Post on 25-Dec-2015
汉语沉浸式教学：现状、经验及趋势
連鷺役博士二零一五年七月二十日
国际主流语言教学法高级讲习班—北京
全世界学习华语的趋势
美国中文沉浸式教学项目趋势
Resources ： http://miparentscouncil.org/2013/11/20/mandarin-immersion-schools-in-the-united-states-in-2014/
Language Program:
FLEX programsForeign Language Experience Programs
Language Program:
FLES ProgramsElementary School Foreign Language Programs
Language Program: Immersion Education
Family of Immersion education One-way (Foreign language) Two-way Bilingual Immersion Indigenous Immersion
Immersion Education
"Generally speaking, at least 50 percent of instruction during a given academic year must be provided through the second language for the program to be regarded as immersion. Programs in which one subject and language arts are taught through the second language are generally identified as enriched second language programs." (p.1)
(Fred Genesee , 1987)
The differences: Time allotted for the
program/classes Intensity of program and
instruction Continuity of the program Defined by Target Population
Core Characteristics of Immersion Education
The immersion language (L2) is the medium of instruction
Students enter with no proficiency in L2
Program aims for additive bilingualism
Exposure to L2 is confined to the classroom
Teachers are Bilingual
Goals of Immersion Programs
√ Proficiency in the target language
√ Proficiency in English
√ Academic achievement
√ Intercultural competence
Goals of Immersion Programs
PROFICIENCY
SuperiorCan support opinion, hypothesize, discuss
topics concretely and abstractly, and handlea linguistically unfamiliar situation
Proficiency Inverted Pyramid
LOW
LOW
LOW
MID
MID
MID
HIGH
HIGH
HIGH
NoviceCan communicate
minimally withformulaic and rote
utterances, listsand phrases
IntermediateCan create with
language, ask and answer simple
questions on familiar topics, and handle a
simple situation or transaction
AdvancedCan narrate and
describe in all major time frames
and handle a situation with a
complication
Novice
Advanced
Intermediate
Survive and cope in the country
Limited work ability
Satisfy most work requirements
Visual Representation of Anticipated Performance OutcomesAs Described in the
ACTFL Performance Guidelines for K-12 Learners
In mt ee dr i- a t e
Intermediate
N o v i c e
Advanced
Advanced
K-4 K-8 K-12 7-125-125-8 9-10 9-12
Pre
Advanced
N o v i c e
Descriptors are based on information gathered from foreign language professionalsrepresenting a variety of program models and articulation sequences.
Descriptors are appropriate for languages most commonly taught in the U. S.
Descriptors assume a sustained sequence of Standards-based, performance-outcomelanguage instruction. © ACTFL 1998
From Foreign Language Annals 31:4 (Winter 1998), p. 484
ACTFL Performance Guidelines for K-12
Learners
Immersion Programs
Immersion in Mandarin
Research and experience has demonstrated that immersion students
often score higher on achievement tests than peers from non-immersion
programs.
√ High levels of proficiency in L1 and L2
√ Heightened mental flexibility
√ Creative thinking skills (Stewart, 2005)
Benefits of Immersion
√ Enhanced meta-linguistic awareness√ Greater communicative sensitivity (Lazaruk, 2007)
√ Positively influences achievement in other disciplines, including higher test scores in reading and math
(Stewart, 2005)
Benefits of Immersion
Two for the Price of One
Immersion Education
Language Learning is a Long Term Commitment
Harder Work for Everyone Involved
Separation of Language
Chinese Immersion Environment
It’s A Team Effort !!
Ultimate Goal: Strive for Bilingual and Bi-cultural Students
找一个朋友聊一聊 :
究竟我们希望培育出什么样的人才？
找一个朋友聊一聊 :
到底汉语沉浸式教学该如何进行？
找一个朋友聊一聊 :
有效的汉语沉浸式课堂应该是什么样子呢？
沉浸式教学的课堂
谢谢！Thank you!
融合教学内容、语言与文化：
丰富课堂的沉浸式教学方法
連鷺役博士二零一五年七月二十日
国际主流语言教学法高级讲习班—北京
我的理解是……
目标語言 :学科內容 :文化 :
沉浸式教学课堂
文化
目标语言
学科内容
在课堂上使用百分之百全中文，可能吗？
可能 -1不可能 -2也许 -3
学习目标 Belief is the Ignition Switch Make Input Comprehensible Produce Successful Experiences with
Students Craft a Print-rich, Meaningful, and Playful
Environment Plan Lessons: Integrate Content,
Language, and Culture Encourage Language Output
A Video Clip from Kindergarten Classroom (Day 1)
What did the teachers do? What were the students’ responses ?
What did the video clips show you?
Pictures Gestures Facial expressions Pronunciation Phrases/Chunks/Vocabulary Link to real life experiences Illustrate meanings
Make Input Comprehensible Use body language, visuals, realia, hands on material
to communicate meaning Solicit and draw upon prior knowledge and
experiences with new themes Use a variety of pre-reading and pre-writing activities
to make language and content more accessible Break complex information and processes into
component parts Make frequent use of comprehension checks that
demonstrate understanding Select and adapt instructional material for learners’
developmental level Establishe routines to build familiarity and allow for
repetition
Use body language, visuals, and hands on material to Communicate meaning
Solicit and draw upon prior knowledge and experiences with new themes
Use a variety of pre-reading and pre-writing activities to make language accessible
Break complex information and processes into component parts
Make frequent use of comprehension
checks that demonstrate
understanding
Select and adapt instructional material for
learners’ developmental level Establish routines to build
familiarity and allow for repetition
100% Target Language Instruction Works!
Help Students Believe In Themselves
Craft a Print-rich, Meaningful, and Playful Environment
Produce Successful Moments--Positive Reinforcement
Establish classroom procedures before teaching content
Schedule
Establish classroom procedures before teaching content
Class Routines and Procedures
Plan Lessons: Integrate Language, Content, and Culture
Culture
Language
Content
沉浸式教学课堂：日程计划
文化
目标语言
学科内容
沉浸式教学课堂：日程计划
数学学科目标： 语言目标： 文化目标：
Material
Content
Hands-on Material
Other Tools
位值
Learningcycle
文化目标 / 学科目标 / 语言
目标
文化目标 / 学科目标 / 语言
目标
文化目标 / 学科目标 / 语言
目标Hands on activities, games, centers
Lecture, classroom instruction
Informal Assessment, tests, self-check, etc.
千 百 十 个1 1 1 1
十 个3 2
千 百 十 个
302
5237
数学实例三：小数点
Learningcycle
文化目标 / 学科目标 / 语言
目标
文化目标 / 学科目标 / 语言目标
文化目标 / 学科目标 / 语言
目标Hands on activities, games, centers
Lecture, classroom instruction
Assessment, tests, self-check, etc.
Culture: Stories of Abacus
Culture: Stories about the Abacus
Content, Language, Culture and, Technology
Let’s Play: Abacus and Calculator
Use the abacus and calculator to compute 1 to 10
How long does it take to get the answer?
1. Calculator2. Abacus
1+ 2+3+4+5+6+7+8+9+10= ?
沉浸式教学课堂：你来计划一下
文化
目标语言
学科内容
沉浸式教学课堂：你来计划一下
文化
目标语言
学科内容
第二课 猜猜我是谁
我的家在水里，我整天游来游去。我身上有闪闪发亮的鳞片，看起来很漂亮。如果没有鳃，我就不能呼吸。猜猜我是谁？
我是一条快乐的小鱼。
第二课 猜猜我是谁
我的家在树上，我整天飞来飞去。我身上有柔软的羽毛，摸起来很舒服。如果没有翅膀，我就不能飞。猜猜我是谁？
我是一只没有烦恼的小鸟。
第二课 猜猜我是谁
我的家在草原上，我整天跳来跳去。我身上有个小口袋，可以带着我的孩子到处玩。如果没有强壮的后腿，我就不能跳。猜猜我是谁？
我是一只忙碌的袋鼠妈妈。
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List all the activities that you can do with this units
CLA Social Studies Science Math PE Music Art
78
CLA Standards
Standard: Reading and Literature: Word Recognition, Analysis and Fluency: The student will apply word recognition strategies to
decode unfamiliar words and will read grade-appropriate text with accuracy and fluency. The student will:
› Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural analysis.› Read aloud narrative and expository text with fluency, accuracy, and appropriate pacing, intonation
and expression. Comprehension: The student will understand the meaning of texts using a variety of
comprehension strategies and will demonstrate literal, interpretive and evaluative comprehension.
The student will:› Retell, restate or summarize information orally, in writing, and through graphic organizers. › infer and identify main idea and determine relevant details in non-fiction text.
Writing: Types of Writing: The student will compose various pieces of writing. The student will write in descriptive mode to express meaning. Speaking, Listening and Viewing Speaking and Listening: The student will demonstrate understanding and communicate
effectively through listening and speaking. The student will: Demonstrate active listening and comprehension
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Content Objectives:
Students will be able to: recognize 鱼类，鸟类，哺乳动物，两栖类，
爬虫类 . distinguish the different characteristics
among the animals in different categories expand their vocabulary of a variety of
animals Use the stances structure : “if there is
no…., I can't….” to express things
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Science Standards
Standard: 3.4.1.1.1 Students will compare how the
different structures of plants and animals serve various functions of growth, survival and reproduction.
3.4.1.1.2 Students will identify common groups of plants and animals using observable physical characteristics, structures and behaviors.
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Science Content Objectives
Content Objectives: Students will classify animals according
to the characteristics they share, for example: Cold-blooded or warm-blooded. Vertebrates (have backbones and internal skeletons) or invertebrates (do not have backbones or internal skeletons)
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Vocabulary: 动物分类，外观，特性，脊椎动物，软体动
物，冷血动物，温血动物 哺乳类，鸟类，鱼类，爬虫类，两栖类 有毛皮，鳞状皮肤，皮肤光滑，羽毛，鱼鳞，
肺，鳃，呼吸，卵生，胎生，卵胎生 一样，相同，不相同，比较，类似
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85
86
Science Class Activities
Science Class Activities
Science Class Activities
Science Class Activities
Science Class Activities
92
DAILY Monday Lesson: Guess who I am? My favorite animals Main Task(s): Ask what their favorite animals by following the sentence pattern: 我最喜欢
的动物是___。____是____类动物，身上有____。它的家在____。它最喜欢吃____。 For example: T: 请你介绍一下你最喜欢的动物。 S: 我最喜欢的动物是松鼠。松鼠是哺乳类动物，身上有很多毛发。它的家在树上和地上。
它最喜欢吃坚果。 Students work on their “guess who I am?” flip books according to their
favorite animals’ characteristics. 猜猜我是谁？我是一种哺乳类动物，身上有很多毛发，还有长长的尾巴。我的家在树上
和地上。我最喜欢吃坚果。如果没有锐利的牙齿，我就不能吃东西。猜猜我是谁？
Chinese Language Arts-Writing and Reading
Chinese Language Arts-Speaking and Listening
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Formal Assessment-writing
谢谢！Thank you!