Preparing Chinese Language Teachers for American Schools (T7) Speakers: Jennifer Liu, Frank Tang

1. Preparing Chinese Language Teachers for American Schools Jennifer Liu Indiana University, Bloomington Lixing Frank Tang New York University National Chinese Language Conference April 22-24, 2010

2. Demand future demand for quality Chinese language teachers Pre-2004: Total Student Enrollment in Chinese

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

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

5. 5 Enrollments in Higher Education Language Courses: Fall 1998, 2002, and 2006 Source: 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 Programs From Shuhan Wang’s personal Communications with Presidents of both association, March 2009

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

9. Teacher Preparation: Program Type Academic Year MA programs in Chinese with an emphasis on pedagogy (IU, OSU, U Hawaii, Rutgers U, Shelton Hall U, Columbia U, New York U, etc.) Summer partnerships with Chinese universities (Nanjing U) US funded opportunities, e.g., STARTALK teacher training programs Periodic workshops Confucius Institutes, regional associations

10. Teacher Preparation: Barriers Academic Year Focus more on declarative knowledge; less flexibility; more for prospective or retooling teachers Summer Cannot address TCFL and US context Short-term and sporadic training may not yield desired results; more for in-service teachers Periodic workshops Focus more on procedural knowledge; less systematic

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

12. Teacher Preparation: A Case at IU Initial Training Watch 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 IU Yearlong Training Experience 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 students Attend relevant conferences and workshops on campus Taking relevant course work in Education, Second Language Studies, Linguistics, EALC, etc.

14. Teacher Preparation: A Case at IU Summer Training To be involved in course and curriculum planning To 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 Learned Simon Borg, 1997

16. 16 Teacher Preparation: Lesson Learned Literacy for CFL Professionals Required 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. 17 Teacher Preparation: Lesson Learned Cognitive 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- Approach Macro- Approach

18. 18 Teacher 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 Core Teacher Candidate General Pedagogical Core Content Pedagogical Core Field 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, IL International 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 School Oceanside 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, China Bangkok International School, Thailand

27. Top five challenges to Chinese language teacher ed programs Not enough schools for field experiences Not enough master teachers to mentor and guide prospective teachers Not enough university faculty who have first-hand teaching experience in K-12 schools More collaboration between teacher ed programs and Chinese language programs Lack of support from the university administration

28. Top five challenges in non-classroom instruction related areas Lack of concrete learning standards Lack of curriculum guides Lack of quality textbooks Lack of resources Lack of school support, mentoring, and related professional development

29. Top challenges in classroom instruction related areas Motivating students Classroom management Teaching literacy Teaching multi-level students Assessing students