The document discusses effective strategies in Chinese language instruction across various educational levels, emphasizing the importance of comprehensible input, continuous student assessment, and meaningful language encounters. It includes guidelines for observing and evaluating language programs and suggests resources for teacher development. Key components include engaging students and providing authentic communication opportunities.

1. Commonalities Among Immersive, FLES, and Secondary School Chinese InstructionThe National Chinese Conference 2010Myriam Metmyriammet@gmail.comPriscilla RusselPriscilla_Russel@monet.prs.k12.nj.us

3. Characteristics of All ProgramsUse a variety of strategies to make yourself understandable without using English.Monitor student comprehension continuously. Make sure students have multiple encounters with new language in meaningful contexts.Provide frequent opportunities for students to use the language for authentic oral and written communication.Engage as many students as much of the time as possible.

4. Starting with the End in Mind: Planning and Evaluating Highly Effective World Language Programs•Guidelines for Observing Elementary Teachers•Guidelines for Observing Secondary Teachers•Guidelines for Administrators•Guidelines for Observing Immersion Programshttp://www.pearsonschool.com/live/customer_central/landingpage/endinmind/index.html

5. STARTALK resourcesClassroom Video CollectionHttp://startalk.umd.edu/teacher-development/videosOne World Now! ChineseRutgers, The State University•Multimedia Teacher Workshops Collectionhttp://startalk.umd.edu/teacher-development/workshopsUniversity of California at BerkeleyConcordia Language VillagesGlobal Village Academy