This document discusses preparing Chinese language teachers for American schools. It notes the growing demand for Chinese teachers due to rising student enrollment in Chinese language courses. It outlines some common approaches to teacher preparation, including master's programs, summer programs, and workshops, each with certain benefits and limitations. The document also describes Indiana University's case study of a comprehensive teacher preparation program incorporating academic year, summer, and periodic training. It stresses the importance of preparing teachers with knowledge of self, students, context, learning, curriculum, and instructional techniques. In conclusion, it lists some of the top challenges facing Chinese teacher education programs and classroom instruction.

1. Preparing Chinese Language Teachers for American SchoolsJennifer LiuIndiana University, BloomingtonLixing Frank TangNew York UniversityNational Chinese Language ConferenceApril 22-24, 2010

2. Demandfuture demand for quality Chinese language teachersPre-2004: Total Student Enrollment in Chinese

3. 3Languages Taught in Elementary Schools(CAL, 1997 & 2008)* SP SPSP: Spanish for Speakers of Spanish** Chinese: + 900% increasehttp://cal.org/flsurveyFrom Shuhan Wang, 2009

4. 4Languages Taught in Secondary Schools (CAL, 1997 & 2008)* Chinese: + 300%http://cal.org/flsurveyFrom Shuhan Wang, 2009

5. 5Enrollments in Higher Education Language Courses: Fall 1998, 2002, and 2006Source: Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2006. MLA, accessible at http://www.mla.org/enroll_survey06_fin.From Shuhan Wang, 2009

6. 2009: Heritage Language ProgramsFrom Shuhan Wang’s personal Communications with Presidents of both association, March 2009

8. Program NeedsElementary level: immersion teaching strategies, out-of-class reinforcementSecondary level: classroom management, articulation with higher education courses (content/methodology/outcome)Technology-based: instructional design, curriculum package, course management

9. Teacher Preparation: Program TypeAcademic YearMA programs in Chinese with an emphasis on pedagogy (IU, OSU, U Hawaii, Rutgers U, Shelton Hall U, Columbia U, New York U, etc.)Summerpartnerships with Chinese universities (Nanjing U)US funded opportunities, e.g., STARTALK teacher training programsPeriodic workshopsConfucius Institutes, regional associations

10. Teacher Preparation: BarriersAcademic YearFocus more on declarative knowledge; less flexibility; more for prospective or retooling teachersSummerCannot address TCFL and US contextShort-term and sporadic training may not yield desired results; more for in-service teachersPeriodic workshopsFocus more on procedural knowledge; less systematic

11. Teacher Preparation: Best PracticesCombining academic year and summer training (IU)Combining academic year and periodic workshopsCombining summer training and periodic workshops (Southern California)

12. Teacher Preparation: A Case at IUInitial TrainingWatch and analyze videotaped lessons Practice microteaching Describe and discuss problem scenarios Listen to talks and lectures Study another language

13. Teacher Preparation: A Case at IUYearlong TrainingExperience guided self-reflection on critical events of the classroom and learner performance via lesson-planning and meeting with teacher trainer Discuss comments with the supervisor after faculty visits Discuss comments with peers after class visits Consult studentsAttend relevant conferences and workshops on campus Taking relevant course work in Education, Second Language Studies, Linguistics, EALC, etc.

14. Teacher Preparation: A Case at IUSummer TrainingTo be involved in course and curriculum planningTo be engaged in material design and field-testing To focus on instructional problems and think for themselves To document and study their own teaching To be creative and think out of the box

15. Teacher Preparation: Lesson LearnedSimon Borg, 1997

16. 16Teacher Preparation: Lesson LearnedLiteracy for CFL ProfessionalsRequired knowledge of Self 自我Student 学生Context 环境Learning 学习Purposes 目的Curriculum 课程、教材Subject matter 内容Instructional technique 技巧、教法

17. 17Teacher Preparation: Lesson LearnedCognitive Hierarchy Hypothesis认知阶层的假设认知范畴分为几个阶层阶层的区分取决于范围大小和影响多寡表层的认知范围窄，对教师的影响少，培训所耗的时间短深层的认知范围最广，对教师的影响最大，培训所耗的时间也最长Micro- ApproachMacro- Approach

18. 18Teacher Preparation: Lesson Learned综合、创造反省、分析培训方法操 作认知范畴技巧观察行 为判断、决定观念、态度Cognitive Transformation Hypothesis认知变动的假设参训者的认知范畴和培训者的方法交互影响参训者认知的改变由表层到深层，培训者方法的改变由易到难简单、短期的培训法影响表层的认知复杂、长期的培训法影响深层的认知

20. Content CoreTeacher CandidateGeneral PedagogicalCoreContent Pedagogical CoreField Experiences

22. Where are our graduates? (1)Stuyvesant High School Bronx High School of Science Lycee Francais de New York Ethical Culture Fieldston School Packer Collegiate School Bard College School Nightingale-Bamford School Henry Street International School

23. Where are our graduates? (2)Ross Global Academy Charter School Ross Institute, ILInternational Leadership Academy Charter School PS 173Q PS 201Q NEST + M Middle/High School Middle School for Science and Medicine Our World Neighborhood Charter School Dual Language Asian Studies High School

24. Where are our graduates? (3)The Global Learning Collaborative SchoolOceanside High School (LI, NY) Village Community School Lawrence Woodmere School (LI, NY) Horace Greeley High School, (Westchester County, NY) EF International School, an IB School (Tarrytown, NY) Mamaroneck School (Westchester County, NY)

25. Where are our graduates? (4)Horace Greeley High School (Westchester County, NY) Suffern Middle and High School (Rockland County, NY) Bethlehem Central High School (Albany, NY) New Rochelle High School (Westchester County, NY)

26. Where are our graduates? (5)Baruch College, CUNY SUNY New Paltz Tenafly Public School, NJ Tesseract School, Arizona Dalian International School, China Shanghai British International School, ChinaBangkok International School, Thailand

27. Top five challenges to Chinese language teacher ed programsNot enough schools for field experiencesNot enough master teachers to mentor and guide prospective teachersNot enough university faculty who have first-hand teaching experience in K-12 schools More collaboration between teacher ed programs and Chinese language programsLack of support from the university administration

28. Top five challenges in non-classroom instruction related areasLack of concrete learning standardsLack of curriculum guidesLack of quality textbooksLack of resourcesLack of school support, mentoring, and related professional development

29. Top challenges in classroom instruction related areasMotivating studentsClassroom managementTeaching literacyTeaching multi-level studentsAssessing students