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Teaching Chinese Language in International Contexts

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Technology infusion into Chinese as a second/foreign language curriculum

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Teaching Chinese Language in International Contexts

  1. 1. Teaching Chinese Language in International Contexts Joanna Huang Chinese Studies Department Canadian International School of Hong Kong
  2. 2. Teaching Philosophy Good teaching happens when competent teachers with non discouraging personalities, use non defensive approaches to language teaching and learning and cherish their students. ( Dr. James E Alatis, Dean Emeritus, School of Languages and Linguistics, Georgetown University )
  3. 3. A Vision of 21st Century Teachers http://www.youtube.com/watch? v=B4g5M06YyVw&feature=related
  4. 4. Learners Background L1: English, French, Spanish or languages other than Chinese L2: learning Mandarin Chinese as a foreign or second language in CDNIS, HK (Canadian International School of Hong Kong) having been learning Mandarin Chinese for a few years with very limited Chinese vocabulary and structures ability background
  5. 5. Core Curriculum Nihao - An Introduction to Chinese Vol. 3 Chinese Made Easy Vol. 1 CDNIS teacher developed materials
  6. 6. Supplementary Resources website-based on-line reading materials TV programs/CDs/videos/any electronic resources newspapers, magazines, stories, brochures...etc.
  7. 7. IB PYP Program Framework: What kind of person are we becoming? Learner Profile: Caring Knowledgeable Open-minded Inquirers Principled Communicators Thinkers Reflective Risk-takers Balanced
  8. 8. What skills help us to learn? Transdisciplinary skills Communication ski)s Social ski)s Self-management ski)s Research ski)s Thinking ski)s
  9. 9. What can we learn about? (Knowledge) Transdisciplinary Themes Who we are Where are we in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet
  10. 10. What will we understand? (Concepts) Form - What is it like? Function - How does it work? Causation - Why is it the way it is? Change - How is it changing? Connection - How is it connected to other things? Perspective - What are the points of view? Responsibility - What is our responsibility? Reflection - How do we know?
  11. 11. The 5’Cs of Foreign Language Education
  12. 12. Objectives/Standards for Foreign Language Learning Knowing How, When and Why to say What to Whom ( The American Council on the Teaching of Foreign Languages)
  13. 13. Teaching Techniques/Approaches Grammar - Translation Method Audio-Lingual Approach Total Physical Response Silent W ay Community Language Learning Communicative Language Learning, ( or Communicative Approach ) Content - Based Approach Task - Based Approach
  14. 14. Why Technology Not every student is interested in learning a second/foreign language, able to express ideas and pronounce Mandarin we); therefore, I decide to infuse technology into the Chinese curriculum, e.g. GoChinese Through effective technology tools, students can listen to the Chinese texts at home, learn and correct own pronunciation, obtain English meaning of unknown Chinese words and work on on-line supplementary exercises. Furthermore, students can improve their listening, speaking, reading and writing ski)s. Innovative strategies wi) enhance students’ motivation and interest in learning Chinese as a second /foreign language.
  15. 15. GoChinese Platform
  16. 16. Assessment Formative assessment Summative assessment Peer - evaluation Self - reflection ( Self - evaluation )
  17. 17. Wikispaces/Skype Project between CDNIS, HK and Chung Hsin School in Taiwan http://cdnis-huang-laoshi-g6-nihao-0809.wikispaces.com http://cdnis-huang-laoshi-g6-nihao-0910.wikispaces.com http://cdnis-huang-laoshi-g6-nihao-1011.wikispaces.com video 1 video 2 video 3
  18. 18. Pre-Skype CDNIS students brainstorm ideas, make sentences with learned phrases and structures, then type their sentences into wikispaces. Both school students exchange information in their co)aboration pages of wikispaces website.
  19. 19. Skype CDNIS students share ideas in Mandarin Chinese. Chung Hsin School students share ideas in English. Students of both schools ask and answer questions in Chinese and English in order to help their global partners practice the second/foreign language.
  20. 20. Post-Skype Students upload their feedback/su,estion into the discussion forum of wikispaces website.
  21. 21. Conclusion Teachers’ great personalities, we) planned curricula, varied teaching approaches, different class activities, positive classroom atmosphere, technology integration, proper assessments plus students’ good learning attitude will contribute to efficient language learning and indispensable 21st century learning ski)s.
  22. 22. Kudos Learning and Teaching Technologies Department, Canadian International School of Hong Kong Teachers in Chung Hsin School, Taiwan
  23. 23. References International Baccalaureate Online Curriculum Center (OCC): Primary Years Program. Retrieved Oct. 1, 2010 -om http:// occ.ibo.org/ibis/occ/guest/pypxx_home.cfm American Council on the Teaching of Foreign Languages: National Standards for Foreign Language. Retrieved Oct. 1, 2010 -om http://www.actfl.org/i4a/pages/index.cfm?pageid=1 HKU MED/PCAES Moodle Platform: MEDD6051 Course. Retrieved Oct. 2, 2010 from http://med.edu.hku.hk/course/ view.php?id=81

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