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Integrating Language, Culture, and Content for Developing Global Competency of Chinese Learners
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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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, &
28 protection
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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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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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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