n. liu, t. lu: dynamic partnerships among chinese teaching institutions (p2)
DESCRIPTION
n this session, participants will discuss the importance of partnerships and articulation among variousChinese teaching institutions, using as a model a successful partnership between a Confucius Institute and a community-based heritage language school. This collaboration benefits both institutions in promoting Chinese language and culture locally, offering professional development to teachers, and increasing students’ motivation to learn Chinese. Then participants will focus on partnerships between K–12 public schools and community-based heritage language schools, which can create a short-term solution to teacher shortage issues in the former by recruiting teachers from the latter. They can also provide a long-term opportunity for K–12 public schools to experience Chinese culture via the heritageschools’ cultural activities.TRANSCRIPT
DYNAMIC PARTNERSHIPS AMONG CHINESE TEACHING
INSTITUTIONS
Dr. Na LiuCenter for Applied Linguistics
Dr. Tommy LuChinese School of Delaware
April 15th, 2011
BACKGROUND
2000
Communities Public Support
Peyton et al (2001)Fishman (1991)
PARTNERSHIPS BETWEEN CONFUCIUS INSTITUTES AND
CHINESE HERITAGE LANGUAGE SCHOOLS: A CASE STUDY
Dr. Na LiuCenter for Applied Linguistics
April 15th, 2011
Challenges of Chinese heritage schools
RESEARCH QUESTIONS
Chinese heritage schools
Chinese school stakeholders
The Confucius Institute
CI stakeholders
FINDINGS
Professional Development Workshop Series
---Set up prior knowledge
(by Ling, an 8th grade teacher)
---Gained knowledge on curriculum design and proficiency-based testing.
---Provided rich information about various programs for students so that teachers felt good to know that she was not teaching alone.
---Put a spurt on some teachers
Conference on Chinese Heritage Language Learners (2009)
ACTFL Conference
Adopt-A-School Program
Chinese learning perspective Psychological perspective
STARTALK Program of 2009
Chinese Knowledge and Culture Contest, 2008---to encourage students to seek knowledge related to China.
Graduation Ceremony
Challenges of Chinese heritage schools
Chinese heritage school stakeholders’ expectations for the CI
Summer camp; accreditation
Teacher certification; teacher training
Workshops
Consultants; funding
CONCLUSION
IMPLICATIONS
Chinese schools
Chinese government
and organizations
The U.S. government
and organizations
Public schools
Univ. programs
STARTALKChinese Language Flagship
REFERENCES Fishman, J. A. (1991). Reversing language shift: Theoretical and
empirical foundations of assistance to threatened languages. Philadelphia: Multilingual Matters.
Peyton, J. K., Ranard, D. A., & McGinnis, S. (2001). Charting a new course: Heritage language education in the United States. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 3-28). McHenry, IL: Center for Applied Linguistics and Delta Systems.
A PRACTICAL APPROACH AND CHALLENGES
Dr. Tommy LuChinese School of Delaware
April 15th, 2011
WHAT HAVE BEEN DONE
Partnered with local schools High school
Help recruiting teachers Assist curriculum design Culture activities
Chinese New Year Artists demonstration/hands-on experience
Elementary school After school program STARTALK program
WHAT HAVE BEEN DONE
Partnered with local schools Private schools
Help recruiting teachers Help obtaining text books Credits for foreign language requirements Assist curriculum design – curriculum committee
WHAT HAVE BEEN DONE
Recruit high quality teachers Doctoral degree Master degree Bachelor degree Education related field Chinese school graduates (second generation)
WHAT WERE THE CHALLENGES
Best kept secret Computer skills Lack of effective assessment tools (still
unsolved) High turnover rate Better opportunities with private schools
than public schools (in line with CAL’s 2008 survey)
HOW DID WE SOLVE IT
Community outreach Partner with other local Chinese school Bring in main stream teachers to share
experiences Collaborate with local, regional, and national
Chinese organizations and Chinese American community centers
HOW DID WE SOLVE IT
Create online platforms Web site (www.ChineseSchoolDE.org) Wiki site (http://chineseschoolde.wikispaces.com)
Curriculum Class materials Teaching and learning tools Administrative tools
HOW DID WE SOLVE IT
Professional development Curriculum design STARTALK Digital learning
LOOKING AHEAD
Collaborate with state DOE World Language Program
Unite local community schools to advocate Chinese education, share resources,
Recruit high quality teachers Partner with community centers, parents, Streamline curriculum Teacher evaluation
LOOKING AHEAD
Assessment Outcome based Intended outcome Means of assessment Assessment tools
Rubrics Formative vs. summative Portfolio evaluation Standards based
LOOKING AHEAD
More discussions about L1 learners vs. L2 learners The differences Identity issues Their needs Homogeneous vs. heterogeneous classes Teacher preparations
Thank you very much!!
Any comments or questions?