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Chinese Immersion Program at Avenues: The World School

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By Yibo Lu and the team from Avenues

Published in: Education
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Chinese Immersion Program at Avenues: The World School

  1. 1. Avenues World School Chinese Immersion Program Angela Xu - Chinese Immersion Coordinator Yibo Lu - Chinese Literacy Specialist Jenny Guo - Head Teacher Grade 1 Ying Tso - Head Teacher Grade 2 Yingwen Chen - Head Teacher Grade 3
  2. 2. ● ● ● ● ● ●
  3. 3. 1st grade daily schedule 3rd grade daily schedule
  4. 4.
  5. 5.
  6. 6. ● 世界课 食物 房子 水 中餐 西餐 中国菜和美 国菜有什么 一样,又有什 么不一样? 食物从哪里来? 动植物 地方 餐具 地理 I (五大洋、 七大洲) 地理 II (旅游、各地 文化)
  7. 7. ● 10+0
  8. 8. Assessment & Book Project
  9. 9. - Assessment: Listening & Speaking, Reading, Writing: 3 times a year (except for writing: twice a year) Listening & Speaking: Answer questions (interview) ● Level 1 - 6: k - 5th grade (124 questions) ● Difficulties spiral up Reading: (1) Read books aloud and answer comprehension questions (2) Character recognition (high frequency words) ● Read two books with an accuracy above 95%, comprehension 4 and fluency 2 ● Level 1 - 6: k - 5th grade (500 words) ● Difficulties spiral up Assessment
  10. 10. Assessment Listening & Speaking Samples
  11. 11. Assessment Character Recognition Samples
  12. 12. Book Project Why did we start to create books? - lack of resources designed for immersion setting and books with levels, especially for assessment How does it work? - Combine existing western system (F&P) + the uniqueness of Chinese language What makes our book project unique? - Writing, Illustrating & Editing team: composed of teachers ALL from Avenues
  13. 13. Book Project What makes our book project unique? Writing: - Genres/topics: fiction, nonfiction and world course topics - Difficulties spiral up - Culture awareness - Extra support for more target learners
  14. 14. Book Project What makes our book project unique? Illustrating: - various ways to present images ● Photos 《我喜欢动物》 ● Watercolor 《看和听》 ● Computer 《我的玩具》 ● Paper cutting & crayons 《天气》 ● White-out 《星星》
  15. 15. Book Project What makes our book project unique? Editing: - In-design - Running records: adding taking-note part
  16. 16. Students’ Improvement
  17. 17. First Grade Pinyin Project
  18. 18. Why did we decide to have the pinyin project? - lack of data to show when it is the best time to introduce pinyin in Chinese immersion programs - no research has shown if learning pinyin will delay students’ progress in learning Chinese characters -no research has shown if learning pinyin will confuse students in terms of English letters learning
  19. 19. Database: 4 classes in 1st grade, 73 students Pinyin groups VS Non-pinyin groups 4 phases (pinyin groups): Phase 1: introduce pinyin letters Phase 2: introduce vocabulary in pinyin Phase 3: read sentences and stories Phase 4: Chinese characters + pinyin How does it work?
  20. 20. Learning Pinyin will ● Increase the accuracy of tones ● Increase the accuracy of reading ● Increase the fluency of writing Hypothesis
  21. 21. pinyin VS characters
  22. 22. Assessments ● Listening & Speaking ● Reading & writing
  23. 23. Results & Future research ● We will continue this pinyin project next school year (2017-2018) in order to increase our database.
  24. 24. http://www.avenues.org/en/careers/ Chinese Opening Positions: ● Head Teacher - Chinese (Grades 1-5) ● Associate Teacher - Kindergarten ● Avenues Interim Masters - Chinese Wechat: Avenues2012
  25. 25. Q & A
  26. 26. Thank you !

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