Chinese as a Foreign Language: Considerations for Scope and Sequence
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Transcript of Chinese as a Foreign Language: Considerations for Scope and Sequence
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NY State Asian Languages BETAC April 9, 2010
Designing Your Chinese Language Program Curriculum – Considerations for Scope and Sequence
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Topics for Today
Overview of “standards” and curriculum planning
“Backward Design” in language program planning
Sample of scope and sequence
Benchmark setting
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5C Standards by ACTFL
Communication 沟通能力
Cultures 文化认知
Connections 融会贯通
Comparisons 差異比较
Communities 社区运用
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The FL NAEP Assessment Framework Visual
National Assessment of Educational Progress (NAEP)
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Curriculum:Examine our understanding
'All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (Jhon Kerr).
Main Entry: curriculumDefinition: course of studySynonyms: educational program, modules, program of studies, schedule, studies, subjects, syllabus Notes: curriculum is a complete course of study offered by a school; syllabus is the outline of a single course (Roget's 21st Century Thesaurus, Third Edition, Copyright © 2009 by the Philip Lief Group).
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Curriculum is NOT
unit plans or lesson plansa teacher’s outlines of the coursetextbooks
Curriculum is
long range instructional planstandards basedunified within a school/school district
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Designing a Chinese Language Program Curriculum
Guided by district's world language goals and policies
A coordinated effort with other Chinese teachers in the school/school district
Language and cultural learning goals for multiple years
Benchmarks, scope and sequence, rubrics
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Paradigm Shift
To teach is to engage learning.
Learning is not haphazard.
Learning is sequential, developmental and scaffolded.
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Backward Design Process
Identifydesiredresults
Determineacceptableevidence
Plan learningexperiencesand instructionWiggins and McTighe, 1998
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Desired ResultsUnderstanding Your Program and Setting the Goals
Exploratory program or proficiency building program
Contact hours in school and students’ contacts with the Chinese culture and language resources outside the school
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Example: Setting Goals for Chinese Programs in New York State Public Schools
College Board AP/SAT
NY State Regents
ExaminationInternational
Baccalaureate
Effort Index
Native Speakers
Heritage Language Speakers Non-heritage
Language Speakers
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New York State Suggested Themes
Personal Identification
Meal Taking
House and Home
Family Life
Health and Welfare
Education
Leisure
Shopping
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Pre-AP Curriculum Framework
College Board Global Challenges Science and
Technology Contemporary Life Personal and Public
Identities Families and
Communities Beauty and
aesthetics
NY State
Personal Identification
Meal Taking
House and Home
Family Life
Health and Welfare
Education
Leisure
Shopping
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Think – Pair - Share
Compare and contrast the NY State suggested themes and the College Board Pre-AP Curriculum Framework.
New York State Asian Languages BETAC 14
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Sample Scope and Sequence
Reconfigured suggested themes and topics
Chinese specific linguistic features
Benchmarks
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Reconfigured Suggested Themes and Topics
Personal identity
Life skills
Community and neighborhood
Science, math, and technology
Nature and environment
Beauty and aesthetics (arts)
Current events
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Chinese Specific Linguistic Features
Sentence patterns
Part of speech
Phrases
Compound sentences & connectors
Idioms and sayings
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Suggested Scope and Sequence
New York State Asian Languages BETAC 18
What are my role and responsibilities as a global citizen?Jobs and careerNature preservation
How is my community similar to or different from a Chinese community? Personal interests, hobbiesEthnic foods, geography
Who am I? Who are the Chinese?Personal informationFamily
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Examples of Spiral Themes
NYS suggested Theme: Personal Identification
HS Level 1 (possible topics)Greetings, Personal Information
HS Level 2 (possible topics) Describing Personalities, Hobbies
HS Level 3 (possible topics) Dreams and Hopes
HS Level 4 (possible topics)Aspirations, Famous People
Cultural Connection (possible topics)Famous Chinese People
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Examples of Spiral Themes
NYS suggested Theme: Health and Welfare
HS Level 1 (possible topics)Fast Food, Recipes
HS Level 2 (possible topics) Ethnic Foods, Restaurants
HS Level 3 (possible topics) Food Groups, Nutrition
HS Level 4 (possible topics)Living a happy and healthy life
Cultural Connection (possible topics)Famous Chinese Cuisines, Tea, Chinese table manners
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Examples of Spiral Themes
A suggested new theme: Nature and Environment
HS Level 1 (possible topics)Weather, Seasons, Animals and Plants
HS Level 2 (possible topics) Geography, Natural Habitats
HS Level 3 (possible topics) Pollution, Global Warming,
HS level 4 (possible topics)Recycling, Energy Conservation
Cultural Connection (possible topics)Unique Sceneries in China, Panda as an endangered species
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Now you try it.
Choose a theme within your group.
Develop topics within the chosen theme for 4 different linguistic levels.
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Reconfigured Suggested Themes and Topics
Personal identity
Life skills
Community and neighborhood
Science, math, and technology
Nature and environment
Beauty and aesthetics (arts)
Current events
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Next
Design a performance task to assess student learning.
Design instructional activities and strategies.
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New York State Asian Languages BETAC 25
Current Events
Level 1 Earthquakes ( 地震:很多房子倒了,很多人没有家。 )
Level 2 Yankees vs. Red Sox ( 纽约洋基棒球队和波士顿红袜棒球队比赛:在哪里比赛?谁赢了?比数是多少? )
Level 3 President Obama ( 欧巴马总统访问了中国,他登上了长城。 )
Level 4 iPad ( 苹果企业有了新产品 )
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Setting Benchmarks
Students will be able to… Decide the sequence of the benchmarks – Pinyin & Pronunciation
use Pinyin to learn pronunciation of unfamiliar words and sentences.distinguish the 4 tones and the neutral tone. master some tone changes.master Pinyin and produce natural pronunciation.
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Setting Benchmarks
Students will be able to…
Level 1 (L & S)understand basic, familiar and properly pronounced Chinese words, simple sentences, and classroom expressions related to personal and daily life.repeat, retell and recite learned words and sentences. respond to simple greetings.
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Setting Benchmarks
Students will be able to…
Level 1 (R & W)recognize and pronounce Pinyin.recognize strokes and stroke order.recognize some basic compounds, radicals and 200-250 learned Hanzi.write up to 150 Hanzi learned in class.write phrases and sentences in Pinyin or Hanzi to express themselves.
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Setting Benchmarks
Students will be able to…
Level 2 (L & S)understand classroom interactions and respond accordingly (situations related to personal and daily life).produce sentences using understandable pronunciation and intonation.communicate with others in familiar situations.
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Setting Benchmarks
Students will be able to…
Level 2 (R & W)recognize up to 450 learned Hanzi.use a bilingual or Chinese dictionary.read basic sentences and short texts with comprehension. write up to 300 Hanzi from memory.use the computer to write, or handwrite, short passages related to personal life.
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Setting Benchmarks
Students will be able to…
Level 3 (S & L)understand standard Mandarin spoken by people from different regions.engage in short telephone conversations.demonstrate understanding by retelling a story with fluency and expression.
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Setting Benchmarks
Students will be able to…
Level 3 (R & W)recognize up to 800 learned Hanzi.use the principles of building Hanzi to guess the meaning of new Hanzi.locate specific information in familiar materials.write up to 500 Hanzi from memory.compose short descriptive passages on familiar topics. compose brief e-mails for exchange of information and personal interaction.
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Setting Benchmarks
Students will be able to…
Level 4 (S & L)use contextual clues to understand common dialogue and statements related to personal and social activities.identify key words or phrases in a speech.express personal opinions or needs with clarity. narrate or report fairly thoroughly the process of an event.orally present a research topic with clarity.
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Setting Benchmarks
Students will be able to…
Level 4 (R & W)recognize up to 1100 learned Hanzi.locate specific information in textual materials, including short letters, messages, notes.write up to 800 Hanzi from memory.take simple notes. Use varied sentence patterns to write a personal essay.
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Final Thoughts for Curriculum Planning
Plan backwards and think about the goals first.Take a teamwork approach (planning with supervisors and other teachers).Think about vertical planning (scope and sequence). Decide the benchmarks, and then the topics, at each level. Embed cultural components in lessons.
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Final Thoughts for Teaching
Create a linguistically rich environment for learning.
Teach Hanzi from the beginning.
Apply spiraling and snowballing approach.
Teach tolerance for unknown and ambiguity.
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37
Teach tolerance of the unknownAuthentic Text: An Invitation
T. Richard Chi
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38
謹訂於 2 月 21 日起至 3 月 4 日止假本畫廊舉辦“無名氏”書法展。
敬請光臨、觀賞、指教。酒會: 2 月 21 日(星期六)下午 3 時 ~ 5 時
龍門畫廊敬邀
( 上 午 10:30 至 下 午 6:30 星 期 一 休 假 )
T. Richard Chi
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THE END
New York State Asian Languages BETAC (ALBETAC)
http://steinhardt.nyu.edu/metrocenter/albetac/
THE BEGINNING