Teaching Chinese to Young Learners: Ideas from the Flying with Chinese Approach

Presented by: Dr. Shuhan Wang, Asia SocietyDr. Carol Ann Dahlberg, Concordia College, Moorhead, MN

Topics in todays seminar The Flying with Chinese approach based on current pedagogy

Literacy: balancing oral and written language for young learners*All examples will be taken from Flying with Chinese.

Flying with Chinese the seriesIdeal for: Grades K-6Designed to make the most of childrens natural language-learning ability by creating contextCan be used independently or as part of sequenced studyEach level covers 3 themes suitable for 1 year of study

What is the Flying with Chinese Approach?Elements of a good language curriculum:Standards-basedThematic planningPerformance- basedContent-related

Standards provide: Realistic goals and benchmarks Balanced curriculum content Focus on performance and assessmentStandards-based Standards for Foreign Language Learning in the 21st C.ACTFL Performance Guidelines for K-12 Learners5Cs CommunicationCulturesConnections ComparisonsCommunities

Example of standards

Thematic planning Connects content, language, and culture goals to a big idea or enduring understanding. Creates a meaningful context. Provides a rich context for standard-based learning.Student-centered: involves students in real language use in a variety of situations, modes, and text types.Brain-friendly: takes advantage of the natural ability of the brain to make connections in the process of learning.Links language instruction to the philosophy and content of the general elementary school curriculum.

Each of the three volumes for each grade level has a different theme:

Example of thematic planning* Grades 5 and 6 will each combine themes in one volume.

Content-Relatede.g. from Grade 4C Student BookMaterials in real-life contexts Connecting with other subjects while teaching Chinese:environmentsocial studies - sciencelanguage artsmathematicsvisual and performing arts

Content presented in story formatEach book / lesson / page / activity is designed as a storye.g. from Grade KA Student Book

Performance-basedStages in the Backward Design Process: Enduring Understandings Essential Questions Performance Assessments I can statementsTeacher Guide

Examples of performance-based approachEach lesson includes:Proficiency targets (Teacher Guide)Assessment (I can statements)

e.g. from Grade KA Student Book, Lesson 8

Examples of performance-based approachEach book includes:Cumulative group activity in the last lessone.g. from Grade KA Student BookChildren role-play meeting Chinese children during an imaginary trip to China and use learned vocabulary to make friends and exchange information.

Examples of performance-based approachEach book includes:A final, summative I can checklist

e.g. from Grade 2B Student Book

Literacy: connection between oral and written textWhat connects Oral Language and Literacy Development?Pre-Literacy is the Bridgeoral textwritten words spoken out loudwritten textspoken words written downWhat is pre-literacy? Uses oral language as the base for literacy. The act of literacy is important: reading, being read to, looking at prints, icons, etc.

Building blocks of Chinese literacy Hanzi

Key Words and Word Banks

Environmental and Functional Print

Labeling

Mastery of hanyu pinyin is critical for students using Chinese word processing on the computer. Interference issues for kindergarten through Grade 2 learners who simultaneously learn phonics, English language arts, and hanyu pinyin.

Less of an issue in later grades, and students can draw on their knowledge of English phonics for help.Role of pinyin in teaching young learners

Hanzi developmentIn Grades K-2: students are introduced to single hanzi that recur in the lesson, with emphasis on the components of hanzi (strokes); stroke order; the notion of radicals; tracing, copying, and recognition of sound, meaning, and form. ~Pre-Writing vs. Sight Vocabulary Development

In Grade 3 and beyond: students begin to combine individual hanzi into meaningful words, phrases, expressions, and sentences in context for communication.

Program ComponentsStudents:Student BooksWorkbooksStudent Audio CDs

Teachers:Teacher GuidesTeacher Audio CDsFlashcards

Questions?Contact Shuhan Wang and Carol Ann Dahlberg at:shuhanw@asiasoc.orgcadahlbe@cord.edu Continue the conversation with your peers at peerSource http://my.cheng-tsui.com/forum/649

Thank you for attending You will be redirected to a brief survey after this presentation. We appreciate your feedback.

Visit www.cheng-tsui.com for more information on Flying with Chinese, and other Chinese language and culture offerings.

*The Flying with Chinese series is a complete learning system for young language learners. It features a series of standard-based, thematically designed, performance-based, and content-related materials. ********