teaching chinese language in international contexts
DESCRIPTION
Technology infusion into Chinese as a second/foreign language curriculumTRANSCRIPT
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Teaching Chinese Language in International
Contexts
Joanna HuangChinese Studies Department
Canadian International School of Hong Kong
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Teaching Philosophy
Good teaching happens when competent teachers with non discouraging personalities, use non defensive approaches to language teaching and learning and cherish their students. ( Dr. James E Alatis, Dean Emeritus, School of Languages and Linguistics, Georgetown University )
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A Vision of 21st Century Teachers
http://www.youtube.com/watch?v=B4g5M06YyVw&feature=related
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Learners BackgroundL1: English, French, Spanish or languages other than Chinese
L2: learning Mandarin Chinese as a foreign or second language in CDNIS, HK (Canadian International School of Hong Kong)
having been learning Mandarin Chinese for a few years
with very limited Chinese vocabulary and structures ability background
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Core Curriculum
Nihao - An Introduction to Chinese Vol. 3
Chinese Made Easy Vol. 1
CDNIS teacher developed materials
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Supplementary Resources
website-based on-line reading materials
TV programs/CDs/videos/any electronic resources
newspapers, magazines, stories, brochures...etc.
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IB PYP Program Framework:What kind of person are we becoming?
Learner Profile:
Caring
Knowledgeable
Open-minded
Inquirers
Principled
Communicators
Thinkers
Reflective
Risk-takers
Balanced
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What skills help us to learn?Transdisciplinary skills
Communication ski)s
Social ski)s
Self-management ski)s
Research ski)s
Thinking ski)s
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What can we learn about? (Knowledge) Transdisciplinary Themes
Who we are
Where are we in place and time
How we express ourselves
How the world works
How we organize ourselves
Sharing the planet
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What will we understand? (Concepts)
Form - What is it like?
Function - How does it work?
Causation - Why is it the way it is?
Change - How is it changing?
Connection - How is it connected to other things?
Perspective - What are the points of view?
Responsibility - What is our responsibility?
Reflection - How do we know?
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The 5’Cs of Foreign Language Education
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Objectives/Standards for Foreign Language Learning
Knowing How, When and Why to say What to Whom ( The American Council on the Teaching of Foreign Languages)
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Teaching Techniques/Approaches
Grammar - Translation Method
Audio-Lingual Approach
Total Physical Response
Silent Way
Community Language Learning
Communicative Language Learning, ( or Communicative Approach )
Content - Based Approach
Task - Based Approach
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Why Technology Not every student is interested in learning a second/foreign language, able to express ideas and pronounce Mandarin we); therefore, I decide to infuse technology into the Chinese curriculum, e.g. GoChinese
Through effective technology tools, students can listen to the Chinese texts at home, learn and correct own pronunciation, obtain English meaning of unknown Chinese words and work on on-line supplementary exercises.
Furthermore, students can improve their listening, speaking, reading and writing ski)s.
Innovative strategies wi) enhance students’ motivation and interest in learning Chinese as a second /foreign language.
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GoChinese Platform
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Assessment
Formative assessment
Summative assessment
Peer - evaluation
Self - reflection ( Self - evaluation )
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Wikispaces/Skype Project between CDNIS, HK and Chung Hsin School in Taiwan
http://cdnis-huang-laoshi-g6-nihao-0809.wikispaces.com
http://cdnis-huang-laoshi-g6-nihao-0910.wikispaces.com
http://cdnis-huang-laoshi-g6-nihao-1011.wikispaces.com
video 1
video 2
video 3
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Pre-Skype
CDNIS students brainstorm ideas, make sentences with learned phrases and structures, then type their sentences into wikispaces.
Both school students exchange information in their co)aboration pages of wikispaces website.
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Skype
CDNIS students share ideas in Mandarin Chinese.
Chung Hsin School students share ideas in English.
Students of both schools ask and answer questions in Chinese and English in order to help their global partners practice the second/foreign language.
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Post-Skype
Students upload their feedback/su,estion into the discussion forum of wikispaces website.
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Conclusion
Teachers’ great personalities, we) planned curricula, varied teaching approaches, different class activities, positive classroom atmosphere, technology integration, proper assessments plus students’ good learning attitude will contribute to efficient language learning and indispensable 21st century learning ski)s.
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Kudos
Learning and Teaching Technologies Department, Canadian International School of Hong Kong
Teachers in Chung Hsin School, Taiwan
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ReferencesInternational Baccalaureate Online Curriculum Center (OCC): Primary Years Program. Retrieved Oct. 1, 2010 -om http://occ.ibo.org/ibis/occ/guest/pypxx_home.cfm
American Council on the Teaching of Foreign Languages: National Standards for Foreign Language. Retrieved Oct. 1, 2010 -om http://www.actfl.org/i4a/pages/index.cfm?pageid=1
HKU MED/PCAES Moodle Platform: MEDD6051 Course. Retrieved Oct. 2, 2010 from http://med.edu.hku.hk/course/view.php?id=81