neal, mandarin chinese teacher education 2018

“By sharing our work and engaging in healthy debate, we can all help

contribute towards a Chinese as a Foreign Language pedagogy and

thereby ensure Chinese becomes properly embedded within the UK school

curriculum.”

Neal,’ Mandarin Chinese Teacher Education’ 2018

“Language teachers should be the decision-makers: they need to have a

say in what counts as theory, curriculum and policy for language

teaching. To do so, they need to take the initiative and be the creators

and promotors of new theory and new pedagogy”

Lin Pan, Rob Neal, Paul Tyskerud & Katharine Carruthers, ‘Mandarin

Chinese Teacher Education’ 2018

Primary Mandarin: Planning for Progression


@CaraBleiman

“By sharing our work and engaging in healthy debate, we can all help

contribute towards a Chinese as a Foreign Language pedagogy and

thereby ensure Chinese becomes properly embedded within the UK school

curriculum.”

Neal,’ Mandarin Chinese Teacher Education’ 2018

“Language teachers should be the decision-makers: they need to have a

say in what counts as theory, curriculum and policy for language

teaching. To do so, they need to take the initiative and be the creators

and promotors of new theory and new pedagogy”

Lin Pan, Rob Neal, Paul Tyskerud & Katharine Carruthers, ‘Mandarin

Chinese Teacher Education’ 2018


Goals & Aims

What we teach and why

Pedagogy

How to teach effectively


To increase cross-cultural awareness

To boost overall cognitive development

To contribute to the future development of pupils’ careers

“To open a new window on the world through a unique body

of linguistic and cultural knowledge”

To understand the scholarly and literary texts of another

culture

To promote social equality

To raise attainment in core subjects

To communicate with Chinese speakers

To prepare students for future study in GCSEs and beyond


• Vocabulary

• Grammar

• Strokes

• Radicals

• Characters

• Pinyin/phonics

• Tones

• Everyday life

• Target language

• Meta-linguistics (e.g. explicit teaching about pictographic and ideographic

characters, semantic and phonetic radicals)

• Cross-cultural awareness

• History

• Culture

• Literature


Goals & Aims

What we teach and why

Pedagogy

How to teach effectively



“[Literature] has been gradually abandoned due to the view that literature is too difficult or not even a necessary component of foreign language teaching. Instead more instrumental functions of the language with so-called communicative value have been favoured to the detriment of the use of literature” Diamantidaki, ‘Mandarin Chinese Teacher Education’ 2018

“Over the last 20 years or more, the subject discipline of foreign languages has been emptied of

cultural content with the effect of reducing it to a ‘get by’ toolkit of transactional and ‘survival’

language’. Even the small proportion of pupils who continue to learn a foreign language beyond the

compulsory minimum acquire very little cultural knowledge, and thus the ‘window on the world’ is

shut”

Lawes, ‘What should schools teach? Disciplines, subjects and the pursuit of truth’ 2017

What role do these different elements play in

your primary curriculum?


• Vocabulary

• Grammar

• Strokes

• Radicals

• Characters

• Pinyin/phonics

• Tones

• Everyday life

• Target language




• History

• Culture

• Literature

Model text

Meaningful outcome

Language gamesUnpicking the text: highlight key vocab and grammar

Learning it by heart


Assessment


Model text

我有眼睛我有头发我有鼻子我有耳朵我有口口口

Wǒ yǒu yǎn jīng Wǒ yǒu tóu fā Wǒ yǒu bí zi Wǒ yǒu ěr duǒ Wǒ yǒu kǒu


2

3

4 5

1

头发

tóu fā

3

4 5

1

头发

tóu fā

2

3

4 5头发

tóu fā

眼睛yǎn jīng

口kǒu

耳朵ěr duǒ

头发tóu fā

鼻子bí zǐ

这是什么？Zhè shì shénmē ?

这是____Zhè shì___

jingfatouyanyǎn jīngěr duǒtóu fābí zǐkǒu

erzibiduoyǎn jīngěr duǒtóu fābí zǐkǒu

Can you fill in the gaps to complete each word?

1. y*nj*ng =2. *rd** =3. b*z* =4. k**=5. t**f* =

bizizyanjingatoufaikoujerduoian

toufanerduoiyanjinghkouabizio

1. yǎn jīng 2. tóu fā 3. bí zi 4. ěr duǒ 5. kǒu 6. Roll again!

Meaningful outcome



Assessment


• Vocabulary

• Grammar

• Strokes

• Radicals

• Characters

• Pinyin/phonics

• Tones

• Everyday life

• Target language




• History

• Culture

• Literature


Planning for Progression: Target Language

Statement: “Good teachers use the L2 almost exclusively”

Only 17% of teachers disagreed with this statement.

Macaro (1997)

“the idea that the exclusive use of the TL is a sign of a successful lesson has been contradicted”

“gradually build up a bank of target language phrases you would like to use in the classroom, making sure that learners understand them”

Pan (2018)


Planning for Progression: Target Language


Planning for Progression: Culture & The ISA

Year 3

Predator – animals in art link, Chinese mythical creatures

Tremors – Sichuan earthquake, typhoons, tsunami waves

Year 1

Paws, claws and whiskers – animals from China/habitats

Seasons– climate comparisons similarities and differences

china

Memory box – panda’s picnic/memories/personal history Year 2

Tunnels, towers, turrets - Forbidden palace contrast with

Tower of London, Hadrian’s wall and Great Wall

Land Ahoy – Marco Polo, Zheng He

Beachcombers – projects to conserve Chinese habitats. Save

the pandas. Panda picnic



Primary Mandarin: Planning for ProgressionPlanning for Progression: Culture & The ISA

Primary Chinese Library

[email protected]

@CaraBleiman @HFMandarin


neal, mandarin chinese teacher education 2018

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