t7 preparing chinese language teachers for american schools
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Preparing Chinese Language Teachers for American Schools (T7) Speakers: Jennifer Liu, Frank TangTRANSCRIPT
PREPARING CHINESE LANGUAGE TEACHERS FOR
AMERICAN SCHOOLSJennifer Liu
Indiana University, BloomingtonLixing Frank Tang
New York UniversityNational Chinese Language Conference
April 22-24, 2010
Demand
future demand for quality Chinese language teachers
Pre-2004: Total Student Enrollment in Chinese HEd 7-12 HL
34,153 (MLA,
2002)
24,000(ACTFL,
2000)
100,000(NCACLS,
2005)
60,000 (CSAUS, 2005)
160,000 Total: roughly
238,000
3
Languages Taught in Elementary Schools(CAL, 1997 & 2008)
L SP FR
*SPSpSp
LA
**CH
GE
ASL
HB
IT JP AR
RU
97 79 27 8 3 0.3
5 2 2 2 3 0.1
1
08 88 11 7 6 3 2 2 1 2 1 1 0.2
* SP SP SP: Spanish for Speakers of Spanish** Chinese: + 900% increase
http://cal.org/flsurvey From Shuhan Wang, 2009
4
Languages Taught in Secondary Schools (CAL, 1997 & 2008)
L SP
FR
GE
LA
SPSpSp
*CH
ASL
IT JP HE AR
GRE
RU
‘97
93
64
24
20
9 1 2 3 7 0.2
0 1 3
‘08
93
46
14
13
8 4 4 4 3 1 1 1 0.3
http://cal.org/flsurvey
* Chinese: + 300%
From Shuhan Wang, 2009
5
Enrollments in Higher Education Language Courses: Fall 1998, 2002, and 2006
1998 2002
% Change
1998-2002 2006
% Change 2002-06
Spanish656,59
0 746,267 13.7 822,985 10.3
French199,06
4 201,979 1.5 206,426 2.2
German 89,020 91,100 2.3 94,264 3.5
ASL 11,420 60,781 432.2 78,829 29.7
Italian 49,297 63,899 29.6 78,368 22.6
Japanese 43,141 52,238 21.1 66,605 27.5
Chinese 28,456 34,153 20.0 51,582 51.0
Latin 26,145 29,841 14.1 32,191 7.9
Russia 23,791 23,921 0.5 24,845 3.9
Arabic 5,505 10,584 92.3 23,974 126.5
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
2009: Heritage Language Programs
Type of System
Schools Students
Est. Teacher
sNCACLS (Taiwan)
800+ 100,000 3,000
CSAUS(PRC)
405 80,000 3,000
From Shuhan Wang’s personal Communications with Presidents of both association, March 2009
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
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
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
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)
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
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.
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
Teacher Preparation: Lesson Learned
Sim
on B
org
, 1997
16
Teacher Preparation: Lesson Learned
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
Literacy for CFL Professionals
17
Teacher Preparation: Lesson Learned
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
Cognitive Hierarchy Hypothesis 认知阶层的假设
Micro- Approac
h
Macro- Approach
18
Teacher Preparation: Lesson Learned
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
Cognitive Transformation Hypothesis 认知变动的假设
观念、态度
培训方
法认知范
畴
判断、决定行 为
技巧
反省、分析
综合、创造
操 作
观察
Content Pedagogical
Core
General Pedagogical
Core
Field Experiences
Content Core
Teacher Candidate
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
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
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)
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)
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
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
Top five challenges in non-classroom instruction related areas
1. Lack of concrete learning standards2. Lack of curriculum guides3. Lack of quality textbooks4. Lack of resources5. Lack of school support, mentoring, and
related professional development
Top challenges in classroom instruction related areas
1. Motivating students2. Classroom management3. Teaching literacy4. Teaching multi-level students5. Assessing students