1) The document discusses approaches to teaching Chinese culture alongside Chinese language, including whether culture or language should come first, or if they should be integrated.
2) It examines the importance of developing intercultural communicative competence in students and outlines its three components: cultural knowledge, behavioral culture, and perception.
3) A study on teaching Chinese culture found that most teachers lack systematic approaches and focus mainly on cultural products over perspectives, calling for improved teacher training on culture.
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
Multi cultural class in a second language adquisitionKelly Ferny
Respect, freedom, justice, opportunity and equality, that is multiculturalism and we as teachers we have such a big challenge when we are faced in a multi-cultural class.
Yew Chung International School of Beijing Primary Education
Learn about the bilingual curriculum at YCIS Beijing during Primary School years (ages 6 - 11)
www.ycis-bj.com
enquiry@bj.ycef.com
Partners' 4th annual Expo brought together community leaders across education, business and philanthropy to talk about the landscape of education reform and the ways in which Partnership + Equity = Results. An important topic focused on the work of our teams in Grand Rapids and Alum Rock (East San Jose) around culturally responsive teaching and learning (CRTL). Join us via this SlideShare to learn more!
In Anna Zhao's presentation, she shared with the audience with many practical advice including tips in a good resume, job interviews skills, salary negotiation etc.
Multi cultural class in a second language adquisitionKelly Ferny
Respect, freedom, justice, opportunity and equality, that is multiculturalism and we as teachers we have such a big challenge when we are faced in a multi-cultural class.
Yew Chung International School of Beijing Primary Education
Learn about the bilingual curriculum at YCIS Beijing during Primary School years (ages 6 - 11)
www.ycis-bj.com
enquiry@bj.ycef.com
Partners' 4th annual Expo brought together community leaders across education, business and philanthropy to talk about the landscape of education reform and the ways in which Partnership + Equity = Results. An important topic focused on the work of our teams in Grand Rapids and Alum Rock (East San Jose) around culturally responsive teaching and learning (CRTL). Join us via this SlideShare to learn more!
In Anna Zhao's presentation, she shared with the audience with many practical advice including tips in a good resume, job interviews skills, salary negotiation etc.
An analysis of CoSTUME National, an Italian fashion house; specifically, the label\'s style and marketing strategy. Part of my coursework at Università Bocconi, Milan.
In this presentation, Li Xiaofei talked about her inspiring personal story from being a Chinese teacher at her school to become the World Language Chair.
We are the most trusted way to get information about the 5000 years old history of Chinese fashion. Contact us now to know more about Chinese Fashion Accessories.
Challenges in the field of intercultural education; perspectives in theory an...inka140
The seminar will focus on the field of intercultural education both at theoretical and practical level through the presentation and discussion of the main results of a research study conducted in the intercultural primary schools in Greece. It is anticipated that Issues addressed will include
- Is there any difference between multicultural and intercultural education both theoretically and practically?
- Is intercultural education necessary to be implemented only when there are migrant pupils in the classroom?
- Should intercultural education be implemented only in the classroom?
- Should there be any connection between the school and the wider society in terms of the intercultural dimension in education?
- Are teachers well prepared to incorporate an intercultural dimension in their teaching and in which subjects?
- What is the role of head teachers towards the implementation of intercultural dimension in education?
Assessment for cultural learning in contexts for students learning. By an interchange for minimun needs. Indeed this can enhange your qualifications in social studies habilities in language. By Vielka Reece D.
The Ten Key Factors:
- Timing (Windows of Opportunity)
- Aptitude
- Motivation
- Strategy
- Consistency
- Opportunity and support (home, school, community)
- Linguistic and historic relationship between languages
- Siblings
- Gender
- Hand-use as a reflection of cerebral dominance for languages
- …and…?
DCLT/CLTA-GNY Workshop: Queens HS for Lang StudiesChinese Teachers
By Jianlan Zhao
The workshop will mainly focus on three aspects:
1) The characteristics of high school students and classroom management strategies.
2) Overview of high school programs including information about LOTE checkpoint B and C, AP Chinese; Common core standards and language learning standards, content-based instruction and incorporation of technology
3) Effective teaching strategies and classroom activities.
This forum is ONLY for new teachers who are in their first to third year of teaching. William Anderson of Massapequa Schools and Bing Qiu of Bronx High School of Science have shared ideas and strategies for early career.
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
By Yuqing Hong, Principal of P.S. 310 The School for Future Leaders
Chinese Language Teachers Association of Greater New York (CLTA-GNY) and NYU's Project Developing Chinese Language Teachers are delighted to bring this workshop which shares with participants teaching methods that focus on the way our brains naturally acquire language and techniques and strategies that prioritize the delivery of understandable, personalized and relevant messages, as well as way to empower students with meaningful output for learning.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
7. ACTFL National Standards on Culture
PRODUCTS
(books, foods, music,
games, movies etc.)
PRACTICES
PERSPECTIVES
(patterns of social (attitudes,
behavior & interaction) values, ideas)
9. Communicative competence
• Linguistic competence 语言能力
• Social linguistic competence 社会语言能力
• Discourse competence 篇章能力
• Strategic competence 交际策略
Canale & Swain, 1980
10. Communicative competence modified
• Linguistic competence 语言能力
• Social linguistic competence 社会语言能力
• Discourse competence 篇章能力
• Strategic competence 交际策略
• Social cultural competence 社会文化交际能
力
• Social competence 社会交际能力
van Ek 1986
12. Information culture
文化知识
• Knowledge of Chinese culture
• Knowledge of local culture
• Knowledge of the similarities of the
two cultures ( 文化共性 )
• Knowledge of the differences of the
two cultures ( 文化差异）
13. Behavioral culture
交际实践
• Ability to use the target language
appropriately
• Ability to use non-verbal language
• Ability to use communicative
strategies and skills
• Ability to resolve communication
barriers
14. Perception ( 文化意识 )
• Understand deep culture
• Willing to communicate with people of
a different culture
• Respect other cultures
• Accept cultural differences and
overcome cultural prejudices
• Understand cultural relativism and
reject ethnocentralism
17. A Study on teaching culture
• Ongoing since 2012
• Participants: Over 50 Chinese language
teachers in American K-12 schools
• Data collection: Survey, Interview,
school visit, classroom observation,
roundtable discussions
18. Findings
• Everyone teaches culture in his or her
own way.
• No one has a curriculum or syllabus or
good textbook on culture.
• Culture is a supplement to the learning
of language and no one teaches culture
systematically or purposefully.
19. Findings
• Most teachers teach PRODUCTS, and
focus more on traditional culture than
modern culture, more on high culture
than pop culture.
• Most teachers teach PRACTICES, but
more dependent on textbooks.
20. Findings
• Few teachers teach PERSPECTIVES.
• Reasons for hesitation to teach
PERSPECTIVES:
–Fear to touching sensitive topics
–Social stereotypes
–Bias towards China
–Ethnocentralism
21. Findings
• Most teachers use the “by-the-way
approach,” “festival approach,” “Culture
Friday,” “cultural capsule,” etc.
• Teachers do compare cultures but
infrequently.
• Most teachers lack understanding about
intercultural communicative competence
and intercultural competence
22. Findings
• Most teachers feel they are not
adequately educated in teaching culture.
• Most teachers feel they lack knowledge
in the local culture (American culture).
• Over 80 percent respondents are
dissatisfied with the training at college &
graduate school.
• A strong need for pd on culture.
23. Implication to teaching I:
Enrichment of teachers’ cultural perspective
• Attitude ( 态度层面 )
• Knowledge ( 知识层面 )
• Skills ( 技能层面 )
31. Fantini’s process framework to
develop intercultural
communicative competence
• Presentation of new materials
• Language practice
• Language exploration
• Transposition or use the language
• Sociolinguistic exploration
• Culture exploration
• Intercultural exploration (compare &
contrast target & native linguacultures)
Fantini 2001
33. Perhaps the most important article
of faith is that the learner’s
emotional attitude towards the
teacher, towards fellow learners,
and towards the target language
and culture, is the single most important
variable in language learning. It is crucial,
not only to take account of this factor, but to
give it a central place in the selection of
content, materials and learning activities.
- David Nunan, 1991
34. Student-centered approach
Focus on students’ need and interest
Select and develop curriculum
materials that meets students’ needs
Adopt a new teacher role as
a guide, facilitator, and advisor
35. Types of cultural content
Chinese & world culture
Past and present
Authentic materials
My stories
36. Adapt, do not adopt: Create your own
textbook
第
五课
看
朋友
40. Story:
What brain research tells us
Humans are not ideally set up to
understand logic; they are
ideally set up to understand
stories.
Roger Schank, cognitive scientist
46. Not a conclusion
Integrate the learning of language and
culture
Take an intercultural approach to develop
intercultural communicative competence
Adopt an humanistic approach to develop
students’ positive attitude towards you as
a teacher, their fellow students, and the
Chinese language and culture as well as
the world culture
47. A conversation between
Daniel Goleman and George Lucas
on new demands to teachers
educate the hearts and minds
of our students
