Advancing the Chinese Language in the U.S.

1. Advancing the Chinese Language in the U.S. Nov 5, 2011 OCAC Boston Dr. Yu-Lan Lin

2. Reflecting on the Chinese Teaching Practice: • In the 80’s: Chinese programs started by the Geraldine Dodge Foundation’s seed money • In the 90’s: Proficiency movement • In the 2000’s: Standards- based Instruction

3. Changes in Chinese Enrollment • Chinese : +194.99% • (from 0.23% to 0.67%) • Other : +35.01% ( Italian, ASL,, Arabic) • Japanese : +17.53% • German : +8.21% • Russian : +2.54% • Spanish: +1.95% • French : -3.24% • Latin : -8.97%

4. Change in Chinese Enrollments by State • Decrease: MT, NM, AR, AL • No change: NH, SC, MS, LA, AZ, ID, WY, ND, SD • Increase: 37 states not mentioned above

5. K-12 Chinese Education in the Nation Today: • Rapid Increase of student number • Steady expansion of program offerings • Extended learning sequence • Increase in the program type: FLES, FELX, partial immersion; dual-language; and total immersion • Critical demand of highly qualified teachers

6. Proficiency-based vs. Traditional Teaching: • Student-centered vs. teacher-centered instruction • Standards-based vs. text book driven instruction • ‘Discover’ vs. ‘cover’ the content • Spiral format vs. linear • Higher vs. lower level thinking skills • Contextualized vs. de-contextualized instruction • Skills-using vs. skills-getting • Real life situations vs. artificial situations

7. Advancing the Chinese Language Field in Four Areas: • Teacher Quality • Standards-based Curriculum • Performance- based Assessment • Professional Development

8. Teacher Quality (1)-Knowledge • Linguistic knowledge • Cultural knowledge • Child development • Second language acquisition

9. Teacher Quality (2) - Skills • Classroom Management • Instructional Strategies • Working with Diverse Learners • Use of Technology • Communication Skills

10. Teacher Quality (3)-Dispositions • Open-mindedness • Willing to collaborate with colleagues • Willing to seek professional growth • Reflective practitioner

11. Curriculum Design (1)- Standards • Standards for 21st Century Language Learning • ACTFL K-12 Performance Guidelines • State FL Framework • NAEP WL blueprint • AP Course Content

12. Curriculum Design (2) - Articulation • Thematic units • Spiral format • Set the end-goals first • Determine acceptable evidence • Design student-centered activities

13. Performance Assessment (1) • Formative and summative • Process and products • Multiple modalities • Integration of skills • Project and tasks-based • Individual or team approach • Use of rubrics • Teacher consultation and feedback

14. Away from: Traditional Paper and Pencil Test • Individual student • One time, one seating • Emphasis on factual knowledge • Lower thinking skills • Discrete item with one correct answer

15. Professional Development • Forming small learning communities • Utilizing technology to network: e.g. blog, wiki space, etc. • Sharing and building resources • Affiliate to professional organizations • Actively involved in local/national PD activities

16. Future Landscape for the Chinese Language Field: • Highly qualified Mandarin teachers • Articulated K-16 curriculum • Meaningful Assessment • A tight-knit learning community