
      • Heritage and non-heritage background
      • Chinese dialectal variation
      • Preparation (coursework) in Chinese
      • Previous pedagogical studies or experience
      • Citizenship or visa status
      • Life situation
    • The Journey to Become a Chinese Language Teacher Curran and Chang, 2009
      • Pilot research study, interviews with 7 pre- and in-service participants who had participated in professional development opportunities
      • Research findings
        • Community of Learners
        • Community of Practice
        • Identity Positioning
    • Community of Learners
      • Pre- and in-service teachers are
        • Sharing information and experiences;
        • Getting moral support; and
        • Forming strong and tight networks.
      • Challenges
        • Chinese LT community versus larger WLT community
        • Changing teacher beliefs and practices
    • Community of Practice
      • Some pre- and in-service teachers see Chinese language teaching as a way to spark interest and generate respect for other cultures and people, as “a way to open the door to the world”.
      • Challenges:
      • Others have a more limited view, for example:
      • as teaching for entertainment
      • as teaching as a check-list of certification
      • requirements to complete
    • Identity Positioning
      • Challenges:
      • Gap between teacher identities and student identities; and
      • Some pre- and in-service teachers hold linguistic and cultural expectations based on stereotypical assumptions about non-heritage and heritage learners.
    • Our Response to the Challenges
      • Created multiple routes to professional development and certification
      • Hired a bilingual, bicultural program coordinator
    • Rutgers University Chinese Language Teacher Initiatives Program Models
      • Graduate School of Education and World Language Institute
      • Traditional Ed.M. Degree and Certification
      • Chinese Language Teacher Alternate Route Program
      • Accelerated Chinese Language Teacher Program
      • Asian Languages and Cultures Department
      • Chinese Masters of Arts for Teachers
    • Traditional Master’s Degree with Certification Programs
      • 45 Credit Programs
      • Two-years, Full-time Study
      • Five-year Program
      • Post-Baccalaureate Program
    • Chinese Master of Arts for Teachers
      • 30 Credit Program
      • Students select courses in Chinese language, literature, culture, and pedagogy.
    • Chinese Language Teacher Alternate Route Program
      • 19 Credit Program
      • Pre-Service Summer Component
        • Methods Course
        • Assessment Course
        • Practicum
      • In-Service Academic-Year Component
    • Generous Support
      • Chinese Language Teaching Initiatives
      • Freeman Foundation
      • Chinese Summer Practicum Settings
      • Freeman Foundation
      • STARTALK
    • Responses to Challenges of Community of Learners
      • Have regular one-on-one feedback sessions with participants
      • Created a Roundtable Networking Group
        • Meets regularly for on-going professional development with Chinese and other WL Ts
        • Develops curriculum
        • Uses on-line forum for communication and sharing of resources
    • Responses to Challenges of Community of Practice
      • Work with districts where teacher candidates will observe and participate in best practice;
      • Expose them to flexible settings (summer camps, for example);
      • Have participants reflect upon their own experiences learning languages;
      • Connect the practical experiences to theory; and
      • Ask participants to develop short and long-term professional development plans.
    • Responses to Challenges of Community of Practice
      • We grow our own expertise.
      • Practicum:
        • Program Support
        • Materials Development
        • Teaching
        • Mentoring
      • Traditional Program:
        • Hosts for Student Teachers
        • Continue on for a Master’s Degree
      • Roundtable Network
    • Responses to Challenges of Identity Positioning
      • Developmentally appropriate and culturally relevant pedagogy
        • Practicum experiences with elementary students
        • Practicum experiences with secondary students
        • Practicum experiences with heritage and non-heritage students
      • Teachers need to bridge the gap
      • between their experiences and
      • the experiences of
      • the heritage and non-heritage learners
      • in their classrooms.
    • Heritage Language Instruction
      • Understand the Chinese language learning experience from an American Born Chinese/Taiwanese (ABC/T) perspective
      • Understand that ABC/Ts have their unique understanding and needs regarding what it means to be Chinese
      • Design curriculum that appropriately takes into consideration the language and cultural needs of ABC/Ts
    • Responses to the Challenges of Identity Positioning
      • Open communication about the sensitive issues of language and identity;
      • Hiring teachers who reflect the multiple identities of our Chinese learners;
      • Advanced, graduate-level coursework in language socialization and identity; and
      • Create curriculum that focuses on these issues.
    • Teacher Knowledge about Language and Culture
      • English(es) and the U.S. K-12 context
      • Chinese(s) and the global Chinese context
    • Responses
      • Designed and implemented a new English for specific purposes course to improve English and knowledge of the U.S. public school system;
      • Designed and will implement a new practicum course on Teaching Chinese as a Foreign Language to focus on issues specific to Mandarin teachers; and
      • Teacher candidates need to build local and global relationships with teachers and others outside the Chinese language teaching community.
      • These efforts lead to the possibility of
      • creating a new kind of
      • Chinese language teacher identity.
    • We are working to promote a teacher identity where the
      • Teachers are facilitators of language USE in meaningful ways inside and outside of the classroom as opposed to absolute authorities ABOUT language;
      • Teachers are models and promoters of a hybrid and global identity that blends Chinese and American experiences;
      • Teachers foster intercultural competence, global awareness and citizenry; and
      • Teachers are life-long learners.