1) The document discusses the Chinese Flagship Program, which has centers at Ohio State University, University of Oregon, and Brigham Young University that provide Chinese language education from kindergarten through graduate levels. 2) It addresses the importance of aligning the goals of a Chinese language program with the needs of the students and where they are most likely to continue their education. 3) The document provides examples of how the Ohio State University Chinese Flagship Program works to clearly articulate its classes with college-level Chinese programs through methods like sharing materials and having staff visits.

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

6. OSU CFP TEACHING WORKSHOPS

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

8. A PERFORMANCE-BASED CLASS FOR HIGH SCHOOL STUDENTS BY DR. ERIC SHEPHERD (USF), JULY 2009

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

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

16. THANK YOU! PATRICK MCALOON [email_address] SHI KUN [email_address] WWW.CHINESEFLAGSHIP.OSU.EDU