1 / 47

Overview

Strategies for Teaching Early Chinese Language Learners Shuhan C. Wang ( 王 周淑涵), Ph.D. Asia Society Carol Ann Dahlberg (杜凯若安), Ph.D. Concordia College, Moorhead, Minnesota. Overview. Essential Elements of Curriculum Special Considerations for Teaching Chinese in K-6 Oral Language and Literacy

raven-weaver
Download Presentation

Overview

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Strategies for TeachingEarly Chinese Language LearnersShuhan C. Wang (王周淑涵), Ph.D.Asia SocietyCarol Ann Dahlberg (杜凯若安),Ph.D.Concordia College, Moorhead, Minnesota

  2. Overview • Essential Elements of Curriculum • Special Considerations for Teaching Chinese in K-6 • Oral Language and Literacy • Ten Principles

  3. Lessons from Experience Working with 飞向中文: Kindergarten-6 Standards-based Content-related Thematically Designed Language learning system

  4. Essential Elements for Building Curriculum 飞向中文is guided by…

  5. Standards for Foreign Language Learning in the 21st Century

  6. Communication Cultures Communities Comparisons Connections

  7. Standards provide: Realistic goals and benchmarks Balanced curriculum content Focus on performance and assessment

  8. Essential Elements: 飞向中文is guided by… Thematic Planning

  9. Thematic Planning makes instruction more understandable to learners because the theme creates a meaningful context.

  10. Thematic Planning provides a rich context for standards-based learning

  11. Thematic Planning is student-centered. It involves students in real language use, in a variety of situations, modes, and text types.

  12. Thematic Planning links language instruction to the philosophy and content of the general elementary school curriculum.

  13. Thematic Planning connects content, language and culture goals to a “big idea,” or enduring understanding, as recommended by Understanding by Design

  14. Entering the magical world of stories Essential Elements: 飞向中文is guided by… Story Form

  15. The qualities of a good story are the qualities of a good Clear BEGINNING MIDDLE and END • activity Appeals to emotions Sparks the imagination • lesson Satisfying conclusion Personally meaningful • unit • plan

  16. Each book is a story…

  17. Each lesson is a story…

  18. Each page is a story…

  19. Each activity is a story…

  20. Essential Elements: 飞向中文is guided by… Understanding by Design

  21. Enduring Understandings Identify desired results Essential Questions Performance Assessments Determine acceptable evidence “I can” statements Plan learning experiences and instruction Teacher Guide Stages in the Backward Design Process

  22. Identify desired results Backward Design Process 1 Enduring Understanding: “Students will understand that:” Essential Question: In student language; focuses student effort and thinking

  23. Determine acceptable evidence Backward Design Process 2 Final Performance Assessment Includes interpersonal, interpretive, presentational communication Ongoing Checks and Demonstrations

  24. Backward Design Process 3 Thinking like a storyteller Plan learning experiences, instruction Thinking like a coach The work must be purposeful from the student’s point of view.

  25. The Relationship between Oral Language and Literacy Development Pre-Literacy is the Bridge written text oral text

  26. What Does Pre-Literacy Mean? • Oral language and literacy are mirror images of each other: Oral language is written words spoken out loud; Written language is spoken words written down • Use oral language as the base for literacy • The act of literacy is important: reading, being read to, look at prints, icons, etc.

  27. Building Blocks of Chinese Literacy • Hanzi • Key Words and Word Banks • Environmental and Functional Print • Labeling

  28. Big Ideas about Hanzi Students should understand that: • hanzi are two dimensional in square form, which is different from alphabets that are linear and uni-dimensional • hanzi are not just lines or strokes randomly put together; they must be written in certain order • many hanzi have components that indicate sounds and/or meaning • by using strategies, they will be able to learn hanzi effectively

  29. Learning Hanzi as a Literary and Cultural Experience • In Grades K-2, students are introduced to single hanzi that recur in the lesson, with emphasis on tracing, copying, and recognition of sound, meaning, and form. • In Grade 3 and beyond, students begin to combine individual hanzi into meaningful words, phrases, expressions, and sentences in context.

  30. Teaching Pinyin to Young Learners • Mastery of Hanyu Pinyin is critical for students using Chinese word processing on the computer. • If learners in kindergarten through Grade 2 are simultaneously learning phonics, English language arts, and hanyu pinyin, there might be interference issue. • In later grades, there is less of an interference issue, and students can draw on their knowledge of English phonics for help.

  31. Ten Principles of Teaching Chinese to Children • Teach 98-100 per cent of the time in Chinese. 98%-100%的时间用中文教学。 2. Use Chinese for classroom management as well as for instruction. 课堂管理和教学都用中文。

  32. Ten Principles of Teaching Chinese to Children • Provide extended listening experiences through use of storytelling, story reading, Total Physical Response (TPR) activities, explanations, descriptions, and demonstrations. 通过讲故事、读故事、TPR活动、 解释、 描述和演示等形式，给学生一个中文环境，训练学生的听力。在这些活动中所使用的语言应切合学生现有的理解程度，稍微高于(i+1)。

  33. Ten Principles of Teaching Chinese to Children • Avoid translation, and do not encourage students to translate. Use visuals, gestures, physical activity, and clear context to clarify meaning. Check for understanding using the same tools, and by asking students to perform with the new language. 避免将英文翻译为中文，或将中文翻译为英文，也不鼓励学生翻译。通过可视手段、手势、身体活动以及清楚的上下文语境让学生明白意思。使用同样的方式检查学生是否已理解，并要求学生用新学的语言将意思表演出来。

  34. Ten Principles of Teaching Chinese to Children • Present vocabulary in functional chunks and in context, rather than as isolated words or lists. 将要学的单词通过一系列功能性语言或上下文意思，而不是使用单独的单 词或词汇表演示出来。

  35. Ten Principles of Teaching Chinese to Children • Plan lessons to include a variety of activities, student groupings, and types of interaction that will appeal to differing learner interests and learning styles. 备课时要准备适合不同兴趣和学习方式的学生的各种活动、学生分组和互动方式在课堂教学中使用。

  36. Ten Principles of Teaching Chinese to Children • Use songs, rhymes, chants, and games to practice language and reinforce concepts. 使用歌曲、韵文、吟诵和游戏来练习语言使用和加强概念。

  37. Ten Principles of Teaching Chinese to Children • Choose authentic songs, games, stories, and rhymes in preference to translations whenever possible. 如果有可能，选择原汁原味的，而不是翻译过来的歌曲、游戏、故事和韵文。

  38. Ten Principles of Teaching Chinese to Children 9. Provide opportunities for learners to express personal meaning from the earliest stages of the program. 从教学早期开始就为学生提供表达个人意愿的机会。

  39. Ten Principles of Teaching Chinese to Children • Encourage growing independence and independent language use on the part of learners, moving them toward increased expression of individual ideas and opinions. 鼓励学生培养独立使用语言的能力，一步一步培养学生表达个人思想和意见的能力。

  40. Strategies for TeachingEarly Chinese Language Learners

  41. Thanks to our Publisher Panpac Education Marshall Cavendish Education Singapore 谢谢

  42. Thanks to our Distributor Cheng & Tsui Company Boston www.cheng-tsui.com 1-800-554-1963 谢谢

  43. Flying with Chinese飞向中文

More Related