Shuhan Wang, Mei-ju Hwang, Chiachyi Chiu

1. Integrating Language, Culture, and Content
for Developing Global Competency
of Chinese Learners
Shuhan C. Wang, Ph.D.
Mei-Ju Hwang, Ed.D.
Chiachyi Chiu, M.S.
National Chinese Language Conference
April 13, 2012
Washington, D.C.
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2. Overview
1. Define global competency
2. Discuss the relationship between
global competency and the National
Foreign Language Content Standards
(5Cs)
3. Share examples of how standards-
based Chinese curriculum and
instruction can help students
develop global competency
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4. Q & A; reflection and closure

3. Global Competency
The capacity and disposition to
understand and act on issues of
global significance
Defined by the EdSteps Project sponsored by
Council of Chief State School Officers (CCSS) in
collaboration with Asia Society.
http://www.edsteps.org/ccsso/SampleWorks/
Matrices420.pdf
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4. Global Competency Matrix
INVESTIGATE RECOGNIZE COMMUNICATE TAKE
THE WORLD PERSPECTIVES IDEAS ACTION
Students Students Students Students
investigate the recognize their communicate translate their
world beyond own and others’ their ideas ideas and
their immediate perspectives. effectively with findings into
environment. diverse appropriate
audiences. actions to
improve
conditions.
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5. Develop and Implement Standards-
based Curriculum and Instruction
5C’s
 Communication
 Cultures
 Connections
 Comparisons
 Communities
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6. Communities as Anchors:
Contexts of Interactions (Wang, 2009)
Global Communities
Dominant
Communities
Ethnic
Communities &
Chinese Schools
Family ,
Neighborhood &
Schools
Individual
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7. Cultures & Connections:
Domains, Settings & Contexts of Language Use
(Wang, 2009)
• Professional domains
Economic • Reward
• Purpose, context, and interactant
Political • Ideological & identity
Social • Assimilative pressure to English
• Interpersonal communication skills
• Chinese heritage schools
Educational • WL classes in regular schools
• Chinese in immersion schools
• Basic interpersonal communication skills
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Familial • Limited registers & content

8. What Kind of Chinese Is It? (Wang, 2009)
Chinese global varieties • Chinese in the world
• HLLs vs. Native speakers
Chinese in the Chinese- • Double bind identity
• Regional; e.g., China, Taiwan, HK,
speaking regions Singapore
Chinese as a FL/ • Interlanguage
• Majority perspective
WL varieties • Ownership of the L & C
Chinese school/ • Children’s own hybrid
Local ethnic varieties • Chinese-American hybrid
• Intergenerational
Familial varieties • Intimately acquired
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9. Comparisons—Methods of Inquiry:
How Children Develop Critical Thinking Skills
(Wang, 2009)
Communities
Cultures
Connections
Communication
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10. From Five C’s to Global Competency
Language as a Tool for Social Change:
Communicate ideas
Investigating Recognize
the world perspectives
A tool of Knowledge
investigation of the world
10 Take action Wang, 2011

11. Unit Plan Title:
An Example
Endangered Animals in
China and Taiwan
Mei-Ju Hwang, Ed. D
High School of Science & Technology
Springfield Public School, MA
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12. Global Issues
Social Planet Sustainable Social
Justice Management Development Justice Economy
Human
Rights, Resources,
Poverty, Environment Poverty,
Sources of Conflicts
Hunger, Equal Conservation, Trading and
Energy and Control
Educational Preservation Business
Opportunities of Species
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13. As Global Citizens We Are Responsible
for the Planet
(adopt from the Grade 5 theme of Flying with Chinese)
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14. Enduring Understanding
 Students will understand that effects of the
environment can be both beneficial and
dangerous on living things; and that the
actions of all living things on the
environment can also be beneficial or
dangerous.
(Adapted from Grade 5 FWC)
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15. Essential Questions
 What are the causes that endanger the
environment?
 How can cultural practices affect the
habitats of endangered animals?
 How can citizens act to protect rather
than to endanger their environment?
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16. Grade Level: Grades 10-12
Proficiency Level:
 Novice Mid-High
Brief Description of the Unit
 Students learn about the endangered animals
in China and Taiwan, and the causes for their
extinction. They also discuss about possible
solutions to protect endangered animals.
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17. At the end of the unit, students can:
 Explain the causes of endangerment in the
environment to animals under study
 Identify cultural practices that affect the habitats
of endangered animals
 Suggest actions that citizens may take to protect
the environment
 Search and verify answers online
 Make Power Point slides and present their work to
the class
 Engage in discussion about one another’s work
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18. Connections to Other Subject Matters
 Science: animal habitats
 Social Studies: geography, attitudes of civic action, law
and legislation for protecting the endangered animals
 English Language Arts: connection of vocabulary, essay
writing, etc.
 Mathematics: percentage, money
 Technology: skills for online research and making Power
Point slide shows
 Arts: display the information on the trifold in artistic way.
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19. Vocabulary & Key Expressions
 濒临绝种
 生态环境
 遭到破坏
 栖息地缩小
 人类捕杀
 具有商业价值
 装饰品
 污染
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20. Implementation of the Unit
 Method: Students use computers to do research about the
endangered animals in China and Taiwan.
 Content: They (1) gather information about the habitat of
the endangered animals; (2) explain why these animals are
disappearing; (3) learn about the land and the people near
the habitats; and (4) how cultural practices affect the habitat
of endangered animals.
 Products: Students use PowerPoint to share what they learn
to the class.
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21. Questions for Group Discussions
 哪些动物濒临绝种？
 它们的生态环境遭到怎样的破坏？
 哪些动物有什么商业价值使得它们被捕杀？
 美国对打猎和钓鱼都有特别的规定，不能随意捕杀动
物。你知道有哪些规定吗？
 我们应该怎么样保护濒临绝种的动物跟它们的栖息地？
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27. 谢谢
Mei-Ju Hwang, Ed. D
hwangm@sps.springfield.ma.us
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28. 5 C’s in Global Competency Matrix
• Comparisons: cultural • Cultures: cultural
notion about animals perspectives & practices
• Connections: geography
&environmental sciences
Investigate the Recognize
world perspectives
Communicate
Take action
ideas
• Communities: Suggest • Communication: talk
ways to protect animals and about animal habitats,
environment endangerment, &
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29. Another Example
Chiachyi Chiu
St. Andrews School
Middletown, Delaware
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30. Eat Locally, Think Globally:
From Eating Rice to Fighting Hunger
Grade Level: 12th Grade, Level 4, Nov-High
Enduring Understanding:
Students will understand that our actions can
have an effect on the environment that can
be either beneficial or dangerous.
Essential Question:
How can people act to protect rather than to
endanger their environment?
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31. Objectives: Students will be able to:
1. Communication 沟通: talk about topics related to food
consumed in their daily life.
2. Cultures 文化: understand Chinese notions that all products
are results of people’s hard labor, which deserves to be
respected and not wasted.
3. Connections 贯连: learning from social studies and science on
(1) growing rice; (2) identifying the cause and effect of waste
and pollution; and (3) suggesting strategies to counter the
negative impact on the environment.
4. Comparisons 比较: conduct research and present their
findings about behaviors and perspectives on the consumption
of food as illustrated by a sampling of Chinese and American
population.
5. Communities 社区: involve family, school, and the community
to engage in proper consumption of food
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32. 5 C’s in Global Competency Matrix
• Comparisons: conduct • Cultures: Chinese
research appreciation of products
• Connections: social and and hard labor
environmental sciences
Investigate Recognize
the world perspectives
Communicate
Take action
ideas
• Communities: engage • Communication: talk
in food and energy about food and proper
campaign consumption of it
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33. I Can Statement
At the end of this unit, students will be able to:
 Investigate the world: (1) conduct research to
investigate the problem of hunger and waste; (2)
make connections with agricultural science and find
out the distribution of rice in the world
 Recognize Perspectives: Cultural ways of eating rice
and depicting rice in arts
 Communicate ideas: Talk about strategies for reducing
the consumption and waste of food
 Take action: change their ways of eating and wasting
food
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34. Thematic 食米
Webbing 气候
国家
产米
地区
饥饿
三十
浪费
食物 稻的
米食
节约
食物
侦探 生长
食物 食谱
艺术
书 诗，
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法 画

35. Integrating language, culture, and content
Using a poem to introduce the topic and motivate students
to think about the relationship between products,
practice, and perspective in Chinese and other cultures
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36. 中国以农立国
 古代的時候，小米(粟)也很重
要，但在3000多年前，稻是
中國人的主要糧食，時代約
在商朝，
相傳神農氏教會農民種稻的技術
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37. 稻的生长
 稻的生長非常快，最久一
年，最快三到四個月就能
發芽、開花、結实。
稻的種子在伸出幼芽的時
間只需兩三天，幼芽抽出
第一片葉子，又只需要三
天，因此在氣候溫和的地
區，一年可種三期稻。
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38. 農民在水田裡插秧。 大家忙着插秧。
工人收割稻子。
金黃的稻田，稻子成熟了。
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39. 收割 晒稻
运输
包装
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40. 哪个地区稻作面积最大？产量最高？
地区 稻作面积 生产量
全球 153,511,755 614,654,895
非洲 9,130,990 18,565,960
亚洲 135,657,614 556,018,828
欧洲 565,249 3,235,900
北美/中美 2,061,010 12,431,243
大洋洲 58,300 23,951,664
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41. 哪些国家吃米？
有什么特色？
 美国：國際稻米節--美國路易斯安那州的克勞利市
一年一度慶祝稻米的節日，在每年十月的第三個周
末舉行。它是路易斯安那州歷史最為悠久的農業節
日，也是美國最大的農業節日之一。第一屆稻米節
舉辦於1937年10月5日，
 日本：日本可能是少數有發行以稻米為圖案的錢幣
的國家（舊式的五元日幣），目前日本是世界第九
大稻米生產國，
 馬來西亞：豐收節是馬來西亞卡塔爾山杜順族的傳
統文化，為稻米豐收而設的感恩慶典，當中有選美
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活動及文化舞蹈等風俗。

42. 哪些国家吃米？
有什么特色？
 印度：產稻的歷史也相當悠久，在總人口中約有65%
是以稻米為主食，由於印度的溫和氣候相當適合水稻
生產，也使該國成為了最大的水稻栽培區，稻米生產
量近年超過越南而僅次於中國，
 泰国：稻米是泰國主要的出口品，是全球最大的稻米
出口國，亦是當地人的主食之一。大約是在公元前
3500年時所種植。
 法国：阿爾稻米節（la Feria du riz）是法國阿爾勒當地
慶祝稻米收成的節慶，在每年九月中旬一連三天舉行。
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43. 从中文谚语来教学：
一樣米養百樣人：
意思為吃同樣的米，卻養活了各种不同
性格和不同身份的人。比喻社會上各形
各色的人都有，或指家裡每个人，虽然
吃的米都是一樣的，卻有不同的性格。
研究项目：
百种米百种吃法，有哪些各国名菜
是用米做的？ 请找一个你喜欢的食
谱。
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44. 米飯是歷史悠久的世界性主食之一 一碗白粥，是許多亞洲人的早餐
叉肉瀨是香港當見的食品，
44 常見於茶餐廳及燒味飯店 寿司起源于日本，现在已经全球化

45.  Masoor Dal

西班牙海鲜饭 Paella 墨西哥饭 Mexican Rice and Beans
45 印度橙橘豆饭 Khichdi 法式布丁 Rice Pudding

46. 从中文谚语来教学
 巧婦難為無米之炊：即使是靈巧能幹的婦女，沒米也是
做不出飯來的。比喻做事缺少必要條件，很難做成。
 民以食为天：食物是人们生存的必要条件。
研究项目：
请找两个有关米的中文谚语，和同学分享。
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47. 哪些艺术品是
和种稻或米
有关的？
例： 一幅日本的
浮世繪；描繪
農人下雨天在
農田工作的情
景
 维基百科
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48. 拾穗图 法国 弗朗索瓦.米勒
油画，1857年， 巴黎 卢浮宫藏
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49. 浪费食物的后果
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51. 人飢己飢，人溺已溺
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53. Performance-based Assessment
The Food Detectives project
Samples of students’ work
Adapted from Flying with Chinese,
Grade 5 Textbook
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54. 猪
肉
三
明
治
星期六晚饭我记录猪肉三明治。他们有
八个人都吃完了，一个人吃了九分之八，
四个人吃了一半， 两个人吃了三分之
一，一个人一口都没有吃。他们一共丢
掉了九分之二十九个猪肉三明治。
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55. 饮
料
我纪录饮料。他们有三个人
都喝完了，两个人喝了一半，
三个人喝了三分之二。他们
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一共丢了两瓶饮料。

56. 浪费的饭后甜点
 我们观察十二个人
 六个人吃了一半饼干。 十二个人
三分之一
另外六个人吃三分之一
的饼干。
饼干
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57. 我们不浪费的方法
• 别拿太多,只拿够你吃饱的。
• 你会借别的餐桌的食物。
• 我们每天得吃完自己拿的食物。
• 我们要想农民的辛苦，大家得知粒粒皆辛苦。
• 我们得再循环和再利用。
• 我们也能学关于我们不浪费的方法。
• 我们能教育其他人关于浪费的坏处。
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59. 谢谢！
沈家琦
Chiachyi Chiu
St. Andrew’s School
Middletown, Delaware
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60. 5 C’s in Global Competency Matrix
• Comparisons • Cultures
• Connections
Investigate Recognize
the world perspectives
Communicate
Take action ideas
• Communities • Communication
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61. Discussions and Reflections
 Does this session help you to think more about the
connection between global competency and the
5C’s?
 Did this session help you generate new ideas for
your class?
 Do you have any comments or suggestions to us,
the presenters?
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62. 谢谢！ Thank you!
Contact us:
Shuhan Wang: swang@nflc.org
Mei-Ju Hwang: meiju@comcast.net
Chiachyi Chiu: chiachyichiu@yahoo.com
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