Wang Curran Tang Chinese Language Teacher Preparation
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Wang Curran Tang Chinese Language Teacher Preparation

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Wang Curran Tang Chinese Language Teacher Preparation Wang Curran Tang Chinese Language Teacher Preparation Presentation Transcript

    • Chinese Language Teacher
    • Preparation:
    • Experience Gained &
    • Lesson Learned
    • Juefei Wang, Freeman Foundation
    • Mary Curran, Rutgers University
    • Frank Lixing Tang, New York University
  • Rutgers Chinese Language Teacher Programs Experiences Gained and Lessons Learned Mary Curran [email_address] Graduate School of Education Rutgers, The State University of New Jersey National Chinese Language Conference, 2009
  • Plan for Presentation
    • Rutgers Chinese Language Teacher Initiatives
    • Critical Issues
    • Lessons We Are Learning
    View slide
  • Rutgers University Chinese Language Teacher Initiatives Program Models
    • Graduate School of Education
    • Traditional Ed.M. Degree and Certification
    • Chinese Language Teacher Alternate Route Program
    • Asian Languages and Cultures Department
    • Chinese Masters of Arts for Teachers
    View slide
  • Traditional Master’s Degree with Certification Programs
    • 45 Credit Programs
    • Two-years, Full-time Study
    • Five-year Program
    • Post-Baccalaureate Program
  • Chinese Language Teacher Alternate Route Program
    • 19 Credit Program
    • Pre-Service Summer Component
      • Methods Course
      • Assessment Course
      • Practicum
    • In-Service Academic-Year Component
  • Chinese Master of Arts for Teachers
    • 30 Credit Program
    • Students select courses in Chinese language, literature, culture, and pedagogy.
  • Generous Support
    • Chinese Language Teaching Initiatives
    • Freeman Foundation
    • Chinese Summer Practicum Settings
    • Freeman Foundation
    • STARTALK
  • The Guiding Framework
    • Standards-based
      • ACTFL Standards
      • Professional Standards
        • Knowing the content matter
        • Knowing how to design instruction and assessments
        • Understanding developmental appropriateness
        • Working with diverse learners
        • Using technology
        • Knowing how to communicate effectively with students, co-workers, parents
        • Connecting learning to the local and global communities
        • Managing life-long professional development
  • Experiences Gained? Lessons Learned?
  • Critical Issues
    • Collaborative Nature of Developing a High Quality Program
    • Individual Variation in Teacher Candidates’ Needs
    • Pool of Expert Teachers and Teacher Educators
  • Critical Issues
    • Need for Teacher Candidates to buy into Standards-Based Pedagogy
    • Teacher Candidates’ Knowledge
      • Students
      • Language and Culture for U.S. Schools
      • Target Language and Culture
    • Teacher Identity
  • Collaboration
    • University Units: Graduate School of Education, Asian Languages and Cultures Department, and World Language Institute
    • New Jersey Department of Education
    • Local School Districts
      • Princeton Regional School District
      • West Windsor-Plainsboro School District
      • Highland Park School District
      • And many others who regularly take our student teachers…
    • Community Guests
    • Expert Teachers
    • Teacher Candidates
    • Students and Parents
    • International Partners
  • Making Collaborations Work
    • Freeman Foundation and STARTALK Funding
    • Investment of Energy and Enthusiasm
    • Time to Develop Trust
    • Regular Communication
      • Planning and evaluation meetings for all collaborators
      • Pre-Program advising for teacher candidates
      • One-on-one feedback sessions with teacher candidates
  • Individual Variation in Teacher Candidate Needs
    • Heritage and non-heritage background
    • Chinese dialectal variation
    • Preparation (coursework) in Chinese
    • Previous teaching experience
    • Citizenship or visa status
    • Life situation
  • How We Work to Meet Teacher Candidates’ Needs
    • Created multiple routes to professional development and certification
    • Hired a bilingual, bicultural program coordinator
    • Have regular one-on-one feedback sessions with participants
    • Created a Roundtable Networking Group
      • Meets regularly
      • Uses on-line forum for communication and sharing of resources
  • Expert Teachers
  • Previous participants take on new roles.
    • Practicum:
      • Program Support
      • Materials Development
      • Teaching
      • Mentoring
    • Traditional Program:
      • Hosts for Student Teachers
      • Continue on for a Master’s Degree
    • Roundtable Network
  • Need to Buy into Standards-Based Pedagogy
    • Target Language Instruction
    • Focus is on Learning to USE language in authentic, meaningful ways, not learning ABOUT language
    • Understanding that language teaching is a field of expertise in its own right
  • Solutions
    • 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; and
    • Connect the practical experiences to theory.
  • Teacher Knowledge about Students
    • Knowledge about Students in the U.S.
    • Knowledge about Heritage Students
    • Knowledge about K-12 Students
  • Knowledge about Students
    • Developmentally appropriate instruction
      • Practicum experiences with elementary students
      • Practicum experiences with secondary students
  • Heritage Language Instruction
    • Teachers need to bridge the gap
    • between their experiences and
    • the experiences of the 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 need of what it means to be Chinese
    • Design curriculum that appropriately takes into consideration the language and cultural needs of ABC/Ts
  • Solutions
    • 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
  • Teacher Knowledge about Language and Culture
    • English in a U.S. context
    • Chinese in a U.S. context
  • English Proficiency
    • Interpersonal, intrapersonal, and presentational competence for academic work and life at school and interactions with administrators, staff, and parents
    • Intercultural competence
  • Solutions
    • Designed and will implement a new course, English for World Language Teachers.
    • Teacher candidates need to build relationships with teachers outside the Chinese language teaching community.
  • Chinese Proficiency
    • Coursework for Native Speakers
    • Assessment
    • Whose Chinese? Which Chinese?
  • Solutions
    • Collaborations to create new courses
    • Create new assessments
    • Help students understand the multiplicity within the Chinese language and culture, and the unique Chinese American culture
    • These efforts lead to the possibility of creating a new kind of Chinese language teacher identity.
  • We promote a teacher identity where the
    • Teacher is a facilitator to language USE in the classroom as opposed to an absolute authority ABOUT language;
    • Teacher is a bilingual/bicultural bridge between Chinese and American societies;
    • Teacher is a model and promoter of a hybrid and global identity that blends Chinese and American experiences; and
    • Teacher is a life-long learner.
  • A Lifelong Journey
  • Chinese language teacher preparation program at NYU
    • M.A. in Foreign language education (Mandarin Chinese—leading to NYS teacher certification)
    • M.A. in Foreign language education (Mandarin Chinese—not leading to NYS teacher certification)
    • M.A. in FLE and TESOL (leading to dual certification in ESOL and Chinese)
  • Department of Teaching and Learning M.A. Teaching Chinese a Foreign Language 7-12 (44 Credits)
    • Content Core (3-9 credits):
    • - Linguistic analysis (3)
    • - Adv Ch for teachers of Chinese (I-3)
    • - Adv Ch for teachers of Chinese (II-3)
    • - Applied linguistics in Chinese (3)
  • TCFL Curriculum (continued)
    • General Pedagogy Core (10 credits):
    • Field work in schools and other educational settings (0)
    • Inquiries into teaching and learning (4)
    • Adolescent development (3)
    • Educating students w/ disabilities (3)
  • TCFL Curriculum (continued)
    • Specialization Core (7 credits):
    • - Teaching foreign languages: Theory and practice (3)
    • - Second language classroom: Elementary and secondary schools (4)
  • TCFL Curriculum (continued): Content Pedagogy Core (9-15)
    • - Intercultural perspectives in multilingual multicultural education (3)
    • L2 acquisition and research
    • L2 evaluation and assessment
    • Teaching L2 across content areas
    • Teaching L2 through technology
    • Workshop in teaching foreign languages
  • TCFL Curriculum (continued): Student teaching, research, etc.
    • - Student teaching (6 credits)
    • - Social responsibility of teachers/ School violence prevention (0)
    • - Advanced research project (3)
    • - Teaching foreign languages to elementary school children (3)
  • A Mini-Study on teaching & learning of NYU graduates & students
    • The data is used to reflect on the curriculum and on the quality of learning at NYU
    • Participants were asked to list:
    • - Three skills or areas of knowledge that they
    • have learned in teaching and learning
    • - Three areas that are most challenging in
    • teaching and learning
  • Top Ten Challenges in Learning
    • 1. Engage in class discussions with
    • American peers in English
    • 2. Writing academic papers
    • 3. Handle academic reading
    • 4. Learning research skills
    • 5. Understand American education
    • systems
  • Top Ten Challenges in Learning
    • 6. Adjust to different teaching and
    • learning style
    • 7. Expressing your own thoughts in class
    • 8. Intensive schedule
    • 9. Time arrangement
    • 10.Interactions with fellow students
  • Sample response #1:
    • (1) 对美国文化了解不够,如种族歧视、黑人白人、教育均衡化、特殊教育等问题,以及美国教育史方面不占上风
    • (2) 对美国的基础教育体系没有亲身经历,对很多现实性的问题,没有过亲身体会
    • (3) 美国的学术研究和中国有很大不同,从格式到研究方法,都非常严肃、标准很高
    • (4) 听说读写和 native 毕竟还是有差距,表达思想不及母语学生自如
  • Top Ten Gains in Learning
    • 1. Foreign language teaching techniques
    • 2. Second language acquisition theories
    • 3. Research skills/methods
    • 4. Academic writing and reading skills
    • 5. English proficiency improved
  • Top Ten Gains in Learning
    • 6. Grouping methods
    • 7. Lesson planning
    • 8. Differentiated instructions
    • 9. The overview of the education system
    • in US
    • 10.Special education
  • Top Ten Challenges in Teaching
    • 1. Classroom management
    • 2. Hard to motivate students and know what topics students are interested in
    • 3. Heavy workload
    • 4. Communications with students
    • 5. Diverse students
  • Top Ten Challenges in Teaching
    • 6. Communication with parents
    • 7. Lack of curriculum and textbook
    • 8. Short break between classes
    • 9. Not respected as a Chinese teacher
    • 10.Little time to communicate with other teachers
  • Sample #2:
    • (1) 课堂管理比在国内难得多
    • (2) 用英语教育学生,跟学生讲道理
    • (3) 和美国学生没有共同语言和兴趣
    • (4) 如何鼓励美国学生学习中文好不容易
    • ( 5 )没有教学大纲和教学要求
  • Top Ten Gains in Teaching
    • 1. Foreign language teaching methodology and effective teaching techniques
    • 2. Classroom management techniques
    • 3. Set ting class procedures
    • 4. Attending to students’ needs
    • 5. Communications with students
  • Top Ten Gains in Teaching
    • 6. Lesson planning
    • 7. Technology in teaching
    • 8. Communication with coworkers
    • 9. Curriculum development
    • 10.Differentiated instruction
  • Experience Gained
    • Modification needed on the existing curriculum
    • Emphasis on foundation on education
    • Emphasis on learning about American school system, students, teachers, and parents
  • More experience gained
    • More field experiences
    • Classroom management
    • Emphasis on learning about the
    • Chinese language
    • Emphasis on teaching Chinese to a
    • diverse student population and mixed levels
  • Lessons Learned
    • Less is better: Do not try to include everything in the curriculum.
    • Haste makes waste.
    • Setting realistic goals: High enough to aim at but low enough to achieve.
    • Developing strong communication skills.
    • Creating a personal tool box.
    • Thank you!