F5 Grabbing the Tail of the Tiger: Making a K–16 Partnership Work

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Grabbing the Tail of the Tiger: Making a K–16 Partnership Work (F5)
Speakers: Joan Brzezinski, Patrick McAloon, Kun Shi

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F5 Grabbing the Tail of the Tiger: Making a K–16 Partnership Work

  1. 1. Grabbing the Tail of the Tiger Making a K16 Partnership Work: The OSU Experience National Chinese Language Conference April 23 rd , 2010 © The Language Flagship 2010
  2. 2. TODAY’S TOPICS <ul><li>About the presenters </li></ul><ul><li>Overview of the Chinese Flagship Program </li></ul><ul><li>Discussion questions </li></ul><ul><ul><li>OSU Flagship resources </li></ul></ul><ul><ul><li>Resources for the mind: aligning goals </li></ul></ul><ul><ul><li>Articulation activities (time permitting) </li></ul></ul><ul><li>Q&A </li></ul>© The Language Flagship 2008
  3. 3. CHINESE FLAGSHIP PROGRAMS <ul><li>Chinese Flagship Centers ( 旗舰中心 ) </li></ul><ul><ul><li>The Ohio State University (BA/MA and K-12) </li></ul></ul><ul><ul><li>University of Oregon (BA and K-12) </li></ul></ul><ul><ul><li>Brigham Young University (BA and Post-BA) </li></ul></ul><ul><ul><li>University of Mississippi (BA) </li></ul></ul><ul><li>Chinese Flagship Partner Programs ( 旗舰项目 ) </li></ul><ul><ul><li>Arizona State University (2007) </li></ul></ul><ul><ul><li>Indiana University (2008) </li></ul></ul><ul><ul><li>University of Rhode Island (2008) </li></ul></ul><ul><ul><li>San Francisco State University (2009) </li></ul></ul><ul><ul><li>Western Kentucky University (2009) </li></ul></ul>
  4. 4. <ul><li>K-12 </li></ul><ul><li>Certification & MA </li></ul><ul><li>Qingdao Center </li></ul>OSU CHINESE FLAGSHIP
  5. 6. OSU CFP TEACHING WORKSHOPS
  6. 7. 2009 年 6 月第二届俄州四地中文夏令营 OSU 2009 Chinese Summer Day Camps in four Ohio cities (Cincinnati, Cleveland, Columbus, and Dayton) STARTALK CHINESE SUMMER CAMPS
  7. 8. A PERFORMANCE-BASED CLASS FOR HIGH SCHOOL STUDENTS BY DR. ERIC SHEPHERD (USF), JULY 2009
  8. 9. <ul><li>Eric Shepherd ( 谢博德 ) </li></ul><ul><li>Patrick McAloon ( 裴贽 , 2004) </li></ul><ul><ul><ul><li>P rize-winning performance </li></ul></ul></ul><ul><li>Abbey Story ( 安迅 , 2006 ) </li></ul><ul><ul><li>P rize-winning performance </li></ul></ul><ul><li>Joshua Lotz ( 乔哲辉 , 2007) </li></ul><ul><ul><li>Prize-winning performance </li></ul></ul><ul><li>Chris Stellato ( 石魁思 , 2008) </li></ul><ul><ul><li>Prize-winning performance </li></ul></ul>RESULTS OF “PERFORMED CULTURE” TRAINING
  9. 10. K12 Resources <ul><li>OSU and Chinese Flagship </li></ul><ul><ul><li>Assistance in teacher and curriculum development </li></ul></ul><ul><ul><li>Capacity building and K-16 articulation </li></ul></ul><ul><li>Other U.S. resources </li></ul><ul><ul><li>CLASS (Chinese Language Assoc. of Secondary Schools) </li></ul></ul><ul><ul><li>Asia Society and College Board </li></ul></ul><ul><ul><li>National Foreign Language Center </li></ul></ul><ul><ul><li>TCLP teachers and NSLI for Youth </li></ul></ul><ul><li>Resources from China (Hanban) </li></ul><ul><ul><li>Guest teachers </li></ul></ul><ul><ul><li>China Bridge Delegation and summer camp </li></ul></ul>
  10. 11. LONG-TERM GOALS <ul><li>Important to have conscious awareness of your program goals </li></ul><ul><ul><li>Do your goals align with the students’ needs (not “desires”)? </li></ul></ul><ul><ul><li>With the university to which most go? </li></ul></ul>
  11. 12. SAME BED, DIFFERENT DREAMS? Goal Instructional Implications Pros/cons A. Future work in C2 using L2 B. Continuation of study in college C. “Communicate with natives” D. Future tourism E. Exposure to the language F. Exposure to the culture G. Maintain enrollment now
  12. 13. SAME BED, DIFFERENT DREAMS? Goal Instructional Implications Success at work in C2, using L2 Grade for mastery over progress; teach & require culturally and age appropriate behavior; final tasks should reflect “remembering the future”. Would the students’ performance of the target material identify them as well-socialized members of C2 society? Continuation of study in college See “future work”, also, best to have program or separate levels of Chinese end at a point where S can begin at most popular college “ Communicate with natives” Let’s get specific. Communicate with which natives? For what purpose? Need to produce dialogue-length performances for probable contexts. Future tourism Relatively fixed contexts, speaking/listening focus, “getting point across” is good enough Exposure to the language Often ‘softer’ grading, relaxed pace Exposure to the culture L2 use not necessary, C2 behavior often not taught, only achievement or informational culture Maintain enrollment now Often soft grading, relaxed pace
  13. 14. ARTICULATION <ul><li>Are you articulating your Chinese classes with any college programs? How? </li></ul><ul><li>If not, why not? </li></ul><ul><li>What can universities do to help you articulate? </li></ul><ul><ul><li>Materials selection </li></ul></ul>Regular contact with college instructors <ul><ul><li>Methodology </li></ul></ul>Alumni visits
  14. 15. ARTICULATION WITH OSU <ul><li>Video sample of 1 st week 2 nd -level Chinese </li></ul><ul><li>http://k12chineseflagship.osu.edu/resources.php </li></ul><ul><li>Produce college materials adapted for HS use </li></ul><ul><li>OSU CFP staff visits, in person or via videoconference </li></ul><ul><li>Summer SPEAC professional development program </li></ul><ul><li>http://deall.osu.edu/programs/summerPrgm/speac.cfm </li></ul><ul><li>StarTalk C-PEP professional development </li></ul><ul><li>http://deall.osu.edu/programs/summerPrgm/startalk/default.cfm </li></ul>
  15. 16. THANK YOU! PATRICK MCALOON [email_address] SHI KUN [email_address] WWW.CHINESEFLAGSHIP.OSU.EDU

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