developing qualified chinese language teachers: colaborative efforts between universities in china...
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Developing Qualified Chinese Language Teachers:
A collaborative Effort between Universities in
China and in the U.S.
Developing Qualified Chinese Language Teachers:
A collaborative Effort between Universities in
China and in the U.S.
Dr. Wayne Wenchao He, University of Rhode IslandDr. Yinghui Wu,Minzu University of China
Dr. Aoshuang Jiang, Minzu University of ChinaDr. Frank Lixing Tang, New York University
2012 National Chinese Language ConferenceWashington, D.C.
Dr. Wayne Wenchao He, University of Rhode IslandDr. Yinghui Wu,Minzu University of China
Dr. Aoshuang Jiang, Minzu University of ChinaDr. Frank Lixing Tang, New York University
2012 National Chinese Language ConferenceWashington, D.C.
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Preparing Chinese Language Teachers:
A collaboration between NYU and
ECNU
Preparing Chinese Language Teachers:
A collaboration between NYU and
ECNU
Dr. Frank Lixing Tang, New York UniversityDr. Aoshuang Jiang, Minzu University of China
2012 National Chinese Language ConferenceWashington, D.C.
Dr. Frank Lixing Tang, New York UniversityDr. Aoshuang Jiang, Minzu University of China
2012 National Chinese Language ConferenceWashington, D.C.
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NYU-ECNU Joint Chinese Language
Teacher Preparation Program
NYU-ECNU Joint Chinese Language
Teacher Preparation Program
Communication started with Hanban and ECNU in early 2006
Proposal submitted to ECNU and Hanban in fall 2006
Communication started with Hanban and ECNU in early 2006
Proposal submitted to ECNU and Hanban in fall 2006
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Negotiation started in Fall,2006Negotiation started in Fall,2006
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Agreement signed in Spring 2007Agreement signed in Spring 2007
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Hanban
NYUECNU
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Content Pedagogical
Core (10)外语教育
General Pedagogical
Core (10)教育基础
Field Experiences教学实践
(3)
Content Core专业课
(12)
MA in TCFL
(35 pts)
B.A. inTCFL
At ECNU
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First cohort arrived in Fall 2007 and graduated in
August 2008
First cohort arrived in Fall 2007 and graduated in
August 2008
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The second cohort (2008-09)
The second cohort (2008-09)
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The third cohort: 2009-2010The third cohort: 2009-2010
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The 2010-11 CohortThe 2010-11 Cohort
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The 2011-2012 CohortThe 2011-2012 Cohort
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The 2012-2013 CohortThe 2012-2013 Cohort
A total of 14 applicants applied. Six students have been accepted with
tuition scholarship. Four students have been accepted but
are put on waitlist for scholarship. Three applicants have been rejected. One student has declined our offer.
A total of 14 applicants applied. Six students have been accepted with
tuition scholarship. Four students have been accepted but
are put on waitlist for scholarship. Three applicants have been rejected. One student has declined our offer.
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NYU-ECNU Joint TCFL Program
(2007-2013)
2007-2008 (4)
2008-2009 (9)
2009-2010 (8)
2010-2011 (6)
2011-2012 (5)
2012-2013 (6)
-Total graduates (2007-2011): 27- China: 3- U.S.: 24- College: 3- K - 6: 9- 7-12: 15- NYC: 16- Other: 8- Public schools: 17- Ind. Schools: 3- Charter schools: 6
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The follow-up study: Participants and data
collection
The follow-up study: Participants and data
collectionParticipants: Graduates from the
NYU-ECNU joint programsData were collected through:
Interview: face to face and through telephone
School visit and class observationQuestionnaire
Participants: Graduates from the NYU-ECNU joint programs
Data were collected through:Interview: face to face and through
telephoneSchool visit and class observationQuestionnaire
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The follow-up study: Research questions
The follow-up study: Research questions
The learning experience
The teaching experience
Reflection and assessment of the joint program
The learning experience
The teaching experience
Reflection and assessment of the joint program
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Finding #1: The learning experience
Finding #1: The learning experience
New ways of thinkingA broadened vision and a global point of viewFirst-hand knowledge about American public schoolsIntegration of theory with practiceStrong emphasis on field experience
New ways of thinkingA broadened vision and a global point of viewFirst-hand knowledge about American public schoolsIntegration of theory with practiceStrong emphasis on field experience
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Finding #2: Teaching experience: Challenges, successes, and upsetsFinding #2: Teaching experience: Challenges, successes, and upsets
Stability and instability of jobs Culture shock about the American schools Classroom management &
motivating students to learn Chinese Lack of curriculum, textbooks, and resources
Stability and instability of jobs Culture shock about the American schools Classroom management &
motivating students to learn Chinese Lack of curriculum, textbooks, and resources
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Lack of professional development and
support
Communicative competence, particularly pragmatic competence
Heavy workload
Lack of professional development and
support
Communicative competence, particularly pragmatic competence
Heavy workload
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Finding #3: Reflection and feedback on the joint
program
Finding #3: Reflection and feedback on the joint
programA little too fast and too intensive Case study approach More knowledge and skills on
teaching young childrenMore knowledge and skills
teaching in dual language Chinese immersion programs
A little too fast and too intensive Case study approach More knowledge and skills on
teaching young childrenMore knowledge and skills
teaching in dual language Chinese immersion programs