Teaching Chinese to Young Learners: Ideas from the Flying with Chinese Approach

1. Teaching Chinese to Young Learners: Ideas from the Flying with Chinese Approach Presented by: Dr. Shuhan Wang, Asia Society Dr. Carol Ann Dahlberg, Concordia College, Moorhead, MN

2. Topics in today’s seminar • The Flying with Chinese approach based on current pedagogy • Literacy: balancing oral and written language for young learners *All examples will be taken from Flying with Chinese.

3. Flying with Chinese the series • Ideal for: Grades K-6 • Designed to make the most of children’s natural language-learning ability by creating context • Can be used independently or as part of sequenced study • Each level covers 3 themes suitable for 1 year of study

4. What is the Flying with Chinese Approach? Elements of a good language curriculum: Performance-based Content-related Thematic planning Standards-based

5. Standards-based • Standards for Foreign Language Learning in the 21st C. • ACTFL Performance Guidelines for K-12 Learners Standards provide: • Realistic goals and benchmarks • Balanced curriculum content • Focus on performance and assessment 5C’s – Communication Cultures ConnectionsComparisons Communities

6. Example of standards e.g. from Grade 1A Teacher Guide

7. Thematic planning • Connects content, language, and culture goals to a “big idea” or enduring understanding. • Creates a meaningful context. • Provides a rich context for standard-based learning. • Student-centered: involves students in real language use in a variety of situations, modes, and text types. • “Brain-friendly”: takes advantage of the natural ability of the brain to make connections in the process of learning. • Links language instruction to the philosophy and content of the general elementary school curriculum.

8. Example of thematic planning • Each of the three volumes for each grade level has a different theme: * Grades 5 and 6 will each combine themes in one volume.

9. Content-Related • Materials in real-life contexts • Connecting with other subjects while teaching Chinese: • environment • social studies • - science • language arts • mathematics • visual and performing arts e.g. from Grade 4C Student Book

10. Content presented in story format • Each book / lesson / page / activity is designed as a story e.g. from Grade KA Student Book

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

12. Examples of performance-based approach Each lesson includes: • Proficiency targets(Teacher Guide) • Assessment (“I can…” statements) e.g. from Grade KA Student Book, Lesson 8

13. Examples of performance-based approach Each book includes: • Cumulative group activity in the last lesson Children role-play meeting Chinese children during an imaginary trip to China and use learned vocabulary to make friends and exchange information. e.g. from Grade KA Student Book

14. Examples of performance-based approach Each book includes: • A final, summative “I can…” checklist e.g. from Grade 2B Student Book

15. Literacy: connection between oral and written text What connects Oral Language and Literacy Development? “Pre-Literacy” is the Bridge oral text written words spoken out loud written text spoken words written down • What is “pre-literacy”? • Uses oral language as the base for literacy. • The actof literacy is important: reading, being read to, looking at prints, icons, etc.

16. Building blocks of Chinese literacy • Hanzi • Key Words and Word Banks • Environmental and Functional Print • Labeling e.g. from Grade KC Student Book; summative hanzilists appear at the end of every student book.

17. Role of pinyin in teaching young learners • Mastery of hanyu pinyin is critical for students using Chinese word processing on the computer. • “Interference issues” for kindergarten through Grade 2 learners who simultaneously learn phonics, English language arts, and hanyu pinyin. • Less of an issue in later grades, and students can draw on their knowledge of English phonics for help.

18. Hanzi development • In Grades K-2: students are introduced to single hanzi that recur in the lesson, with emphasis on the components of hanzi (strokes); stroke order; the notion of radicals; tracing, copying, and recognition of sound, meaning, and form. ~Pre-Writing vs. Sight Vocabulary Development • In Grade 3 and beyond: students begin to combine individual hanzi into meaningful words, phrases, expressions, and sentences in context for communication.

19. Program Components Teachers: • Teacher Guides • Teacher Audio CDs • Flashcards Students: • Student Books • Workbooks • Student Audio CDs

20. Questions? Contact Shuhan Wang and Carol Ann Dahlberg at: shuhanw@asiasoc.orgcadahlbe@cord.edu Continue the conversation with your peers at peerSource http://my.cheng-tsui.com/forum/649

21. Thank you for attendingYou will be redirected to a brief survey after this presentation. We appreciate your feedback. Visit www.cheng-tsui.com for more information on Flying with Chinese, and other Chinese language and culture offerings.