1 / 14

Creating Effective K-12 Chinese World Language Programs in Urban US School Districts: The Chicago Public Schools Mode

Creating Effective K-12 Chinese World Language Programs in Urban US School Districts: The Chicago Public Schools Model. Chicago Public Schools Office of Language and Cultural Education Chicago’s Chinese Connections (C3) Program Robert Davis, Director. 623 Schools citywide

sauda
Download Presentation

Creating Effective K-12 Chinese World Language Programs in Urban US School Districts: The Chicago Public Schools Mode

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. Creating Effective K-12 Chinese World Language Programs in Urban US School Districts: The Chicago Public Schools Model Chicago Public SchoolsOffice of Language and Cultural EducationChicago’s Chinese Connections (C3) ProgramRobert Davis, Director

  2. 623 Schools citywide 481 Elementary Schools 115 High Schools 420,982 students 44,417employees 85.6% students from low income families 57,740 ELL’s (13.7%) 80,954 students studying a world language 26,205 Elementary 54,749 High School 16 Languages Offered: Arabic, Bosnian, Cantonese, French, German, Greek, Italian, Japanese, Korean, Latin, Mandarin, Polish, Russian, Spanish, Urdu, American Sign Language Chicago Public SchoolsAt a Glance

  3. Chinese World Language Program in Chicago Public Schools • Began in 1999 • Pre K – 12 Program • 17 elementary schools • 11 high schools • 6,000 students • 38 full time teachers • All teachers meet NCLB qualifications • Full support from Chicago’s Mayor and business community • Recognized as model program by the Han Ban • Largest such program in USA

  4. Why Chicago? • Why not Chicago? • Full support from Mayor Daley and City of Chicago Offices • Strong administrative support and vision in CPS • Full support from Chicago’s business and cultural community • Active collaboration with Chicago’s bilingual and newcomer community • Sister cities with Shanghai and Shenyang • Strong tradition of bilingual and second language education • Increased focus on Chicago as a major international destination • Strong network of teachers

  5. Why Mandarin Chinese? • Mandarin Chinese is the most spoken language in the world, with over 2 billion speakers in Mainland China alone. 21% of the people in the world read Chinese while 8.3% read English. • Most requested language from Chicago parents • Most requested language from Chicago’s business community • Identified as a “Critical Language” • Unlike the majority of alphabetic languages, which use only the “left brain,” learning Chinese and Chinese characters requires the use of both sides of the brain, stimulating both analytical and creative thinking. • The future is now, don’t wait

  6. Who Studies Chinese in Chicago? Elementary: 35.44% African American 34.98% Hispanic 19.11% White 9.88% Asian 0.53% Native American 0.07% Multi-racial High School: 34.01% Asian 31.56% Hispanic 20.83 % African American 12.71% White 0.72% Multi-racial 0.17% Native American

  7. What is the Goal of K-12 Chinese WL Program? • To provide students from every racial and economic background with the tools to be active players in the global marketplace • To expand traditional offerings in K-12 to include more content on China and East Asia • To meet our communities needs • To create a community of language learners and instructors • To integrate Chinese into the regular curriculum • To meet both Illinois and national learning standards • To raise the profile of Chicago as an international city and the hub of US-China business and cultural activity

  8. Challenges • Misconceptions • Illinois State Board of Education Certification Issues • Lack of certified teachers in the USA • Teacher recruitment from China • Lack of excellent teaching resources for Chinese • Funding Issues • Encouraging students

  9. What Makes the Curriculum Unique? • Made by teachers, for teachers • Emphasis on differentiated instruction • A complete K-12 Chinese curriculum for non-Chinese speaking learners • Teacher friendly - Easy to use • Practical – Modify the Illinois Learning Standards to fit the special characteristics of Chinese Language • Meets both Illinois and National Standards • Integrates Chinese WL content into the general K-12 curriculum • Integrates culture, encourages collaboration

  10. Identifying Resources • The City of Chicago • Chicago’s Business Community (e.g. Motorola, SOM Architecture) • The Confucius Institute in Chicago • Sister Cities International • The Han Ban • Chinese Education Consulate in Chicago • Partner Schools in China • China American Service League • Chinese Mutual Aid Association • Volunteers • Midwest US-China Association

  11. Media Features48 Features Since 2005

  12. Looking Forward • Launch K-12 curriculum • Expansion of program • Chinese Summer Language Institute in Shanghai • STARTALK student and teacher programs • Teacher to Teacher Program • City of Chicago Office in Shanghai • Increased fundraising

  13. How to Find Out More • Confucius Institute in Chicago: www.confuciusinstitutechicago.org • Chicago Public Schools: www.cps.k12.il.us • Office of Language and Cultural Education: www.olce.org • Media: www.confuciusinstitutechicago.org/media • E-mail: confucius@cps.k12.il.us

  14. THANK YOU!!!!XIE XIE NINMEN!!! Special thanks to CAIS and to our corporate sponsors Motorola Foundations and Skidmore, Owings and Merrill

More Related