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Q2 Creating a Chinese Dual-language Program Collaboratively


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Creating a Chinese Dual-language Program Collaboratively (Q2)
Speakers: Eleanor Liu, Ellen Park, Angela Wang

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Q2 Creating a Chinese Dual-language Program Collaboratively

  1. 1. “Creating A Chinese-English Dual Language Program Collaboratively” NCLC Conference Presentation April 24, 2010 Presenters: Ellen Park, Principal, Wedgeworth Elementary Angela Wang, Teacher, Cedarlane Middle School Eleanor Liu, Teacher, Wilson High School Hacienda La Puente Unified School District, California 1
  2. 2. Mandarin Chinese Dual Language Programs at Wedgeworth Elementary Principal: Ellen Park CDLP Teachers: Mi-Li Au Yeung & Christine Lin 2
  3. 3. ELLEN PARK, PRINCIPAL  24 Years as an Educator:  Principal at Wedgeworth Elementary since 2007  Educator at LAUSD for 21 Years: • Assistant Principal for Pre K- 5 at Wilton Place (Korean and Spanish Dual Language Programs) • Bilingual/English Learners Coordinator • Title VII/Dual Language Coordinator • 14 Years as a Classroom Teacher, including the Korean DLP Classes Active Leader in the Community
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  5. 5.  HLPUSD: The largest school district in the San Gabriel Valley, serving more than 79,000 students with 32 schools  CA Distinguished School & Honor Roll Awards  K – 5 with 295 Students (from 235 in 2008)  74% E.L. Students  52% Asian (111 Chinese-Americans)  34% Hispanic/Latino  6% Caucasian  8% Other (Filipino, Pacific Islander, Korean, Etc.)  Non-Title I School  1 Special Day Class (Autistic), Speech, Dr. Barbara Psychologist & RSP Program Nakaoka, Superintendent 5
  6. 6. 2009 – 2010 Slogan: “Team Up for Excellence!” “Team up to meet and exceed the expectation that all kids can/must learn and excel.” Visit Our School Website: 6
  7. 7. SOARING TO 2008 API: 930 HEIGHTSAPI: 919! NEW 2009 WITH API! 2008 Goal: 950 7
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  10. 10. How do we HISTORICAL BACKGROUND know this is the best for of Dual Language Programs our kids?  DLPs have been in existence for 50 years in the U.S. and in Canada.  During the mid-1960s, Dade County Public Schools in Miami, FL, developed two 50/50 Spanish DLPs.  In the „70‟s, programs were formed in 3 other districts – Washington D.C., Chicago and San Diego, CA .  As of 2009, there are over 340 DLPs throughout the nation.  DLPs are found in 29 of the 50 states.  They are offered in 8 languages: Spanish, French, Cantonese, Korean, Navajo, Japanese, Mandarin and German  Approximately 200 schools implement a DLP in California (89 districts; 5 languages): (CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD) 10
  11. 11. How do we “ARE DLPs SUCCESSFUL?” know this is the best Thomas and Collier’s Study for our kids?  Study focused on educational programs was published by Thomas and Collier in 2002 from their research in 1996 to 2001. It focused on student outcomes from 8 major different programs for English Learners: English mainstream, ESL taught through academic content, 50/50 Transitional Bilingual Education, 90/10 TBE, 50/50 One-way Developmental Bilingual Education, 90/10 OWDBE, 50/50 Dual Language Education & 90/10 DLE.  Key Research Findings: “Students in the dual language program significantly outperformed their comparison groups in other educational programs.”  CST Data: “Higher ELA and Math Scores on CST Testing” (CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD) 11
  12. 12. How do we “ARE DLPs SUCCESSFUL?” know this is the best Other Research Findings for our kids?  “Native language proficiency is a powerful predictor of the rate at which second language is acquired.” (Hakuta, 1990) -DLP Implication: “Students in a DLP make more rapid progress in second language acquisition than their peers in other educational programs.”  “Even though there is no age limit in the acquisition of a second language, it is ideal to begin foreign language instruction at elementary school.” (Schwarze, Curriculum Commissioner, CDE) -DLP Implication: “Students in a DLP start acquiring second language oral and written skills along with their first language beginning in Kindergarten.” (CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD) 12
  13. 13. How do we “ARE DLPs SUCCESSFUL?” know this is the best for our Other Research Findings, Continued kids?  “Developing proficiency in 2 languages is associated positively with greater cognitive flexibility and awareness of language, which contributes to academic achievement. ” (Cummins, 1996) -DLP Implication: “Students in a DLP attain high levels of literacy in both English and another language since learning a new language develops critical thinking skills specific to language studies.”  “Skills and knowledge learned in the native language transfer to English and vice versa (Krashen).” -DLP Implications: “All subjects are taught in both languages; All students receive instruction in L1, daily; No repetition of content; No translation; Skills are transferred globally – skills and knowledge learned in one language transfer to another language.” (CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD) 13
  14. 14. Is This What We Really Want for Our Students?  Bilingualism: High levels of proficiency in English and Mandarin Chinese  Bi-literacy: High levels of academic proficiency in English and Mandarin Chinese  Multicultural Competence: Understanding of different cultures and develop positive inter- group relations and self esteem.  Teachers will acquire the knowledge to develop Chinese and English language proficiency. They will collaborate, plan, develop, organize, and train for enrichment programs, curriculum, computer technology, and assessments.  Parents will be active participants in the education of their children 14
  15. 15. Creating CDLP Collaboratively At Wedgeworth, HLPUSD  See It, Study It, and Believe It!  Other District‟s Successful DLPs & Classroom Visitations Since 2008: Glendale USD, LAUSD & San Diego USD  District‟s Full Support:  Meetings with the Superintendent, Secondary School/Chinese Program Administrators, and the Board of Education Members  Consultation by Dr. Ping Liu, CSULB Professor  Adult Ed for After School Chinese Program  Capacity/Recruitment:  Excellent Teachers! (EdJoin & District HR)  Commitment from the Parents/Students: Meetings, Flyers, Orientation, Interviews, Assessments, & Etc.  Community:  Reporters/Newspapers  Hsi-Lai Temple  UCLA for Donations and Future Projects 15
  16. 16. Creating CDLP Collaboratively At Wedgeworth, HLPUSD  Public Announcements: District-wide, Reporters, Community Newspapers, Flyers, Word of Mouth…  Pre-Enrollment Forms  “Come and Meet Our Teacher(s) and the Principal Day”: Q & A, Goals, Expectations, Interviews, Pre-Assessments for Students  Sign Contract of Commitment  Balance Number of Language Groups (50:50)  Maintain a Waiting List  Process Volunteer Forms and TB Tests  “Meet and Join the PTA” 16
  17. 17.  Kindergarten and 1st Grade  Followingthe Dual Language Program‟s 50/50 Program:  Designed to develop and implement a Chinese instructional program for English-speaking/non- Chinese students.  Chinese students maintain and develop primary language skills while serving as role models for the English speaking students in the program.  50% English & 50% Traditional Mandarin Chinese Instructions  50% Mandarin Chinese-speaking & 50 % Non- Chinese/English-only Students  Promote academic excellence and competency in all subjects 17
  18. 18. How Would It Help Our Students, School, District, and Community? Students will:  Become Bilingual, Bi-literate and Bicultural at the End of 5th Grade  Learn to Speak, Read and Write in English and Mandarin Chinese  Achieve Higher Academic Achievement  Become Critical and Creative Thinkers  Develop Friendship and Increased Cultural Sharing and Understanding  Meet Language Requisites for High School, IB Program and University  Have Increased Job Opportunities in the Future/Become Global Leaders 18
  19. 19. Other:  Build and Strengthen K-12 Collaboration  Capacity-building Professional Development  Strong Support and Collaboration from Both English-only and Chinese-speaking Parents  Increased Parent and Community Involvement  Increased Enrollment  Visit Us! CDLP Sample Flyer on Our Website: 19
  20. 20. What are We Using That Works?  Follow the Same State and District Standards  Language Arts:  Houghton Mifflin  Chinese Book Adoption – Mei Zhou Hua Yu, Chinese Language Arts in America (Visited by the Publisher/Author; New Kinder Curriculum)  Math: Harcourt Brace & Teacher-Developed Materials  Social Science: Scott Foresman  Science: Scott Foresman  Character Education by WestEd & GATE Programs  Standards-based Assessments & Report Cards in Both Languages: Teacher-Created and Dr. Ping Liu, CSULB Professor/Advisor for ASLA in „09 20
  21. 21.  2 Classes:  1 Kindergarten : Full Day; 20 Students  1 First Grade : 20 Students  Percent of Instruction in Each Language: 50/50  Students: 50% Mandarin Chinese; 50% Other 21
  22. 22.  8:00-9:45 Chinese (Language Arts/Math /Science) *9:00-9:30 Library (Wednesday)  9:45 – 10:05 Recess/Snacks  10:05 – 10:30 English Language Arts  10:30 – 11:00 ELD/ELA  11:00 – 11:30 English Language Arts  11:30 – 12:20 Lunch  12:20 - 12:40 ELA  12:40 - 1:30 Math/Science/Social Science/Art/Too Good for Drugs/Char. Ed. *1:03 Thursday Early Dismissal  1:30 - 2:00 P. E.  2:00 – 2:11 Clean up/Dismissal 22
  23. 23.  8:00 - Chinese Language Arts  9:15 - Math, Science, Social Studies & Chinese Culture  9:15 - Math  10:05 - Recess  10:25 - ELD  10:55 - English Language Arts  11:40 - Lunch  12:30 - English Language Arts  1:50 - Science, Social Science, Too Good For Drugs, Art and P.E. in Chinese  Total CLA time: 105+21=126  Total ELA time: 45+80=125 23
  24. 24.  AfterSchool Chinese Class/Extended Day Program: Every Tuesdays and Thursdays for 90 Min. Each Emphasis on Oral Language and Chinese Culture  Culmination Activities  Chinese New Year’s Day Assembly  Computer Lab: Word Processing Intervention Programs Internet: E-mail to Schools in Taiwan and China Research Projects 24
  25. 25.  Bilingual Instructional Aide/University Interns/ Parent Volunteers  Homework/Intervention Programs (Teacher Volunteered Hours)  2:30 to 4:00 P.M. on Selected Days  Homework Assistance and Intervention  Summer School Programs for Chinese Language Arts and Cultural Activities:  Partnership with the Youth Science Center on Campus  So. CA Council of Chinese Schools and Loyola Marymount  Super Institute After School Program  Dismissal to 6:00 P.M.  Homework, Chinese Instructions & Tutoring 25
  26. 26.  District’s Training in All Subjects & BTSA Training  PLC Training: Data Analysis, Setting Goals, Implementing Action Plans, and RtI/Intervention  Thinking Maps and Fetzer Writing  Training with Dr. Ping Liu:  Chinese Language Arts Standards  Chinese Benchmark Assessments  Progress Report Cards Best Practices in Math, Social Studies and Science  Multicultural Activities  Computer Instructions  Chinese Conferences 26
  27. 27.  PTA and School Events  Advisory Committee Members  Parent/Community Meetings  Parent Volunteer Programs and Appreciation Days  Parent Center  Parenting Education Classes  ESL Distance Learning Programs 27
  28. 28. “CDLP Parent Orientation” “STAR Reports/Standardized Testing” “Tackling the Homework Dilemma” “Communicating w/Your Child’s Teacher /Your Child” “Goal Setting and Time Management” “College Admission Requirements” “Surviving the Adolescent Years” “Nutrition and Your Child” “Internet Safety” Distance Learning ESL/Citizenship Education Data Chats & Parent Conferences Surveys at the End of the Year 28
  29. 29.  Youth Science Center for Science, Computer Lab, & Summer Programs  Hsi-Lai Temple for Tutorial Programs, Chinese Classes for Adults and Students, & Entertainment  Chinese American Parent Association for Chinese Cultural Activities  Greater Chinese Language Church for Donation  CSULB, Loyola Marymount & UCLA  Sam‟s Club/Wal-Mart for Grants  Individual Donations to PTA  Local Businesses for Donations 29
  30. 30.  Add More Classes/Up to 5th Grade+  Improve Instruction & Materials  Write Grants (i.e., FLAP)  Continue to Partner Up!: Collaborate with Secondary Schools and Universities Other Districts &/Schools (USA/Abroad) CollegeBoard China Trip Opportunities Business/Community Partners  Increase Teacher Training Opportunities  “Explore China/Taiwan” for Students, Teachers and Parents 30
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  32. 32. What Next? 32
  33. 33.  Grades: 6, 7, and 8  Theory Basis: Stephen Krashen’s theory of 2nd language development and acquisition 34
  34. 34.  Communication  Cultures  Connections  Comparisons  Communities 35
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  36. 36.  Silent Period/Beginning  Early Intermediate  Intermediate 37
  37. 37.  This Wheel Chinese Language and Culture Program, a 12-week rotating schedule at Cedarlane Middle School will be on the following first two stages: Beginning and Early Intermediate stages where the teaching and learning of basic interpersonal and communications skills (the BICS) are focused. 38
  38. 38.  Are the language skills needed for social situations.  It is the day-to-day language needed to interact socially with other people.  L2 Chinese learners of the Beginning Stage in my class receive BICS-content as comprehensible input. 39
  39. 39.  ni hao 你好! zao shang hao 早上好!  ni hao 你好! zao shang hao 早上好!  ni hui shuo zhong wen ma 你會說中文吗?  wo hui 我會. ni ne 你呢?  wo ye hui 我也會.  ni hui shuo ying wen ma 你會說英文吗?  wo hui 我會. ni ne 你呢?  ni hui shuo xi ban ya wen ma 你會西班牙文說吗?  yi dian dian 一點點. ni ne 你呢?  dui bu qi 對不起. wo bu hui 我不會.  mei guan xi 没關係. 40
  40. 40. oni jiao shen me ming zi? 你叫什麼名字? owo jiao. 我叫_____. oni ne 你呢? oni ji sui? 你几歲? owo 12 sui 我 十二 歲 . ni ne 你呢? oni ji nian ji 你几年級? owo 6 nian ji 我六年級. ni ne 你呢? owo 7 nian ji 我七年級. 41
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  42. 42.  Letthem know that making a mistake is part of the learning process.  While this can easily facilitate a student’s language skill particularly of pronunciation and BICS skills. 43
  43. 43.  Mortar Word #9 九 Inform/tong zhi/通知 /通知  Mortar Word #12 十二 Paraphrase /shi yi/释义/釋義  Mortar Word #13 十三 Deduce/ tui lun /推论/推論  Mortar Word #14 十四 Persuade/ shui fu/说服/說服  Mortar Word #16 十六 Sequence/ xu lie/序列/序列 44
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  45. 45. The Goal To better serve as a significant bridge for a consistent and coherent Chinese teaching and learning within the Hacienda La Puente Unified School District, California 46
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  47. 47. Presented by Eleanor Liu, Teacher
  48. 48.  Our Chinese program started in 1989.  Considering the need of scheduling of all courses students have to take, and of the average number of students required for every class on campus, we cannot offer different classes for heritage students and non-heritage students respectfully. 49
  49. 49.  The Chinese courses we offer are Chinese 1, Chinese 2, Chinese 3, 3H, Chinese AP, Mandarin High Level , 1st year (literature), Mandarin High Level, 2nd year (composition).  In total, we have 11 sessions, about 300 students. 50
  50. 50.  Toaccommodate the situation that some students attend FLAP afterschool Chinese program in elementary, or the wheel elective program in middle schools, but others don’t, all incoming freshmen (9th graders) interested in studying Chinese need to take the placement test before they graduate from middle schools. 51
  51. 51.  Based on the result of the placement test, freshmen who cannot write any Chinese characters , even though they can speak, are placed in Chinese 1 classes.  Other freshmen will be placed in one of the other 6 levels of Chinese classes. 52
  52. 52.  Moststudents will take 2 - 3 years of foreign language.  IB students are required to take 4 years.  ELD students usually will focus in English in their freshmen year -- with 2 periods of English a day , thus will take the highest 2 levels of Chinese in their junior and/or senior years, to meet the graduation requirement, and the requirement of college admission. 53
  53. 53.  Chinese 1 & 2: Hanyu for Beginners 漢語 Hanyu, Intermediate Level, Stage 1, Stage 2  Chinese 3 & 3H: Taiwan Today 今日台灣  Chinese AP: Taiwan Today, Beyond the Basics 樂在溝通  Mandarin HL: Beyond the Basics China’s Peril and Promise 中國的危機與希望 54
  54. 54.  Pinyin  Vocabulary  Text  Reinforcement  Content -based knowledge 55
  55. 55.  Providea booklet of handout with the pinyin of all possible combinations of consonants and vowels, and tones.  Spend 2 to 3 weeks at the beginning of the program on pinyin.  Listening, reading, and written tests. 56
  56. 56.  Analyze the structure of each character, explain the embedded meaning.  Notes: introducing the pinyin, definition, phrases and sentences that contain this new term.  Vocabulary list: with pinyin and definition. The pinyin will be covered later for the purpose of reading test. 57
  57. 57.  Word cards: w/o pinyin, posted on the wall all the time for Chinese 1 & 2. Students can look for the terms that they have learned yet might have forgotten.  Written tests: dictation, filling in the blanks. 58
  58. 58.  Always start with dialogues. If the textbook doesn’t provide dialogues, teacher makes one, and includes the new vocabulary in it.  Studentspractice reading the dialogues like role-play.  Studythe text from the book, answer questions.  Reading test in groups and written test on the text. 59
  59. 59.  Syntax and grammar practices: do varieties of worksheets, like : cloze exercise on new terms, synonyms, antonyms, homonyms, lists of easily mistaken characters, reading comprehension on advertisements, passages, unscramble sentences, sentence-making, translation, etc. 60
  60. 60.  Speaking practice:  Do role-play presentation in front of the class, from student-written scripts or from scripts provided by teacher;  Do oral presentation as part of projects.  Typing (Chinese word processing)  Writing practice:  Describing series of pictures  Completing open-ended stories 61
  61. 61.  Journal writing: once every 2 weeks, with prompt assigned. Goals: Ch 2: 250 characters Ch 3: 400 characters Ch 3H: 500 characters  Calligraphy practice: a few times each semester. 62
  62. 62.  Cultural projects:  Students draw topics,  Do research online,  Make power point files for oral presentation,  Post the summary and pictures on construction paper,  Share the products with the class. 63
  63. 63. Always add supplemental material to enrich the content knowledge in Chinese. For Examples:  On distances, teach metric system and English system.  On numbers, teach the way to memorize the time in Chinese, the way to say fractions and decimals.  Give some word problems for them to explain the steps and answers in Chinese.  On waters, besides the difference of and 洲, teach all five oceans and seven continents, etc. 64
  64. 64.  Provide the Chinese terms of geographical features and have students do mapping.  Onbiology, teach parts of plants in Chinese.  On body parts, besides the outside parts, also teach the inner organs and systems. 65
  65. 65.  On festivals, teach both the traditional custom and the modern custom.  In studying the text, often have students think about the cause and effect (positive and negative).  On history, teach the names of Chinese dynasties, important features, and have students do double timeline: one side on important events in Chinese history, the other side on important events in western history. 66
  66. 66.  On philosophical concepts, introduce China’s major traditions of Confucianism, Maohism, Daoism, Legalism, and Buddhism.  Our school cooperates with a high school in China to run a language and cultural exchange program since 2004. Our students have the chance to visit China in summer to get some beneficial experience and different perspectives. 67
  67. 67.  Written assignment 40 %  Written tests 40 %  Reading tests 12 %  Participation 8% 68
  68. 68.  Chinese 1: A, B, C promote to Chinese 2 D, F repeat Chinese 1  Chinese 2: A promote to Chinese 3H B, C promote to Chinese 3 D, F repeat Chinese 2  Chinese 3, 3H: A, B, C promote to Chinese AP D, F repeat Chinese 3  Chinese AP: advance to Mandarin High Levels 69
  69. 69.  For3 years in a row, we have 100% passing rate on the Chinese AP Exam.  Inyears to come, after students in the dual language program come to high school, they will qualify to skip the lower level Chinese courses and take SAT subject test in 9th grade. To cope with this group of students, the content-based curriculum will be modified to provide an authentic Chinese-only academic studying environment. “THANK YOU! 謝謝大家” 70
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