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Dynamic partnerships among chinese teaching institutions

Dynamic partnerships among chinese teaching institutions. Dr. Na Liu Center for Applied Linguistics Dr. Tommy Lu Chinese School of Delaware April 15th, 2011. background. Communities. Public Support. 2000. Fishman (1991). Peyton et al (2001).

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Dynamic partnerships among chinese teaching institutions

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  1. Dynamic partnerships among chinese teaching institutions Dr. Na Liu Center for Applied Linguistics Dr. Tommy Lu Chinese School of Delaware April 15th, 2011

  2. background Communities Public Support 2000 Fishman (1991) Peyton et al (2001)

  3. Partnerships between Confucius Institutes and Chinese Heritage Language Schools: A Case Study Dr. Na Liu Center for Applied Linguistics April 15th, 2011

  4. Challenges of Chinese heritage schools

  5. Research Questions Chinese heritage schools The Confucius Institute Chinese school stakeholders CI stakeholders

  6. FINDINGS • Professional Development Workshop Series

  7. ---Set up prior knowledge (by Ling, an 8th grade teacher)

  8. ---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

  9. Conference on Chinese Heritage Language Learners(2009) • ACTFL Conference

  10. Adopt-A-School Program Chinese learning perspective Psychological perspective

  11. STARTALK Program of 2009

  12. Chinese Knowledge and Culture Contest, 2008 ---to encourage students to seek knowledge related to China.

  13. Graduation Ceremony

  14. Challenges of Chinese heritage schools

  15. Chinese heritage school stakeholders’ expectations for the CI Summer camp; accreditation Teacher certification; teacher training Workshops Consultants; funding

  16. Conclusion

  17. Implications Chinese government and organizations Chinese schools The U.S. government and organizations Public schools Univ. programs Chinese Language Flagship STARTALK

  18. 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.

  19. A Practical Approach and Challenges Dr. Tommy Lu Chinese School of Delaware April 15th, 2011

  20. 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

  21. 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

  22. What have been done • Recruit high quality teachers • Doctoral degree • Master degree • Bachelor degree • Education related field • Chinese school graduates (second generation)

  23. 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)

  24. 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

  25. 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

  26. How did we solve it • Professional development • Curriculum design • STARTALK • Digital learning

  27. 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

  28. Looking ahead • Assessment • Outcome based • Intended outcome • Means of assessment • Assessment tools • Rubrics • Formative vs. summative • Portfolio evaluation • Standards based

  29. Looking ahead • More discussions about L1 learners vs. L2 learners • The differences • Identity issues • Their needs • Homogeneous vs. heterogeneous classes • Teacher preparations

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