The document discusses factors that have impacted foreign language education programs and considerations for starting an elementary school Chinese language program. It covers the history of Chinese language schools and immersion programs. National standards and initiatives that promoted language learning are outlined. Research on benefits of early language learning is presented. The document examines program models and discusses elements critical for success, including adequate time and intensity of instruction, continuity, and teacher effectiveness. It also provides perspectives from an example Chinese immersion program.
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Native English Teacher or Non - Native English Teacher?Self-employed
The contentious issue of (non)nativeness remains unanswered.
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The presentation provides a forum for reflection and discussion about NNESTs.
We should value professional and personal qualities over ‘nativeness.’
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Native English Teacher or Non - Native English Teacher?Self-employed
The contentious issue of (non)nativeness remains unanswered.
Nowadays, being an NNEST or NEST should not count but rather teachers' professional capabilities.
The presentation provides a forum for reflection and discussion about NNESTs.
We should value professional and personal qualities over ‘nativeness.’
The skills and qualities that make an effective language teacher are the most significant.
Both ‘NESTs’ and ‘NNESTs’ are expected to be competent teachers, each with excellent professional skills.
What can non-native English-speaking teachers (NNESTs) perform better?
What can native English-speaking teachers (NESTs) manage better?
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Connections: The Learning Sciences Platform work is focus on:
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This work is complemented with “in situ” accomplaniment and joint research.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Rosenbusch Dahlberg Lueth Lien Chiang Elementary School Chinese Programs
1. Asking the Right Questions: Crafting a Plan for an Elementary School Chinese Program Marcia Rosenbusch • Carol Ann Dahlberg Betsy Lueth • Luyi Lien • Janna Chiang NCLC Chicago, 2009
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9. Our profession in the past…. Sputnik October 4, 1957 Wake-up call for Math Sciences Languages (especially Russian!)
14. National Standards: Teachers FL Teacher Candidates ACTFL/NCATE Program Standards for the Preparation of FL Teachers, 2002 ACTFL/NCATE Beginning FL Teachers Standards for Licensing Beginning FL Teachers, 2002 INTASC Accomplished FL Teachers World Languages Other than English Standards, 2001 NBPTS
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44. Time + Intensity of Instruction => (Potential) Rate of Language Acquisition and Learning Time = number of minutes hours years spent learning and acquiring language
47. Uninterrupted study of the same language across grade levels and institutions Continuity:
48. Teachers who are: Teacher Effectiveness: • well-prepared • enthusiastic and dedicated • knowledgeable about students • knowledgeable about language and culture • knowledgeable about best practices in world language education.
49. What are the goals of our programs? Proficiency!
50. Superior Proficiency Inverted Pyramid LOW LOW LOW MID MID MID HIGH HIGH HIGH Novice Advanced Intermediate Can support opinion, hypothesize, discuss topics concretely and abstractly, and handle a linguistically unfamiliar situation Novice Can communicate minimally with formulaic and rote utterances, lists and phrases Intermediate Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction Advanced Can narrate and describe in all major time frames and handle a situation with a complication Survive and cope in the country Limited work ability Satisfy most work requirements
52. Adapted from Languages and Children: Making the Match, 4th Edition, 2010 Language, Culture, and Curriculum Content are essential elements of every curriculum model. The focus changes as time and intensity increase across the continuum. Minimum 90-120 min. Weekly Maximum Full Day Full Immersion Intensity and Time Continuum of Intensity and Focus for Early Language Programs Leading to Proficiency Immersion: 50-100%/day Content in TL Content Focus Content Language Culture Language Focus Language Content Culture
53. Adapted from Languages and Children: Making the Match, 4th Edition, 2010 Minimum 90-120 min. Weekly Maximum Full Day Full Immersion Intensity and Time Less than Minimum Programs with less intensity: • less than 30-40 minutes daily, and/or • less than three times per week • may not be able to meet the performance goals of the Standards for Chinese Language Learning and K-12 Performance Guidelines. Continuum of Intensity and Focus for Early Language Programs Leading to Proficiency Immersion: 50-100%/day Content in TL Exploratory will Content Focus Content Language Culture Language Focus Language Content Culture
54. Program Types Offered by Elementary Schools With Language Programs (Private, Public) (2008) Private From the Center for Applied Linguistics, National K-12 Foreign Language Survey (2009). Draft data. I m m e r s i o n 2 % 4 2 % I m m e r s i o n 1 3 % 4 8 % Public LANGUAGE FOCUS LANGUAGE FOCUS (FLES) (FLES) LESS than minimum LESS than minimum 5 6 % E XPLORATORY 3 9 % E XPLORATORY
55. What Matters Most? Time allotted for the program/classes Intensity of program and instruction Continuity of the program Teacher effectiveness
56. Perspectives from a Chinese Immersion Program: Yinghua Academy By Betsy Lueth, Director Dr. Luyi Lien, Academic Director April 30, 2009 National Chinese Conference, Chicago, IL
57. History of Yinghua Academy - Opened in 2006 with 76 students in K to 3 rd grade - in 2007-2008 school year, we doubled our student sizes - in 2008-2009 school year, we have 239 students - in 2009-2010 school year, we have waiting list with every grade and will move to a bigger building
58. Y inghua Academy: Early Total Immersion Program - 100% of Chinese instructional time in K & Grade 1 - 90% of Chinese instructional time in Grade 2 - 80% of Chinese instructional time in Grade 3 - 70 % of Chinese instructional time in Grade 4 - 60% of Chinese instructional time in Grade 5 - Provide special classes (PE class, art class, and music class) also in Chinese
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63. Perspectives from a Chinese Immersion Programs: An example of content teaching and the integration of culture An example of “The Mouse Bride ”
64. Perspectives from a Chinese Immersion Programs: An example of content teaching and the integration of culture Content Area with Cultures: Chinese Language Arts: Poems/Rhythm/folk stories/drama and play From writing characters to learn cultures, e.g., marriage ideas in Chinese thoughts Science: mice and other live animals’ habitats and common behaviors Social Studies: Comparisons of the traditional wedding and modern weddings in China The custom of Chinese new year
65. Perspectives from a Chinese Immersion Programs: An example of content teaching and the integration of culture
66. Perspectives from a Chinese Immersion Program: Yinghua Academy Questions: Betsy Lueth, Director [email_address] Dr. Luyi Lien, Academic Director [email_address] Phone: 651-379-4112
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68. FOREIGN LANGAUGE IN ELEMENTARY SCHOOL (FLES) Janna Chiang 蔣芸芳 : NCLC : April / May 2009
80. “ Planning for Success: Pitfalls in the Planning of Early Foreign Language Programs” • Scheduling the foreign language too infrequently and/or in class sessions that are too short .
81. “… accomplishment of such content standards required students to be enrolled in elementary programs that meet from 3-5 days per week for no less than 30-40 minutes per class. 3-5 days per week 30-40 minutes per class
83. “ Planning for Success: Pitfalls in the Planning of Early Foreign Language Programs” • Planning schedules and workloads that lead to teacher burnout.
84. Many Additional Responsibilities of a FLES Teacher: • interacting with numerous classroom teachers • developing curriculum and materials • communicating with parents and community • building public relations
85. Many Additional Responsibilities of an Immersion Teacher: • responsibility for content areas and language development • developing curriculum and materials • communicating with parents and community • building public relations
86. “ Planning for Success: Pitfalls in the Planning of Early Foreign Language Programs” • Launching an early language program without sufficient planning --not enough time --not enough involvement of the rest of the school community
87. “ Planning for Success: Pitfalls in the Planning of Early Foreign Language Programs” • Treating foreign languages differently from other academic subjects.
88. “ Planning for Success: Pitfalls in the Planning of Early Foreign Language Programs” • Implementing an entire new program in every grade level at the same time. 1 K 2 3 4 5 6
89. “ Planning for Success: Pitfalls in the Planning of Early Foreign Language Programs” • Leaving critical articulation issues to be dealt with later.
90. “ Planning for Success: Pitfalls in the Planning of Early Foreign Language Programs” • Planning and scheduling the foreign language curriculum in isolation from the general curriculum.
91. “ Planning for Success: Pitfalls in the Planning of Early Foreign Language Programs” • Relying on English for communication in the foreign language classroom. What is this in Chinese?
92. “ Planning for Success: Pitfalls in the Planning of Early Foreign Language Programs” • Making a language choice based on popularity, without attention to other important factors.
93. “ Planning for Success: Pitfalls in the Planning of Early Foreign Language Programs” • Ignoring the needs of students who enter the program in later grades.
94. “ Planning for Success: Pitfalls in the Planning of Early Foreign Language Programs” • Hiring teachers for the program who do not have both language and teaching skills.
106. Asking the Right Questions: Crafting a Plan for an Elementary School Chinese Program Marcia Rosenbusch • Carol Ann Dahlberg Betsy Lueth • Luyi Lien • Janna Chiang NCLC Chicago, 2009