Summary of main points

Challenges:

-decreasing student numbers (except immersion programs)

-quality of instruction

-adjustment to changing environments

-articulation (similar contents in different classes, across levels

Toward some solution(s)?

  1. Goals(backward design): Why should students enroll in Chinese language classes? Why do they want to? What does a Chinese language program or Chinese language instructor want to achieve? (not just for paychecks or just to finish a number of lessons in a textbook each term, hopefully)!
    (immersion vs. others)
  2. Recruitment and retention: how to make Chinese language learning more interesting, more relevant to students that are not in the program yet, how to encourage students to continue to the next level of courses?
    utility
    occupational skills andcertificates,
    internships, opportunities (USC minor in Chinese for the Profession; PCC occupational skills certificate; USC-PCC collaboration); Chinese for special purposes (HKPoly)
    fun, engaging, exciting
    integration of language, culture and content (events as in CSULB, UCSB, USC);
    pace/timing (Chung) –learner-centered
    easier learning via technology (Xie, Lin)
    study-abroad, tour opportunities (Guo, Chan)
  3. Professional development for teachers(Xie, STARTALK)
  4. The association coming together, agreeing on the goals (backward design), articulation issues, cross-campus activities/events
    potential funding – TECO, publishers, individual campuses, communities, STARTALK

immersion vs. high school vs. college language learning

bilingual brains AP(utility) ???

Chinese for special purpose (e.g., Polytechnic University of Hong Kong, collaboration with each academic program)
connections (business, medical studies, cinema, communication, law, religion, literature ….)

recruitment:extracurricular, outreach activities (UCSB, Bella Chen (integration of language, culture and content)), collaboration with student associations, residential communities

World-Readiness Standards for World Languages

NCSSFL-ACTFLCan-Do Statements

Progress Indicators for Language Learners

The Department of East Asian Languages and Cultures offers a minor for undergraduate students who wish to pursue a future career in the greater China region or communities requiring advanced Chinese linguistic and cultural competence. The minor provides opportunities for students to gain real world experiences in work environments and explore career opportunities from various perspectives.

Four EALC upper-division courses (16 units) and 4 units ofEALC 366Chinese Professional Internshipare required to complete the minor.

STARTALK teacher training program (FREE, online/residential)

STARTALK Infrastructure Grant

Putting the Standards Front and Center

Occidental College’s Putting the Standards Front and Center: An Infrastructure Project for Teacher Development provides program directors and lead instructors with multiple resources that can be used individually or collectively.

The materials present concepts simply, are reflected in instructional materials and video-clips of on-target practice, provide participant-centered activities that stimulate reflection and the use of tools to gauge on target practice, focus on the delivery and differentiation of model materials, and offer a modular approach that can be used to construct a variety of professional development experiences.

HADI-CLASSRoad’sLangCred

LangCred is a first of its kind interactive website specifically for U.S. teachers of less commonly taught languages (LCTLs) that functions as a clearinghouse of up-to-date information and reliable guidance on obtaining a professional certificate/credential. On the LangCred site you can:

  • Search from hundreds of credential routes in the US
  • Create an account and build a unique profile to save searches
  • View Matched Routes based on your profile
  • Compare credential routes in the US
  • Participate in a LangCred Community forum to get tips on credentialing
  • View a rich Resources section for articles, news, a glossary, and a comprehensive and searchable list of transcript evaluation agencies per state

Professional Learning Resources to Support STARTALK-endorsed Principles

Designed to support professional learning in STARTALK teacher development programs, professional development in STARTALK student programs, as well as independently by any language teacher, these resources address instructional topics found in STELLA modules and support the STARTALK-endorsed Principles for Effective Teaching and Learning and Characteristics of Effective Language Lessons. Topics addressed include: “Conducting Performance Assessments”, “Developing Learning Targets”, and “Checking for Understanding.”

STARTALK Principle(s):

  • Standard-Based Curriculum
  • Learner Centered
  • Target Language
  • Integration of Culture, Content, Language
  • Authentic Material
  • Performance-Based Assessment

TELL Domain(s):

  • Planning
  • The Learning Experience
  • Learning Tools
  • Collaboration
  • Professionalism