Building a Sustainable Chinese Language Program: Strategies and Best Practices

1. Building a Sustainable Chinese Language Program: Strategies and Best Practices 2011 Chinese Bridge Delegation Beijing, China November 10, 2011

2. Jim Montoya, Ph.D. Vice President, Relationship Development, College Board Shuhan C. Wang, Ph.D. Deputy Director, National Foreign Language Center, University of Maryland Mei-Ju Hwang, Ed.D. Instructional Lead, Chinese Language Program, Springfield Public Schools, MA

3. Topics • Shuhan will discuss ten strategies from the macro level • Mei-Ju will share a case study to illustrate an example of best practice

4. 1. Contextualize Your Chinese Programs:From Local to Global, and Global to Local • An interconnected world • A knowledge-based and service-oriented global economy • Entrepreneurial innovation and creativity as premium • Economic competitiveness • National interests • Social justice • Diplomacy

5. Percentage of the World Using Two or More Languages Monolinguals 1/3 Bilinguals & Multilinguals 2/3 Crystal, 1997

6. 2. Develop a Vision and Make a Commitment

7. An Additive Language Policy for All Students Regardless of their linguistic background, all children have the opportunity to become at least biliterate and bicultural.

8. 21st Century Skills, Education & Competitiveness:Resource and Policy Guide 21st Century • 21st Century Themes • Learning and Innovation Skills • Information, Media and Technology Skills • Life and Career Skills Partnership for 21st Century Skills, 2008 www.21stcenturyskills.org

9. 21st Century Student Outcomes Core Subjects: • English, Reading or Language Arts • World languages • Arts • Mathematics • Economics • Science • Geography • History • Government and Civics Framework for 21st Century Learning www.21stcenturyskills.org

10. Global Competence Is a 21st Century Imperative (NEA, 2010) • International awareness • Appreciation of cultural diversity • Proficiency in foreign languages • Competitive skills NEA Policy Brief www.nea.org/assets/docs/HE/PB28A_Global_Competence11.pdf

11. The Seven Steps to Becoming a 21st Century School or District • Critical thinking • Communication • Collaboration • Creativity ( Ken Kay, http://www.edutopia.org/blog/21st-century-leadership-overview-ken-kay)

12. Only 12 US States Require the Study of World Languages Source: National World Language Education Survey: A State of the States Report in 2009 (Wang, Evans, & Liau, 2009) in Resource Guide, 2010, http://www.nflc.org/pubcatalog

13. 2000-2006: US Students Studying World Languages 43.8% 8.6% 1.6% 14.7% Post-Secondary (advanced levels) Post-Secondary Middle School High School Middle school & high school data: National Center for Educational Statistics (2000); Post-secondary data: Furman, Goldberg, and Lusin (2006)

14. 2007-09: National Foreign Language Enrollment 18.51% 8.6% Post-secondary MLA data: Furman, Goldberg, and Lusin (2009) ACTFL 2010. http://actfl.org/files/ReportSummary2011.pdf

15. In contrast, the world is in a quest for—and is racing to develop— High Human Capital

16. 21 of the Top 25 Industrialized Countries Begin the Study of a World Language in Grades K-5 Sources:Pufahl, Rhodes, & Christian, 2002; Li, 2007; Goto Butler, 2007; Gargesh, 2006; Eurydice, 2005; Russia-InfoCenter, 2006; Dixon, 2003

17. Let’s Put Things Into Perspective

19. 3. Demystify Chinese • Spoken languages: Six major dialect families; Mandarin is one of them The varieties of Chinese available in the US parallel the immigration patterns, e.g., Cantonese, Taishanese, Fukienese/Taiwanese, Hakka, & Mandarin • Written language: before the 1950s, the same across most dialects

20. Written Language Reforms • In the 1950s, Chinese character simplification • In 1964, 2,238 out of the approximately 7,000 characters in general use (Hsia 1956; Cheng 1979) were simplified (about 32%) 国國 体 體 • PRC: Simplified • Taiwan: Traditional characters • Hong Kong, Singapore, and Chinese Diaspora: Both • Historical text and literature: Traditional • The US: Both systems are taught

21. Phonological Transcription Systems • BPMF Phonetic System: Used in Taiwan • Hanyu Pinyin: PRC, Hong Kong, Singapore • Computer: Can input both systems, but Pinyin is being more widely used

22. Consensus of the Chinese Field • Native speakers of Chinese can read in both forms but are required to write in either form (computer can do both systems) • Pedagogical implications: • Depending on the age of students, introduce one system of writing, but introduce another system to them later • For older students: may introduce them to another system for recognition

23. Chinese is not that difficult; it’s just different • It’s not more difficult to develop oral language proficiency than in German or Russian • But the writing system does take more time because it is character-based, which makes the sound-print-meaning mapping more challenging

24. 4. Take a learner-centered approach to program and curriculum design, instruction, and assessment

26. 5. Consider the Following Five Goals 1. Increase the number and effectiveness of language programs; 2. Expand the range of languages offered; 3. Begin language instruction at a younger age and continue through a longer, articulated sequence; 4. Establish clear expectations for students’ language learning outcomes; and 5. Expand access and opportunity to learn via both traditional and innovative delivery systems. (Ingold & Wang, 2010)

27. Trends Indicating Demand for World Language programs in the US Greater awareness of the need for a linguistically and culturally competent citizenry Increasing popularity of immersion and early language learning programs Expanded offerings of online or distance learning language learning programs STARTALK and FLAP grants have generated enthusiasm and planted seeds for programs in less commonly taught languages

28. 6. Select an Effective Program Model that Will Work in Your Local Context • Early language learning: • Foreign language exploratory programs (FLEX) • Foreign language in elementary schools (FLES) • Total immersion • Dual language immersion/partial immersion • Secondary school programs: • Traditional/Regular • Block schedule • Distance/Online/Blended Learning programs • Heritage learner programs • After school/Saturday academies

29. 7. Offer Program by Design • Identify vision and purposes • Be standards- and performance-based • Set expected learning outcomes in light of time on task • Articulate programs at different levels with multiple entries and exits • Include learner assessment and program evaluation • Offer credit by examination

30. 8. Identify and Support Effective Chinese Language Teachers

31. www.startalk.umd.edu http://www.nflc.org/pubcatalog

32. http://www.nflc.org/pubcatalog

33. We Need: • More WL teachers, especially elementary and immersion world language teachers • Teachers of a wide range of languages • Teachers with technological literacies, and those who can teach in online, blended learning, and distance learning environments • Effective teachers for diverse learners in all levels, in and beyond classroom walls

34. Take a Short- and Long-Term Strategy • Consider recruiting Hanban guest teachers, but ensure the necessary support and professional development is in place • Identify and prepare local Chinese language teachers • Tap into local Chinese heritage communities • Re-examine and revise outdated teacher preparation models and certification requirements

35. 9. Build an Efficient System to Address the Life Cycle of a World/Chinese Language Teacher • Recruitment • Preparation • Certification/Licensure • Induction/Mentoring/Professional Development • Build Teacher Development and Support Capacity

36. 10. Leverage Resources • The US Government: • STARTALK critical language student and teacher programs (Administered by the NFLC) • NSLI-Y (State Department) • Critical language teacher programs (State Department) • FLAP programs (US ED) (under reauthorization consideration)

37. The Chinese Government: • Confucius Institutes • Confucius Classrooms • Guest Teacher Programs • Scholarship for students and teachers to study in China

38. Non-Governmental Organizations • The College Board <collegeboard.org> • The National Foreign Language Center at the University of Maryland <nflc.org> • Asia Society <asiasociety.org>

39. Professional and Heritage Organizations • CLASShttp://www.classk12.org/ • CLTAhttp://clta-us.org/ • NCACLShttp://www.ncacls.org/ • NCSUS • ACTFLwww.actfl.org/

40. Celebrating 25th anniversary at the Springfield Chinese Language Program, Massachusetts

41. Demographics • 26,000 Students • 55% Hispanic • 22% African American • 20% White • 2% Asian • 82% receive free or reduced price meals • 24% do not speak English as a first language

42. Foreign Language Offerings • 6Languages: Chinese, French, Italian, Latin, German, and Spanish • Chinese is a major foreign language program in Springfield

43. When and how did the Program start? • In 1987, it was funded with the support from the Dodge Foundation’s Chinese Initiative. • During the first three years, the City of Springfield funded 60% of the program. • Since then the city has provided the funding through regular budget. • The program started with one teacher shared by two high schools, who also provided FLEX for all middle schools. • Now we have 7 full time Chinese teachers.

44. The Springfield Chinese Program in 2011 • Over 1,000 students are enrolled • Four high schools: four levels, college prep and honor, AP, and IB Chinese • Two Middle schools: Grade 6, 7 & 8 • STARTALK Chinese Immersion Summer Camp for K-8 students during the summer

45. Curriculum & Instruction • City-wide Chinese instructional guides and pacing guides • Units and lesson plans

48. A Sidewalk Writer

49. Assessment • City-wide midterm exam and final exam for HS • Pre and Post test for MS • City-wide assessment has listening, reading, speaking and writing • Formative assessment by teachers: tests and quizzes, portfolio assessment, performance assessment