2018 STARTALK Fall Conference

APPROACHES TO TALKING WITH TEACHERS ABOUT EVERYDAY CULTURE IN A CHINESE LANGUAGE CLASS

KaishanKongPingPengAliceYang

PROGRAM INTRODUCTIONTeaching and Assessing Chinese Culture and Language Authentically

Goals:

• Cultivateacriticalunderstandingofculture

• DevelopskillsinteachingChineselanguageandcultures

• Transformeverydayartifactsintoculturallearning

WORKSHOP OUTCOMES 1. Participantswillreflectonhowcultureisincludedin

theircurriculumandteachingpractice.

2. Participantswillenvisionwaysoftransformingtheactivitiestosuittheirownprograms.

3. Participantswillhavestrategiestoopencurriculumconversationstopromoteinterculturality.

PROBLEM OF PRACTICE•WhatareChinesecultures?•Whatareauthenticcultures?•Howcanwecreateauthenticculturalresources?

SOLUTIONS• Reflection-basedcurriculumdevelopment• Constructivistlearningenvironment• Learner-centeredpedagogy

Reflection-based Curriculum Development

• Freewritetobegintheday

• Opendiscussionontheuseofreflection

• Dailyreflection

• Culturalgrowthroadmap

Wang,F.&Kong,K.(2017).Five-Dimensionreflectivepedagogymodelforteachereducation:Acaseincultureteaching. The14thInternationalConferenceonChineseLanguagePedagogyproceedings,pp.82-111.

Constructive Learning Environment

• Collectiveclassroompolicy&dailyroutines

• Miniteachingandpeerscaffolding

• Approachingsensitivetopics• Balancingtheoriesandpractice

• Tool-kittime

Learner-centered Pedagogy

• Differentiatedteachingandvariousformsofreflections

• Identitiesdiscussion• Fieldtripsandscavengerhunt• Adaptingteachingmaterials• Bringingpractitionerstodiscussion

APPLICATION

Cultural Growth Roadmap

Kaishan Kong

Visualization of Growth: Reflective Growth Roadmap

• Todocumentlearning• Tovisualizeideasandthinking• Todisplaydevelopment• Toconnecttheoryandpractice

Reflective Growth Roadmap

• Reflectingonteachingpractice• Identifyingproblems• Exploringself• Criticalthinking• Transformativethinking• Complicatingcultures• Applicationinclassroom

Example: Annie’s Reflective Growth Roadmap

• Whatindicatorsofgrowthdoyouidentifyinhernarrationofthejourneyandtheroadmap?

•

Annie’s Reflective Growth Roadmap

• “Lookingintomyownself”

• “Whatismyownculture?”

• “Iwasdoubtingmyself.”

• “WhoamI?”

• “MaybeIcouldbringitintomyclassroom.IalwaysthoughtIknewtheanswer,butmaybeIdon’t.Itisok.Ijustneedtobringthatjourneyoflookingatculture,lookingatidentityintomyclassroom.”

• “ManyofmystudentsareAsianAmericans.Theythemselveswilleventuallyoractuallytheyareinthatprocessoflookingatthatissue,sobybringthatissueintotheclassroom,Ifeelthatitwillbehelpfulformystudents,ontopoftellingthemhowtoplayyoyoandhowtowritecalligraphy.”

• Confusion–clarification—selfexploration—solution—thefinalpicturetheteacherwiththestudentsthinkingthroughthecomplexityandalltheseissues.

•

Tool Kit TIME

Ping Peng

Tool-Kit Time

Tool-Kit Time

Tool-Kit Time

Tool-Kit Time

Tool-Kit Time

Example One

Tool-Kit Time

• ExampleTwo

Tool-Kit Time

• ExampleThree

Dialoguing With Experienced Practitioners

Alice Yang

Re-envision FL TeachingDeveloping students’ Intercultural Communicative Competence (ICC)

How To Do It?Creating spaces/opportunities for real cultural experiences/ exchanges. Reflection and interaction are the keys.

Don’t Forget...

Further Discussion

• Howdidyoulearntointegratecultureandlanguageinyourownpractice?• Whatshouldprofessionaldevelopmentforculture-languageintegrationlooklike?

ACKNOWLEDGEMENTS

• MarthaBigelow• JoanBrzezinski• JohannaEnnser-Kananen• ChunhuiWang

• FangAndieWang• YuWang• MargaretWong• Fangwen Yeh• Yongling Zhang-Gorke

STARALKsitevisitorsAllSTARTALKparticipants

THANK YOU.Q&A

KaishanKongkongx157@umn.edu

PingPengpengx050@umn.edu

AliceYangyang1996@umn.edu

UniversityofMinnesota-ConfuciusInstitute

http://confucius.umn.edu/