Van Houten Teaching Chinese in High School


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  • Dear Dr. Van Houten: Thank you for sharing ths slide show. I am teaching Chinese on the college level, but have taught Chinese at the high school level in KY for two years. The information should be helpful for all new high school teachers of Chinese. Christine Hutchins, Bellarmine University
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  • Van Houten Teaching Chinese in High School

    1. 1. Teaching Chinese in High School Jacque Bott Van Houten KY Department of Education [email_address]
    2. 2. Curriculum Design <ul><li>begins with backwards planning. </li></ul><ul><li>What do students need to know and be able to do to be successful in an Advanced Placement Course? in 5th year, 4th year, 3rd year, 2nd year, 1st year? </li></ul><ul><li>is organized thematically in units around big or essential questions </li></ul>
    3. 3. Expectations <ul><li>are rigorous and relevant </li></ul><ul><li>are clearly stated </li></ul><ul><li>are posted for all to see </li></ul><ul><li>emphasize functional use of language </li></ul>
    4. 4. Classrooms stimulate learning <ul><li>Bulletin boards and walls display a diverse view of Chinese culture </li></ul><ul><li>Student work is evident and celebrates student success and effort </li></ul><ul><li>Authentic cultural artifacts are available and relevant to student interest </li></ul>
    5. 5. Learning is student-centered and focuses on meaningful communication <ul><li>Positive Indicators: </li></ul><ul><li>• Using target language to complete communicative tasks </li></ul><ul><li>• Student work stations </li></ul><ul><li>• Varied grouping: individual, pairs, small and large groups </li></ul><ul><li>° Allowing student choice </li></ul><ul><li>Negative Indicators: </li></ul><ul><li>Direct & grammar-driven instruction </li></ul><ul><li>Learning about language versus using language </li></ul><ul><li>Regular use of worksheets </li></ul>
    6. 6. Target Language is the medium of instruction <ul><li>Positive Indicators: </li></ul><ul><li>Making language comprehensible for students </li></ul><ul><li>Using the target language for greeting students, giving directions, providing explanations, integrating culture </li></ul><ul><li>Negative Indicators: </li></ul><ul><li>Weaving in and out of the target language </li></ul><ul><li>Using English frequently to answer questions, translate & explain structure, tones, culture, etc. </li></ul>
    7. 7. Culture is embedded in language instruction and practice <ul><li>Positive Indicators: </li></ul><ul><li>Using visuals of US and Chinese holidays for a Venn Diagram activity in the target language </li></ul><ul><li>Using spring festival as a unit topic for students to prepare couplets, cook food, clean house, greet family members </li></ul><ul><li>Negative Indicators: </li></ul><ul><li>Teaching a lesson about spring festival in English </li></ul>
    8. 8. Students experience the language through listening, reading, speaking and writing <ul><li>Positive Indicators: </li></ul><ul><li>Multiple opportunities for each student to use the language </li></ul><ul><li>Addressing the 4 skillls in an integrated approach </li></ul><ul><li>Negative Indicators: </li></ul><ul><li>Focusing on grammar and translation </li></ul><ul><li>Providing few opportunities for students to produce language </li></ul>
    9. 9. Students learn to write through integrated methods <ul><li>Positive Indicators </li></ul><ul><li>Using characters on vocabulary & language chunk flash cards </li></ul><ul><li>Using pinyin as a tool to help pronunciation </li></ul><ul><li>Negative Indicators </li></ul><ul><li>Using pinyin alone </li></ul><ul><li>Spending full class periods practicing character writing </li></ul>
    10. 10. Learning activities vary in length, content and format <ul><li>Positive Indicators: </li></ul><ul><li>Planning multiple activities for a class period </li></ul><ul><li>Using a variety of strategies such as: role play, TPR, skimming/scanning texts, etc. </li></ul><ul><li>Negative Indicators: </li></ul><ul><li>Lecturing by teacher </li></ul><ul><li>Watching a film for an entire class </li></ul><ul><li>Using worksheets repeatedly </li></ul><ul><li>Over-using PPT </li></ul>
    11. 11. Assessment is continuous and appropriate <ul><li>Positive Indicators: </li></ul><ul><li>Assessing functional language in context </li></ul><ul><li>Evaluating through daily performance tasks that address the 4 skills </li></ul><ul><li>Using peer and self-assessments </li></ul><ul><li>Negative Indicators: </li></ul><ul><li>Using only paper pencil tests (multiple choice, matching, fill-ins) </li></ul><ul><li>Assessing infrequently </li></ul>