Wang Curran Tang Chinese Language Teacher Preparation


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Wang Curran Tang Chinese Language Teacher Preparation

  1. 1. <ul><li>Chinese Language Teacher </li></ul><ul><li>Preparation: </li></ul><ul><li>Experience Gained & </li></ul><ul><li>Lesson Learned </li></ul><ul><li>Juefei Wang, Freeman Foundation </li></ul><ul><li>Mary Curran, Rutgers University </li></ul><ul><li>Frank Lixing Tang, New York University </li></ul>
  2. 2. 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
  3. 3. Plan for Presentation <ul><li>Rutgers Chinese Language Teacher Initiatives </li></ul><ul><li>Critical Issues </li></ul><ul><li>Lessons We Are Learning </li></ul>
  4. 4. Rutgers University Chinese Language Teacher Initiatives Program Models <ul><li>Graduate School of Education </li></ul><ul><li>Traditional Ed.M. Degree and Certification </li></ul><ul><li>Chinese Language Teacher Alternate Route Program </li></ul><ul><li>Asian Languages and Cultures Department </li></ul><ul><li>Chinese Masters of Arts for Teachers </li></ul>
  5. 5. 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>
  6. 6. 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>
  7. 7. 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>
  8. 8. 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>
  9. 9. The Guiding Framework <ul><li>Standards-based </li></ul><ul><ul><li>ACTFL Standards </li></ul></ul><ul><ul><li>Professional Standards </li></ul></ul><ul><ul><ul><li>Knowing the content matter </li></ul></ul></ul><ul><ul><ul><li>Knowing how to design instruction and assessments </li></ul></ul></ul><ul><ul><ul><li>Understanding developmental appropriateness </li></ul></ul></ul><ul><ul><ul><li>Working with diverse learners </li></ul></ul></ul><ul><ul><ul><li>Using technology </li></ul></ul></ul><ul><ul><ul><li>Knowing how to communicate effectively with students, co-workers, parents </li></ul></ul></ul><ul><ul><ul><li>Connecting learning to the local and global communities </li></ul></ul></ul><ul><ul><ul><li>Managing life-long professional development </li></ul></ul></ul>
  10. 10. Experiences Gained? Lessons Learned?
  11. 11. Critical Issues <ul><li>Collaborative Nature of Developing a High Quality Program </li></ul><ul><li>Individual Variation in Teacher Candidates’ Needs </li></ul><ul><li>Pool of Expert Teachers and Teacher Educators </li></ul>
  12. 12. Critical Issues <ul><li>Need for Teacher Candidates to buy into Standards-Based Pedagogy </li></ul><ul><li>Teacher Candidates’ Knowledge </li></ul><ul><ul><li>Students </li></ul></ul><ul><ul><li>Language and Culture for U.S. Schools </li></ul></ul><ul><ul><li>Target Language and Culture </li></ul></ul><ul><li>Teacher Identity </li></ul>
  13. 13. Collaboration <ul><li>University Units: Graduate School of Education, Asian Languages and Cultures Department, and World Language Institute </li></ul><ul><li>New Jersey Department of Education </li></ul><ul><li>Local School Districts </li></ul><ul><ul><li>Princeton Regional School District </li></ul></ul><ul><ul><li>West Windsor-Plainsboro School District </li></ul></ul><ul><ul><li>Highland Park School District </li></ul></ul><ul><ul><li>And many others who regularly take our student teachers… </li></ul></ul><ul><li>Community Guests </li></ul><ul><li>Expert Teachers </li></ul><ul><li>Teacher Candidates </li></ul><ul><li>Students and Parents </li></ul><ul><li>International Partners </li></ul>
  14. 14. Making Collaborations Work <ul><li>Freeman Foundation and STARTALK Funding </li></ul><ul><li>Investment of Energy and Enthusiasm </li></ul><ul><li>Time to Develop Trust </li></ul><ul><li>Regular Communication </li></ul><ul><ul><li>Planning and evaluation meetings for all collaborators </li></ul></ul><ul><ul><li>Pre-Program advising for teacher candidates </li></ul></ul><ul><ul><li>One-on-one feedback sessions with teacher candidates </li></ul></ul>
  15. 15. 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 teaching experience </li></ul><ul><li>Citizenship or visa status </li></ul><ul><li>Life situation </li></ul>
  16. 16. How We Work to Meet Teacher Candidates’ Needs <ul><li>Created multiple routes to professional development and certification </li></ul><ul><li>Hired a bilingual, bicultural program coordinator </li></ul><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 </li></ul></ul><ul><ul><li>Uses on-line forum for communication and sharing of resources </li></ul></ul>
  17. 17. Expert Teachers
  18. 18. Previous participants take on new roles. <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>
  19. 19. Need to Buy into Standards-Based Pedagogy <ul><li>Target Language Instruction </li></ul><ul><li>Focus is on Learning to USE language in authentic, meaningful ways, not learning ABOUT language </li></ul><ul><li>Understanding that language teaching is a field of expertise in its own right </li></ul>
  20. 20. Solutions <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; and </li></ul><ul><li>Connect the practical experiences to theory. </li></ul>
  21. 21. Teacher Knowledge about Students <ul><li>Knowledge about Students in the U.S. </li></ul><ul><li>Knowledge about Heritage Students </li></ul><ul><li>Knowledge about K-12 Students </li></ul>
  22. 22. Knowledge about Students <ul><li>Developmentally appropriate instruction </li></ul><ul><ul><li>Practicum experiences with elementary students </li></ul></ul><ul><ul><li>Practicum experiences with secondary students </li></ul></ul>
  23. 23. Heritage Language Instruction <ul><li>Teachers need to bridge the gap </li></ul><ul><li>between their experiences and </li></ul><ul><li>the experiences of the heritage learners </li></ul><ul><li>in their classrooms. </li></ul>
  24. 24. 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 need of 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>
  25. 25. Solutions <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 </li></ul>
  26. 26. Teacher Knowledge about Language and Culture <ul><li>English in a U.S. context </li></ul><ul><li>Chinese in a U.S. context </li></ul>
  27. 27. English Proficiency <ul><li>Interpersonal, intrapersonal, and presentational competence for academic work and life at school and interactions with administrators, staff, and parents </li></ul><ul><li>Intercultural competence </li></ul>
  28. 28. Solutions <ul><li>Designed and will implement a new course, English for World Language Teachers. </li></ul><ul><li>Teacher candidates need to build relationships with teachers outside the Chinese language teaching community. </li></ul>
  29. 29. Chinese Proficiency <ul><li>Coursework for Native Speakers </li></ul><ul><li>Assessment </li></ul><ul><li>Whose Chinese? Which Chinese? </li></ul>
  30. 30. Solutions <ul><li>Collaborations to create new courses </li></ul><ul><li>Create new assessments </li></ul><ul><li>Help students understand the multiplicity within the Chinese language and culture, and the unique Chinese American culture </li></ul>
  31. 31. <ul><li>These efforts lead to the possibility of creating a new kind of Chinese language teacher identity. </li></ul>
  32. 32. We promote a teacher identity where the <ul><li>Teacher is a facilitator to language USE in the classroom as opposed to an absolute authority ABOUT language; </li></ul><ul><li>Teacher is a bilingual/bicultural bridge between Chinese and American societies; </li></ul><ul><li>Teacher is a model and promoter of a hybrid and global identity that blends Chinese and American experiences; and </li></ul><ul><li>Teacher is a life-long learner. </li></ul>
  33. 33. A Lifelong Journey
  34. 34. Chinese language teacher preparation program at NYU <ul><li>M.A. in Foreign language education (Mandarin Chinese—leading to NYS teacher certification) </li></ul><ul><li>M.A. in Foreign language education (Mandarin Chinese—not leading to NYS teacher certification) </li></ul><ul><li>M.A. in FLE and TESOL (leading to dual certification in ESOL and Chinese) </li></ul>
  35. 35. Department of Teaching and Learning M.A. Teaching Chinese a Foreign Language 7-12 (44 Credits) <ul><li>Content Core (3-9 credits): </li></ul><ul><li>- Linguistic analysis (3) </li></ul><ul><li>- Adv Ch for teachers of Chinese (I-3) </li></ul><ul><li>- Adv Ch for teachers of Chinese (II-3) </li></ul><ul><li>- Applied linguistics in Chinese (3) </li></ul>
  36. 36. TCFL Curriculum (continued) <ul><li>General Pedagogy Core (10 credits): </li></ul><ul><li>Field work in schools and other educational settings (0) </li></ul><ul><li>Inquiries into teaching and learning (4) </li></ul><ul><li>Adolescent development (3) </li></ul><ul><li>Educating students w/ disabilities (3) </li></ul>
  37. 37. TCFL Curriculum (continued) <ul><li>Specialization Core (7 credits): </li></ul><ul><li>- Teaching foreign languages: Theory and practice (3) </li></ul><ul><li>- Second language classroom: Elementary and secondary schools (4) </li></ul>
  38. 38. TCFL Curriculum (continued): Content Pedagogy Core (9-15) <ul><li>- Intercultural perspectives in multilingual multicultural education (3) </li></ul><ul><li>L2 acquisition and research </li></ul><ul><li>L2 evaluation and assessment </li></ul><ul><li>Teaching L2 across content areas </li></ul><ul><li>Teaching L2 through technology </li></ul><ul><li>Workshop in teaching foreign languages </li></ul>
  39. 39. TCFL Curriculum (continued): Student teaching, research, etc. <ul><li>- Student teaching (6 credits) </li></ul><ul><li>- Social responsibility of teachers/ School violence prevention (0) </li></ul><ul><li>- Advanced research project (3) </li></ul><ul><li>- Teaching foreign languages to elementary school children (3) </li></ul>
  40. 40. A Mini-Study on teaching & learning of NYU graduates & students <ul><li>The data is used to reflect on the curriculum and on the quality of learning at NYU </li></ul><ul><li>Participants were asked to list: </li></ul><ul><li>- Three skills or areas of knowledge that they </li></ul><ul><li>have learned in teaching and learning </li></ul><ul><li>- Three areas that are most challenging in </li></ul><ul><li>teaching and learning </li></ul>
  41. 41. Top Ten Challenges in Learning <ul><li>1. Engage in class discussions with </li></ul><ul><li>American peers in English </li></ul><ul><li>2. Writing academic papers </li></ul><ul><li>3. Handle academic reading </li></ul><ul><li>4. Learning research skills </li></ul><ul><li>5. Understand American education </li></ul><ul><li>systems </li></ul>
  42. 42. Top Ten Challenges in Learning <ul><li>6. Adjust to different teaching and </li></ul><ul><li>learning style </li></ul><ul><li>7. Expressing your own thoughts in class </li></ul><ul><li>8. Intensive schedule </li></ul><ul><li>9. Time arrangement </li></ul><ul><li>10.Interactions with fellow students </li></ul>
  43. 43. Sample response #1: <ul><li>(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 </li></ul><ul><li>(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 </li></ul><ul><li>(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 </li></ul><ul><li>(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 </li></ul>
  44. 44. Top Ten Gains in Learning <ul><li>1. Foreign language teaching techniques </li></ul><ul><li>2. Second language acquisition theories </li></ul><ul><li>3. Research skills/methods </li></ul><ul><li>4. Academic writing and reading skills </li></ul><ul><li>5. English proficiency improved </li></ul>
  45. 45. Top Ten Gains in Learning <ul><li>6. Grouping methods </li></ul><ul><li>7. Lesson planning </li></ul><ul><li>8. Differentiated instructions </li></ul><ul><li>9. The overview of the education system </li></ul><ul><li>in US </li></ul><ul><li>10.Special education </li></ul>
  46. 46. Top Ten Challenges in Teaching <ul><li>1. Classroom management </li></ul><ul><li>2. Hard to motivate students and know what topics students are interested in </li></ul><ul><li>3. Heavy workload </li></ul><ul><li>4. Communications with students </li></ul><ul><li>5. Diverse students </li></ul>
  47. 47. Top Ten Challenges in Teaching <ul><li>6. Communication with parents </li></ul><ul><li>7. Lack of curriculum and textbook </li></ul><ul><li>8. Short break between classes </li></ul><ul><li>9. Not respected as a Chinese teacher </li></ul><ul><li>10.Little time to communicate with other teachers </li></ul>
  48. 48. Sample #2: <ul><li>(1) 课堂管理比在国内难得多 </li></ul><ul><li>(2) 用英语教育学生,跟学生讲道理 </li></ul><ul><li>(3) 和美国学生没有共同语言和兴趣 </li></ul><ul><li>(4) 如何鼓励美国学生学习中文好不容易 </li></ul><ul><li>( 5 )没有教学大纲和教学要求 </li></ul>
  49. 49. Top Ten Gains in Teaching <ul><li>1. Foreign language teaching methodology and effective teaching techniques </li></ul><ul><li>2. Classroom management techniques </li></ul><ul><li>3. Set ting class procedures </li></ul><ul><li>4. Attending to students’ needs </li></ul><ul><li>5. Communications with students </li></ul>
  50. 50. Top Ten Gains in Teaching <ul><li>6. Lesson planning </li></ul><ul><li>7. Technology in teaching </li></ul><ul><li>8. Communication with coworkers </li></ul><ul><li>9. Curriculum development </li></ul><ul><li>10.Differentiated instruction </li></ul>
  51. 51. Experience Gained <ul><li>Modification needed on the existing curriculum </li></ul><ul><li>Emphasis on foundation on education </li></ul><ul><li>Emphasis on learning about American school system, students, teachers, and parents </li></ul>
  52. 52. More experience gained <ul><li>More field experiences </li></ul><ul><li>Classroom management </li></ul><ul><li>Emphasis on learning about the </li></ul><ul><li>Chinese language </li></ul><ul><li>Emphasis on teaching Chinese to a </li></ul><ul><li>diverse student population and mixed levels </li></ul>
  53. 53. Lessons Learned <ul><li>Less is better: Do not try to include everything in the curriculum. </li></ul><ul><li>Haste makes waste. </li></ul><ul><li>Setting realistic goals: High enough to aim at but low enough to achieve. </li></ul><ul><li>Developing strong communication skills. </li></ul><ul><li>Creating a personal tool box. </li></ul>
  54. 54. <ul><li>Thank you! </li></ul>