Preparing Chinese Language Teachers for American Schools<br />Jennifer Liu<br />Indiana University, Bloomington<br />Lixin...
Demand<br />future demand for quality Chinese language teachers<br />Pre-2004: Total Student Enrollment in Chinese<br />
3<br />Languages Taught in Elementary Schools(CAL, 1997 & 2008)<br />*   SP SPSP: Spanish for Speakers of Spanish<br />** ...
4<br />Languages Taught in Secondary Schools (CAL, 1997 & 2008)<br />* Chinese: + 300%<br />http://cal.org/flsurvey<br />F...
5<br />Enrollments in Higher Education Language Courses: Fall 1998, 2002, and 2006<br />Source: Enrollments in Languages O...
2009: Heritage Language Programs<br />From Shuhan Wang’s personal Communications with Presidents of both association, Marc...
Program Needs<br />Elementary level: immersion teaching strategies, out-of-class reinforcement<br />Secondary level: class...
Teacher Preparation: Program Type<br />Academic Year<br />MA programs in Chinese with an emphasis on pedagogy (IU, OSU, U ...
Teacher Preparation: Barriers<br />Academic Year<br />Focus more on declarative knowledge; less flexibility; more for pros...
Teacher Preparation: Best Practices<br />Combining academic year and summer training (IU)<br />Combining academic year and...
Teacher Preparation: A Case at IU<br />Initial Training<br />Watch and analyze videotaped lessons <br />Practice microteac...
Teacher Preparation: A Case at IU<br />Yearlong Training<br />Experience guided self-reflection on critical events of the ...
Teacher Preparation: A Case at IU<br />Summer Training<br />To be involved in course and curriculum planning<br />To be en...
Teacher Preparation: Lesson Learned<br />Simon Borg, 1997<br />
16<br />Teacher Preparation: Lesson Learned<br />Literacy for <br />CFL Professionals<br />Required knowledge of <br />Sel...
17<br />Teacher Preparation: Lesson Learned<br />Cognitive Hierarchy Hypothesis认知阶层的假设<br />认知范畴分为几个阶层<br />阶层的区分取决于范围大小和影...
18<br />Teacher Preparation: Lesson Learned<br />综合、创造<br />反省、分析<br />培训方法<br />操   作<br />认知范畴<br />技巧<br />观察<br />行   ...
Content Core<br />Teacher <br />Candidate<br />General <br />Pedagogical<br />Core<br />Content <br />Pedagogical <br />Co...
Where are our graduates? (1)<br />Stuyvesant High School <br />Bronx High School of Science <br />Lycee Francais de New Yo...
Where are our graduates? (2)<br />Ross Global Academy Charter School <br />Ross Institute, IL<br />International Leadershi...
Where are our graduates? (3)<br />The Global Learning Collaborative School<br />Oceanside High School (LI, NY) <br />Villa...
Where are our graduates? (4)<br />Horace Greeley High School (Westchester County, NY) <br />Suffern Middle and High School...
Where are our graduates? (5)<br />Baruch College, CUNY <br />SUNY New Paltz <br />Tenafly Public School, NJ <br />Tesserac...
Top five challenges to Chinese language teacher ed programs<br />Not enough schools for field experiences<br />Not enough ...
Top five challenges in non-classroom instruction related areas<br />Lack of concrete learning standards<br />Lack of curri...
Top challenges in classroom instruction related areas<br />Motivating students<br />Classroom management<br />Teaching lit...
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T7 Preparing Chinese Language Teachers for American Schools

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

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T7 Preparing Chinese Language Teachers for American Schools

  1. 1. Preparing Chinese Language Teachers for American Schools<br />Jennifer Liu<br />Indiana University, Bloomington<br />Lixing Frank Tang<br />New York University<br />National Chinese Language Conference<br />April 22-24, 2010<br />
  2. 2. Demand<br />future demand for quality Chinese language teachers<br />Pre-2004: Total Student Enrollment in Chinese<br />
  3. 3. 3<br />Languages Taught in Elementary Schools(CAL, 1997 & 2008)<br />* SP SPSP: Spanish for Speakers of Spanish<br />** Chinese: + 900% increase<br />http://cal.org/flsurvey<br />From Shuhan Wang, 2009<br />
  4. 4. 4<br />Languages Taught in Secondary Schools (CAL, 1997 & 2008)<br />* Chinese: + 300%<br />http://cal.org/flsurvey<br />From Shuhan Wang, 2009<br />
  5. 5. 5<br />Enrollments in Higher Education Language Courses: Fall 1998, 2002, and 2006<br />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.<br />From Shuhan Wang, 2009<br />
  6. 6. 2009: Heritage Language Programs<br />From Shuhan Wang’s personal Communications with Presidents of both association, March 2009<br />
  7. 7.
  8. 8. Program Needs<br />Elementary level: immersion teaching strategies, out-of-class reinforcement<br />Secondary level: classroom management, articulation with higher education courses (content/methodology/outcome)<br />Technology-based: instructional design, curriculum package, course management<br />
  9. 9. Teacher Preparation: Program Type<br />Academic Year<br />MA programs in Chinese with an emphasis on pedagogy (IU, OSU, U Hawaii, Rutgers U, Shelton Hall U, Columbia U, New York U, etc.)<br />Summer<br />partnerships with Chinese universities (Nanjing U)<br />US funded opportunities, e.g., STARTALK teacher training programs<br />Periodic workshops<br />Confucius Institutes, regional associations<br />
  10. 10. Teacher Preparation: Barriers<br />Academic Year<br />Focus more on declarative knowledge; less flexibility; more for prospective or retooling teachers<br />Summer<br />Cannot address TCFL and US context<br />Short-term and sporadic training may not yield desired results; more for in-service teachers<br />Periodic workshops<br />Focus more on procedural knowledge; less systematic <br />
  11. 11. Teacher Preparation: Best Practices<br />Combining academic year and summer training (IU)<br />Combining academic year and periodic workshops<br />Combining summer training and periodic workshops (Southern California)<br />
  12. 12. Teacher Preparation: A Case at IU<br />Initial Training<br />Watch and analyze videotaped lessons <br />Practice microteaching <br />Describe and discuss problem scenarios <br />Listen to talks and lectures <br />Study another language <br />
  13. 13. Teacher Preparation: A Case at IU<br />Yearlong Training<br />Experience guided self-reflection on critical events of the classroom and learner performance via lesson-planning and meeting with teacher trainer <br />Discuss comments with the supervisor after faculty visits <br />Discuss comments with peers after class visits <br />Consult students<br />Attend relevant conferences and workshops on campus <br />Taking relevant course work in Education, Second Language Studies, Linguistics, EALC, etc. <br />
  14. 14. Teacher Preparation: A Case at IU<br />Summer Training<br />To be involved in course and curriculum planning<br />To be engaged in material design and field-testing <br />To focus on instructional problems and think for themselves <br />To document and study their own teaching <br />To be creative and think out of the box <br />
  15. 15. Teacher Preparation: Lesson Learned<br />Simon Borg, 1997<br />
  16. 16. 16<br />Teacher Preparation: Lesson Learned<br />Literacy for <br />CFL Professionals<br />Required knowledge of <br />Self 自我<br />Student 学生<br />Context 环境<br />Learning 学习<br />Purposes 目的<br />Curriculum 课程、教材<br />Subject matter 内容<br />Instructional technique 技巧、教法<br />
  17. 17. 17<br />Teacher Preparation: Lesson Learned<br />Cognitive Hierarchy Hypothesis认知阶层的假设<br />认知范畴分为几个阶层<br />阶层的区分取决于范围大小和影响多寡<br />表层的认知范围窄,对教师的影响少,培训所耗的时间短<br />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<br />Micro- <br />Approach<br />Macro- <br />Approach<br />
  18. 18. 18<br />Teacher Preparation: Lesson Learned<br />综合、创造<br />反省、分析<br />培训方法<br />操 作<br />认知范畴<br />技巧<br />观察<br />行 为<br />判断、决定<br />观念、态度<br />Cognitive Transformation Hypothesis认知变动的假设<br />参训者的认知范畴和培训者的方法交互影响<br />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<br />简单、短期的培训法影响表层的认知<br />复杂、长期的培训法影响深层的认知<br />
  19. 19.
  20. 20. Content Core<br />Teacher <br />Candidate<br />General <br />Pedagogical<br />Core<br />Content <br />Pedagogical <br />Core<br />Field <br />Experiences<br />
  21. 21.
  22. 22. Where are our graduates? (1)<br />Stuyvesant High School <br />Bronx High School of Science <br />Lycee Francais de New York <br />Ethical Culture Fieldston School <br />Packer Collegiate School <br />Bard College School <br />Nightingale-Bamford School <br />Henry Street International School <br />
  23. 23. Where are our graduates? (2)<br />Ross Global Academy Charter School <br />Ross Institute, IL<br />International Leadership Academy Charter School <br />PS 173Q <br />PS 201Q <br />NEST + M Middle/High School <br />Middle School for Science and Medicine <br />Our World Neighborhood Charter School <br />Dual Language Asian Studies High School <br />
  24. 24. Where are our graduates? (3)<br />The Global Learning Collaborative School<br />Oceanside High School (LI, NY) <br />Village Community School <br />Lawrence Woodmere School (LI, NY) <br />Horace Greeley High School, (Westchester County, NY) <br />EF International School, an IB School (Tarrytown, NY) <br />Mamaroneck School (Westchester County, NY) <br />
  25. 25. Where are our graduates? (4)<br />Horace Greeley High School (Westchester County, NY) <br />Suffern Middle and High School (Rockland County, NY) <br />Bethlehem Central High School (Albany, NY) <br />New Rochelle High School (Westchester County, NY) <br />
  26. 26. Where are our graduates? (5)<br />Baruch College, CUNY <br />SUNY New Paltz <br />Tenafly Public School, NJ <br />Tesseract School, Arizona <br />Dalian International School, China <br />Shanghai British International School, China<br />Bangkok International School, Thailand<br />
  27. 27. Top five challenges to Chinese language teacher ed programs<br />Not enough schools for field experiences<br />Not enough master teachers to mentor and guide prospective teachers<br />Not enough university faculty who have first-hand teaching experience in K-12 schools <br />More collaboration between teacher ed programs and Chinese language programs<br />Lack of support from the university administration<br />
  28. 28. Top five challenges in non-classroom instruction related areas<br />Lack of concrete learning standards<br />Lack of curriculum guides<br />Lack of quality textbooks<br />Lack of resources<br />Lack of school support, mentoring, and related professional development <br />
  29. 29. Top challenges in classroom instruction related areas<br />Motivating students<br />Classroom management<br />Teaching literacy<br />Teaching multi-level students<br />Assessing students<br />

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