developing qualified chinese language teachers: colaborative efforts between universities in china...

Developing Qualified Chinese Language Teachers:

A collaborative Effort between Universities in

China and in the U.S.

Developing Qualified Chinese Language Teachers:

A collaborative Effort between Universities in

China and in the U.S.

Dr. Wayne Wenchao He, University of Rhode IslandDr. Yinghui Wu,Minzu University of China

Dr. Aoshuang Jiang, Minzu University of ChinaDr. Frank Lixing Tang, New York University

2012 National Chinese Language ConferenceWashington, D.C.

Dr. Wayne Wenchao He, University of Rhode IslandDr. Yinghui Wu,Minzu University of China

Dr. Aoshuang Jiang, Minzu University of ChinaDr. Frank Lixing Tang, New York University

2012 National Chinese Language ConferenceWashington, D.C.

Preparing Chinese Language Teachers:

A collaboration between NYU and

ECNU

Preparing Chinese Language Teachers:

A collaboration between NYU and

ECNU

Dr. Frank Lixing Tang, New York UniversityDr. Aoshuang Jiang, Minzu University of China

2012 National Chinese Language ConferenceWashington, D.C.

Dr. Frank Lixing Tang, New York UniversityDr. Aoshuang Jiang, Minzu University of China

2012 National Chinese Language ConferenceWashington, D.C.

NYU-ECNU Joint Chinese Language

Teacher Preparation Program

NYU-ECNU Joint Chinese Language

Teacher Preparation Program

Communication started with Hanban and ECNU in early 2006

Proposal submitted to ECNU and Hanban in fall 2006

Communication started with Hanban and ECNU in early 2006

Proposal submitted to ECNU and Hanban in fall 2006

Negotiation started in Fall,2006Negotiation started in Fall,2006

Agreement signed in Spring 2007Agreement signed in Spring 2007

Hanban

NYUECNU

Content Pedagogical

Core (10)外语教育

General Pedagogical

Core (10)教育基础

Field Experiences教学实践

(3)

Content Core专业课

(12)

MA in TCFL

(35 pts)

B.A. inTCFL

At ECNU

First cohort arrived in Fall 2007 and graduated in

August 2008

First cohort arrived in Fall 2007 and graduated in

August 2008

The second cohort (2008-09)

The second cohort (2008-09)

The third cohort: 2009-2010The third cohort: 2009-2010

The 2010-11 CohortThe 2010-11 Cohort

The 2011-2012 CohortThe 2011-2012 Cohort

The 2012-2013 CohortThe 2012-2013 Cohort

A total of 14 applicants applied. Six students have been accepted with

tuition scholarship. Four students have been accepted but

are put on waitlist for scholarship. Three applicants have been rejected. One student has declined our offer.

A total of 14 applicants applied. Six students have been accepted with

tuition scholarship. Four students have been accepted but

are put on waitlist for scholarship. Three applicants have been rejected. One student has declined our offer.

NYU-ECNU Joint TCFL Program

(2007-2013)

2007-2008 (4)

2008-2009 (9)

2009-2010 (8)

2010-2011 (6)

2011-2012 (5)

2012-2013 (6)

-Total graduates (2007-2011): 27- China: 3- U.S.: 24- College: 3- K - 6: 9- 7-12: 15- NYC: 16- Other: 8- Public schools: 17- Ind. Schools: 3- Charter schools: 6

The follow-up study: Participants and data

collection

The follow-up study: Participants and data

collectionParticipants: Graduates from the

NYU-ECNU joint programsData were collected through:

Interview: face to face and through telephone

School visit and class observationQuestionnaire

Participants: Graduates from the NYU-ECNU joint programs

Data were collected through:Interview: face to face and through

telephoneSchool visit and class observationQuestionnaire

The follow-up study: Research questions

The follow-up study: Research questions

The learning experience

The teaching experience

Reflection and assessment of the joint program

The learning experience

The teaching experience

Reflection and assessment of the joint program

Finding #1: The learning experience

Finding #1: The learning experience

New ways of thinkingA broadened vision and a global point of viewFirst-hand knowledge about American public schoolsIntegration of theory with practiceStrong emphasis on field experience

New ways of thinkingA broadened vision and a global point of viewFirst-hand knowledge about American public schoolsIntegration of theory with practiceStrong emphasis on field experience

Finding #2: Teaching experience: Challenges, successes, and upsetsFinding #2: Teaching experience: Challenges, successes, and upsets

Stability and instability of jobs Culture shock about the American schools Classroom management &

motivating students to learn Chinese Lack of curriculum, textbooks, and resources

Stability and instability of jobs Culture shock about the American schools Classroom management &

motivating students to learn Chinese Lack of curriculum, textbooks, and resources

Lack of professional development and

support

Communicative competence, particularly pragmatic competence

Heavy workload

Lack of professional development and

support

Communicative competence, particularly pragmatic competence

Heavy workload

Finding #3: Reflection and feedback on the joint

program

Finding #3: Reflection and feedback on the joint

programA little too fast and too intensive Case study approach More knowledge and skills on

teaching young childrenMore knowledge and skills

teaching in dual language Chinese immersion programs

A little too fast and too intensive Case study approach More knowledge and skills on

teaching young childrenMore knowledge and skills

teaching in dual language Chinese immersion programs

THANK YOU

frank.tang@nyu.edujiangaoshuang@163.com

THANK YOU

frank.tang@nyu.edujiangaoshuang@163.com