Chinese Teacher Preparation in North America Meeting the Growing Demand for K-16 Chinese Language Education Der-lin Chao, ...
Plan for Presentation <ul><li>Critical Challenges to Meeting the Demand for High Quality Chinese Language Teachers </li></...
 
Individual Variation  in Teacher Candidate Needs <ul><li>Heritage and non-heritage background </li></ul><ul><li>Chinese di...
The Journey to Become a  Chinese Language Teacher Curran and Chang, 2009 <ul><li>Pilot research study, interviews with 7 p...
Community of Learners <ul><li>Pre- and in-service teachers are </li></ul><ul><ul><li>Sharing information and experiences; ...
Community of Practice <ul><li>Some pre- and in-service teachers see Chinese language teaching as a way to spark interest a...
Identity Positioning <ul><li>Challenges: </li></ul><ul><li>Gap between teacher identities and student identities; and </li...
Our Response to the Challenges <ul><li>Created multiple routes to professional development and certification </li></ul><ul...
Rutgers University Chinese Language Teacher Initiatives Program Models <ul><li>Graduate School of Education and World Lang...
Traditional Master’s Degree with Certification Programs <ul><li>45 Credit Programs </li></ul><ul><li>Two-years, Full-time ...
Chinese Master of Arts  for Teachers <ul><li>30 Credit Program </li></ul><ul><li>Students select courses in Chinese langua...
Chinese Language Teacher Alternate Route Program <ul><li>19 Credit Program </li></ul><ul><li>Pre-Service Summer Component ...
Generous Support <ul><li>Chinese Language Teaching Initiatives </li></ul><ul><li>Freeman Foundation </li></ul><ul><li>Chin...
Responses to Challenges of Community of Learners <ul><li>Have regular one-on-one feedback sessions with participants </li>...
Responses to Challenges of Community of Practice <ul><li>Work with districts where teacher candidates will observe and par...
Responses to Challenges of Community of Practice <ul><li>We grow our own expertise. </li></ul><ul><li>Practicum: </li></ul...
Responses to Challenges of Identity Positioning <ul><li>Developmentally appropriate and culturally relevant pedagogy </li>...
<ul><li>Teachers need to bridge the gap  </li></ul><ul><li>between their experiences and  </li></ul><ul><li>the experience...
Heritage Language Instruction <ul><li>Understand the Chinese language learning experience from an American Born Chinese/Ta...
Responses to the Challenges of Identity Positioning <ul><li>Open communication about the sensitive issues of language and ...
Teacher Knowledge about Language and Culture <ul><li>English(es) and the U.S. K-12 context </li></ul><ul><li>Chinese(s) an...
Responses <ul><li>Designed and implemented a new English for specific purposes course to improve English and knowledge of ...
<ul><li>These efforts lead to the possibility of  </li></ul><ul><li>creating a new kind of </li></ul><ul><li>Chinese langu...
We are working to promote a  teacher identity where the  <ul><li>Teachers are facilitators of language USE in meaningful w...
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T8 Chinese Teacher Preparation in North America: Meeting the Growing Demand for K–16 Chinese Language Education

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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

  1. 1. 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
  2. 2. Plan for Presentation <ul><li>Critical Challenges to Meeting the Demand for High Quality Chinese Language Teachers </li></ul><ul><li>Meeting the Challenges in New Jersey </li></ul><ul><ul><li>Rutgers Chinese Language Teacher Initiatives </li></ul></ul><ul><ul><li>Our Responses to the Challenges </li></ul></ul>
  3. 4. Individual Variation in Teacher Candidate Needs <ul><li>Heritage and non-heritage background </li></ul><ul><li>Chinese dialectal variation </li></ul><ul><li>Preparation (coursework) in Chinese </li></ul><ul><li>Previous pedagogical studies or experience </li></ul><ul><li>Citizenship or visa status </li></ul><ul><li>Life situation </li></ul>
  4. 5. The Journey to Become a Chinese Language Teacher Curran and Chang, 2009 <ul><li>Pilot research study, interviews with 7 pre- and in-service participants who had participated in professional development opportunities </li></ul><ul><li>Research findings </li></ul><ul><ul><li>Community of Learners </li></ul></ul><ul><ul><li>Community of Practice </li></ul></ul><ul><ul><li>Identity Positioning </li></ul></ul>
  5. 6. Community of Learners <ul><li>Pre- and in-service teachers are </li></ul><ul><ul><li>Sharing information and experiences; </li></ul></ul><ul><ul><li>Getting moral support; and </li></ul></ul><ul><ul><li>Forming strong and tight networks. </li></ul></ul><ul><li>Challenges </li></ul><ul><ul><li>Chinese LT community versus larger WLT community </li></ul></ul><ul><ul><li>Changing teacher beliefs and practices </li></ul></ul>
  6. 7. Community of Practice <ul><li>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”. </li></ul><ul><li>Challenges: </li></ul><ul><li>Others have a more limited view, for example: </li></ul><ul><li>as teaching for entertainment </li></ul><ul><li>as teaching as a check-list of certification </li></ul><ul><li>requirements to complete </li></ul>
  7. 8. Identity Positioning <ul><li>Challenges: </li></ul><ul><li>Gap between teacher identities and student identities; and </li></ul><ul><li>Some pre- and in-service teachers hold linguistic and cultural expectations based on stereotypical assumptions about non-heritage and heritage learners. </li></ul>
  8. 9. Our Response to the Challenges <ul><li>Created multiple routes to professional development and certification </li></ul><ul><li>Hired a bilingual, bicultural program coordinator </li></ul>
  9. 10. Rutgers University Chinese Language Teacher Initiatives Program Models <ul><li>Graduate School of Education and World Language Institute </li></ul><ul><li>Traditional Ed.M. Degree and Certification </li></ul><ul><li>Chinese Language Teacher Alternate Route Program </li></ul><ul><li>Accelerated Chinese Language Teacher Program </li></ul><ul><li>Asian Languages and Cultures Department </li></ul><ul><li>Chinese Masters of Arts for Teachers </li></ul>
  10. 11. Traditional Master’s Degree with Certification Programs <ul><li>45 Credit Programs </li></ul><ul><li>Two-years, Full-time Study </li></ul><ul><li>Five-year Program </li></ul><ul><li>Post-Baccalaureate Program </li></ul>
  11. 12. Chinese Master of Arts for Teachers <ul><li>30 Credit Program </li></ul><ul><li>Students select courses in Chinese language, literature, culture, and pedagogy. </li></ul>
  12. 13. Chinese Language Teacher Alternate Route Program <ul><li>19 Credit Program </li></ul><ul><li>Pre-Service Summer Component </li></ul><ul><ul><li>Methods Course </li></ul></ul><ul><ul><li>Assessment Course </li></ul></ul><ul><ul><li>Practicum </li></ul></ul><ul><li>In-Service Academic-Year Component </li></ul>
  13. 14. Generous Support <ul><li>Chinese Language Teaching Initiatives </li></ul><ul><li>Freeman Foundation </li></ul><ul><li>Chinese Summer Practicum Settings </li></ul><ul><li>Freeman Foundation </li></ul><ul><li>STARTALK </li></ul>
  14. 15. Responses to Challenges of Community of Learners <ul><li>Have regular one-on-one feedback sessions with participants </li></ul><ul><li>Created a Roundtable Networking Group </li></ul><ul><ul><li>Meets regularly for on-going professional development with Chinese and other WL Ts </li></ul></ul><ul><ul><li>Develops curriculum </li></ul></ul><ul><ul><li>Uses on-line forum for communication and sharing of resources </li></ul></ul>
  15. 16. Responses to Challenges of Community of Practice <ul><li>Work with districts where teacher candidates will observe and participate in best practice; </li></ul><ul><li>Expose them to flexible settings (summer camps, for example); </li></ul><ul><li>Have participants reflect upon their own experiences learning languages; </li></ul><ul><li>Connect the practical experiences to theory; and </li></ul><ul><li>Ask participants to develop short and long-term professional development plans. </li></ul>
  16. 17. Responses to Challenges of Community of Practice <ul><li>We grow our own expertise. </li></ul><ul><li>Practicum: </li></ul><ul><ul><li>Program Support </li></ul></ul><ul><ul><li>Materials Development </li></ul></ul><ul><ul><li>Teaching </li></ul></ul><ul><ul><li>Mentoring </li></ul></ul><ul><li>Traditional Program: </li></ul><ul><ul><li>Hosts for Student Teachers </li></ul></ul><ul><ul><li>Continue on for a Master’s Degree </li></ul></ul><ul><li>Roundtable Network </li></ul>
  17. 18. Responses to Challenges of Identity Positioning <ul><li>Developmentally appropriate and culturally relevant pedagogy </li></ul><ul><ul><li>Practicum experiences with elementary students </li></ul></ul><ul><ul><li>Practicum experiences with secondary students </li></ul></ul><ul><ul><li>Practicum experiences with heritage and non-heritage students </li></ul></ul>
  18. 19. <ul><li>Teachers need to bridge the gap </li></ul><ul><li>between their experiences and </li></ul><ul><li>the experiences of </li></ul><ul><li>the heritage and non-heritage learners </li></ul><ul><li>in their classrooms. </li></ul>
  19. 20. Heritage Language Instruction <ul><li>Understand the Chinese language learning experience from an American Born Chinese/Taiwanese (ABC/T) perspective </li></ul><ul><li>Understand that ABC/Ts have their unique understanding and needs regarding what it means to be Chinese </li></ul><ul><li>Design curriculum that appropriately takes into consideration the language and cultural needs of ABC/Ts </li></ul>
  20. 21. Responses to the Challenges of Identity Positioning <ul><li>Open communication about the sensitive issues of language and identity; </li></ul><ul><li>Hiring teachers who reflect the multiple identities of our Chinese learners; </li></ul><ul><li>Advanced, graduate-level coursework in language socialization and identity; and </li></ul><ul><li>Create curriculum that focuses on these issues. </li></ul>
  21. 22. Teacher Knowledge about Language and Culture <ul><li>English(es) and the U.S. K-12 context </li></ul><ul><li>Chinese(s) and the global Chinese context </li></ul>
  22. 23. Responses <ul><li>Designed and implemented a new English for specific purposes course to improve English and knowledge of the U.S. public school system; </li></ul><ul><li>Designed and will implement a new practicum course on Teaching Chinese as a Foreign Language to focus on issues specific to Mandarin teachers; and </li></ul><ul><li>Teacher candidates need to build local and global relationships with teachers and others outside the Chinese language teaching community. </li></ul>
  23. 24. <ul><li>These efforts lead to the possibility of </li></ul><ul><li>creating a new kind of </li></ul><ul><li>Chinese language teacher identity. </li></ul>
  24. 25. We are working to promote a teacher identity where the <ul><li>Teachers are facilitators of language USE in meaningful ways inside and outside of the classroom as opposed to absolute authorities ABOUT language; </li></ul><ul><li>Teachers are models and promoters of a hybrid and global identity that blends Chinese and American experiences; </li></ul><ul><li>Teachers foster intercultural competence, global awareness and citizenry; and </li></ul><ul><li>Teachers are life-long learners. </li></ul>
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