Slide 1

Building a Sustainable Chinese Language Program: Strategies and Best Practices 2011 Chinese Bridge DelegationBeijing, ChinaNovember 10, 20111Jim Montoya, Ph.D. Vice President, Relationship Development, College Board

Shuhan C. Wang, Ph.D.Deputy Director, National Foreign Language Center, University of Maryland

Mei-Ju Hwang, Ed.D.Instructional Lead, Chinese Language Program, Springfield Public Schools, MA

2TopicsShuhan will discuss ten strategies from the macro level

Mei-Ju will share a case study to illustrate an example of best practice

31. Contextualize Your Chinese Programs:From Local to Global, and Global to LocalAn interconnected world A knowledge-based and service-oriented global economy Entrepreneurial innovation and creativity as premiumEconomic competitiveness National interestsSocial justiceDiplomacy

4

Monolinguals 1/3Bilinguals & Multilinguals 2/3Crystal, 1997Percentage of the World UsingTwo or More Languages52. Develop a Vision and Make a Commitment6An Additive Language Policy for All StudentsRegardless of their linguistic background, all children have the opportunity to become at least biliterate and bicultural.

721st Century ThemesLearning and Innovation SkillsInformation, Media and Technology SkillsLife and Career Skills

Partnership for 21st Century Skills, 2008 www.21stcenturyskills.org821st Century Skills, Education & Competitiveness:Resource and Policy Guide 21st Century 21st Century Student OutcomesCore Subjects: English, Reading or Language ArtsWorld languagesArtsMathematicsEconomicsScienceGeographyHistoryGovernment and Civics

Framework for 21st Century Learningwww.21stcenturyskills.org

9Global Competence Is a 21st Century Imperative (NEA, 2010)International awarenessAppreciation of cultural diversityProficiency in foreign languagesCompetitive skills

NEA Policy Brief www.nea.org/assets/docs/HE/PB28A_Global_Competence11.pdf10The Seven Steps to Becoming a 21st Century School or DistrictCritical thinking

Communication

Collaboration

Creativity( Ken Kay, http://www.edutopia.org/blog/21st-century-leadership-overview-ken-kay)

1112Only 12 US States Require the Study of World LanguagesSchool LevelNumber of States Elementary1 Middle School1 High School Graduation6 Elementary & Middle School1 Elementary, M.S. and H.S.3Source: National World Language Education Survey: A State of the States Report in 2009 (Wang, Evans, & Liau, 2009) in Resource Guide, 2010, http://www.nflc.org/pubcatalogNational Center for Education Statistics (2000). Enrollment in foreign language courses compared with enrollment in grades 9 through 12 in public secondary schools, fall 1948 through fall 2000. Digest of Educational Statistics, Table 53.

Furman, Nelly, Goldberg, David and Lusin, Natalia (2007). Enrollment in foreign languages other than English in United States Institutions of Higher Education, Fall 2006. Modern Language Association, web publication 12, November 2007.

12132000-2006: US Students Studying World LanguagesMiddle school & high school data: National Center for Educational Statistics (2000); Post-secondary data: Furman, Goldberg, and Lusin (2006)

14.7% 43.8%8.6%1.6%Middle SchoolHigh SchoolPost-SecondaryPost-Secondary(advanced levels)National Center for Education Statistics (2000). Enrollment in foreign language courses compared with enrollment in grades 9 through 12 in public secondary schools, fall 1948 through fall 2000. Digest of Educational Statistics, Table 53.

Furman, Nelly, Goldberg, David and Lusin, Natalia (2007). Enrollment in foreign languages other than English in United States Institutions of Higher Education, Fall 2006. Modern Language Association, web publication 12, November 2007.

132007-09: National Foreign Language Enrollment14 18.51% 8.6%Post-secondary MLA data: Furman, Goldberg, and Lusin (2009)ACTFL 2010. http://actfl.org/files/ReportSummary2011.pdf

1415In contrast, the world is in a quest forand is racing to develop High Human Capital21 of the Top 25 Industrialized Countries Begin the Study of a World Language in Grades K-5Sources: Pufahl, Rhodes, & Christian, 2002; Li, 2007; Goto Butler, 2007; Gargesh, 2006; Eurydice, 2005; Russia-InfoCenter, 2006; Dixon, 2003

Lower Elementary SchoolUpperElementary SchoolMiddle SchoolHigh SchoolBeginning Age5-78-1011-1314Grade K-23-56-89Number of Countries81231*(US)16These are approximations of US grades.

Multiple sources:

Pufahl, Ingrid, Rhodes, Nancy C., and Christian, Donna. 2002. Foreign Language Teaching: What the United States Can Learn From Other Countries. Washington, DC: U.S. Department of Education.Li, Minglin. 2007. Foreign Language Education in Primary Schools in the Peoples Republic of China. Current Issues in Language Planning, vol.8, no. 2, pp. 148-161.Goto Butler, Yuko. 2007. Foreign Language Education at Elementary Schools in Japan: Searching for Solutions Amidst Growing Diversification. Current Issues in Language Planning, vol.8, no.2, 2007.pp. 129 147.

Gargesh, Ravinder. 2006. Language Issues in the Context of Higher Education in India. PowerPoint presentation given at the Language Issues in English Medium Universities Across Asia Symposium at University of Hong Kong, June, 2006. Available online, March 10, 2009: www.hku.hk/clear/doc/DAY%201/Ravinder%20Gargesh.PPT.

Eurydice. 2005. Key Data on Teaching Languages at School in Europe. Eurydice: Brussels, Belgium. Russia-InfoCenter. 2006. General Education. Available online, March 11, 2009: http://www.russia-ic.com/education_science/education/system/103/Dixon, L. Quentin. 2003. The Bilingual Education Policy in Singapore: Implications for Second Language Acquisition. Paper presented at the Annual International Symposium of Bilingualism, (Tempe Arizona, April 30-May3, 2003). Available online March 11, 2009: http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/2d/e8.pdf

16

17Lets Put Things Into Perspective

18

3. Demystify ChineseSpoken languages: Six major dialect families; Mandarin is one of them The varieties of Chinese available in the US parallel the immigration patterns, e.g., Cantonese, Taishanese, Fukienese/Taiwanese, Hakka, & Mandarin

Written language: before the 1950s, the same across most dialects

19Written Language ReformsIn the 1950s, Chinese character simplification

In 1964, 2,238 out of the approximately 7,000 characters in general use (Hsia 1956; Cheng 1979) were simplified (about 32%) PRC: SimplifiedTaiwan: Traditional charactersHong Kong, Singapore, and Chinese Diaspora: BothHistorical text and literature: Traditional The US: Both systems are taught20Phonological Transcription SystemsBPMF Phonetic System: Used in Taiwan

Hanyu Pinyin: PRC, Hong Kong, Singapore

Computer: Can input both systems, but Pinyin is being more widely used

21Consensus of the Chinese FieldNative speakers of Chinese can read in both forms but are required to write in either form (computer can do both systems)Pedagogical implications: Depending on the age of students, introduce one system of writing, but introduce another system to them laterFor older students: may introduce them to another system for recognition

22Chinese is not that difficult; its just differentIts not more difficult to develop oral language proficiency than in German or Russian

But the writing system does take more time because it is character-based, which makes the sound-print-meaning mapping more challenging234. Take a learner-centered approach to program and curriculum design, instruction, and assessment24

25

5. Consider the Following Five Goals1. Increase the number and effectiveness of language programs; 2. Expand the range of languages offered; 3. Begin language instruction at a younger age and continue through a longer, articulated sequence; 4. Establish clear expectations for students language learning outcomes; and 5. Expand access and opportunity to learn via both traditional and innovative delivery systems. (Ingold & Wang, 2010)26Educational policies and practices in the K-12 Context in the US often have conflicting sociological codes. For example, simultaneously under the NCLB, there is English Only and English Plus orientations towards different or the same student populations. It is time that we engage in serious dialogues about advocating a vision of an additive language policy for students.

Five goals are identified because they reflect the trends and changed demands that we are able to detect in various pockets of the nation:

An increased awareness and need to establish and sustain more and better language programs to ensure our nations economic competitiveness: Not just English, and Science, Tech, Math, & Engineering Immersion and early language learning programs: Not just in high schoolsEmergent world languages: Not just traditionally taught languages Increased demand for accountability, especially the need to demonstrate student language learning outcomes: Not just for exposure and a taste of different culturesExpanded delivery system and technological use in the classroom: Not just face to face and textbook-driven language learning

2627Trends Indicating Demand for World Language programs in the US Greater awareness of the need for a linguistically and culturally competent citizenry

Increasing popularity of immersion and early language learning programs

Expanded offerings of online or distance learning language learning programs

STARTALK and FLAP grants have generated enthusiasm and planted seeds for programs in less commonly taught languages

6. Select an Effective Program Model that Will Work in Your Local ContextEarly language learning: Foreign language exploratory programs (FLEX)Foreign language in elementary schools (FLES)Total immersionDual language immersion/partial immersion

Secondary school programs: Traditional/RegularBlock schedule

Distance/Online/Blended Learning programs

Heritage learner programs

After school/Saturday academies

287. Offer Program by DesignIdentify vision and purposesBe standards- and performance-basedSet expected learning outcomes in light of time on task Articulate programs at different levels with multiple entries and exitsInclude learner assessment and program evaluationOffer credit by examination298. Identify and Support Effective Chinese Language Teachers

30

www.startalk.umd.edu

http://www.nflc.org/pubcatalog31

Acknowledgement & Background

(1) Meeting the Challenges of World Language Teacher Shortage. NFLC, CCSSO, & Asia Society, December 2008; 35 invited experts(2) National World Language Teacher Certification Summit. NFLC & CCSSO, December 2009; 25 states plus DC and Professional organizations(3) Data drawn from extensive research, national and international data on language education policies and practices, and STARTALK project over the past 4 years(4) Grateful for STARTALK funding

We identified and documented a serious domestic and international WL Education Gap in the US which makes it even more compelling for us to transform our world language education and the teacher supply in the global age. Additionally, we demonstrate through the paper that:

Demands for world language education have expanded and changed in the global ageOur world language teacher supply system was built for the past era, which must be modernized to become more effective and responsive

31

http://www.nflc.org/pubcatalogWe Need: More WL teachers, especially elementary and immersion world language teachers

Teachers of a wide range of languages

Teachers with technological literacies, and those who can teach in online, blended learning, and distance learning environments

Effective teachers for diverse learners in all levels, in and beyond classroom walls33Take a Short- and Long-Term StrategyConsider recruiting Hanban guest teachers, but ensure the necessary support and professional development is in place

Identify and prepare local Chinese language teachersTap into local Chinese heritage communitiesRe-examine and revise outdated teacher preparation models and certification requirements

349. Build an Efficient System to Address the Life Cycle of a World/Chinese Language TeacherRecruitmentPreparationCertification/LicensureInduction/Mentoring/Professional DevelopmentBuild Teacher Development and Support Capacity3510. Leverage ResourcesThe US Government: STARTALK critical language student and teacher programs (Administered by the NFLC)

NSLI-Y (State Department)

Critical language teacher programs (State Department)

FLAP programs (US ED) (under reauthorization consideration)36The Chinese Government:

Confucius Institutes

Confucius Classrooms

Guest Teacher Programs

Scholarship for students and teachers to study in China37Non-Governmental OrganizationsThe College Board

The National Foreign Language Center at the University of Maryland

Asia Society

38Professional and Heritage OrganizationsCLASShttp://www.classk12.org/

CLTAhttp://clta-us.org/

39NCACLShttp://www.ncacls.org/

NCSUS

ACTFL www.actfl.org/Celebrating 25th anniversary at the Springfield Chinese Language Program, Massachusetts 40Demographics26,000 Students

55% Hispanic

22% African American

20% White

2% Asian

82% receive free or reduced price meals

24% do not speak English as a first language

41Foreign Language Offerings 6 Languages: Chinese, French, Italian, Latin, German, and Spanish

Chinese is a major foreign language program in Springfield

42When and how did the Program start?In 1987, it was funded with the support from the Dodge Foundations Chinese Initiative.

During the first three years, the City of Springfield funded 60% of the program.

Since then the city has provided the funding through regular budget.

The program started with one teacher shared by two high schools, who also provided FLEX for all middle schools.

Now we have 7 full time Chinese teachers.

43The Springfield Chinese Program in 2011 Over 1,000 students are enrolled

Four high schools: four levels, college prep and honor, AP, and IB Chinese

Two Middle schools: Grade 6, 7 & 8

STARTALK Chinese Immersion Summer Camp for K-8 students during the summer

44Curriculum & Instruction City-wide Chinese instructional guides and pacing guides

Units and lesson plans

4546

4647

A Sidewalk Writer

48

AssessmentCity-wide midterm exam and final exam for HSPre and Post test for MSCity-wide assessment has listening, reading, speaking and writing Formative assessment by teachers: tests and quizzes, portfolio assessment, performance assessment

49

5051

51TeachersRecruitment: Collaborate withLocal teacher preparation programs (5-college area)Weekend Chinese school in nearby Amherst for past 35 yearsMAFLA Retention: We keep teachers when $$ allows.

Certification: School district provides waiver, but we support our Chinese teachers to obtain certification within a year52

Professional DevelopmentDistrict teacher workshops provided by the foreign language department: best practices in Chinese language instruction, classroom management, technology integration, etc.

Monthly Chinese teacher curriculum meetings

STARTALK summer training and online videos on teaching Chinese with immersion model, how to create a thematic unit and design a lesson plan, etc.

53Support Effective TeachersBuild and sustain programs

Recruit students

Provide effective instruction and assessmentMust have an open-mind and be willing to collaborate with others

54Seek Support & ResourcesAdministrators: building principal, academic director, superintendent

Building staff: custodians, counselors, other subject teachers, computer technicians

Community: parents and community resource people

Partnership programs: A 15 year old joint grant with Asian Arts and Culture, University of Mass

55Engage in Advocacy Extend the Chinese New Year celebration to be a school-wide activity through interdisciplinary teaching;Highlight the program with student work; Chinese cultural artifacts at the library and the showcases in the school hallways;Make program visible to parents and community through outreach via the school choice program, open houses, etc.International Fair Exhibit 56

57Junior Docents for the Local Museum

58International Fair

59Funding sources

FLAPState Foreign Language Assistance ActSTARTALK Partnership ProgramsCommunity Foundations & Business Organizations Confucius Institute/Hanban, Asia SocietyChinese Cultural Center

6061

Thank youShuhan C. Wang, Ph.D. swang@nflc.orghttp://www.startalk.umd.edu

Mei-ju Hwangmeiju@comcast.net

62Chart11.598.5

students

Sheet1studentsstudy1.5all98.5To resize chart data range, drag lower right corner of range.

Chart114.785.33rd Qtr

students

Sheet1studentsstudy14.7all85.33rd QtrTo resize chart data range, drag lower right corner of range.

Chart143.856.23rd Qtr

students

Sheet1studentsstudy43.8all56.23rd QtrTo resize chart data range, drag lower right corner of range.

Chart18.691.43rd Qtr

students

Sheet1studentsstudy8.6all91.43rd QtrTo resize chart data range, drag lower right corner of range.