Chinese Immersion Program at Avenues: The World School
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Transcript of Chinese Immersion Program at Avenues: The World School
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Avenues World School Chinese Immersion Program
Angela Xu - Chinese Immersion CoordinatorYibo Lu - Chinese Literacy SpecialistJenny Guo - Head Teacher Grade 1Ying Tso - Head Teacher Grade 2
Yingwen Chen - Head Teacher Grade 3
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1st grade daily schedule 3rd grade daily schedule
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● 世界课
食物
房子
水
中餐
西餐
中国菜和美国菜有什么一样,又有什么不一样?
食物从哪里来?
动植物
地方
餐具
地理 I(五大洋、七大洲)
地理 II(旅游、各地文化)
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10+0
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Assessment & Book Project
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- Assessment: Listening & Speaking, Reading, Writing: 3 times a year (except for writing: twice a year) Listening & Speaking: Answer questions (interview)● Level 1 - 6: k - 5th grade (124 questions)● Difficulties spiral up Reading: (1) Read books aloud and answer comprehension questions (2) Character recognition (high frequency words) ● Read two books with an accuracy above 95%, comprehension 4 and fluency 2● Level 1 - 6: k - 5th grade (500 words)● Difficulties spiral up
Assessment
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Assessment
Listening & Speaking Samples
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Assessment
Character Recognition Samples
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Book Project
Why did we start to create books?
- lack of resources designed for immersion setting and books with levels, especially for assessment
How does it work?- Combine existing western system (F&P) + the uniqueness of Chinese language
What makes our book project unique?
- Writing, Illustrating & Editing team: composed of teachers ALL from Avenues
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Book Project
What makes our book project unique?
Writing: - Genres/topics: fiction, nonfiction and world course topics
- Difficulties spiral up
- Culture awareness
- Extra support for more target learners
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Book Project
What makes our book project unique?
Illustrating: - various ways to present images
● Photos 《我喜欢动物》
● Watercolor 《看和听》
● Computer 《我的玩具》
● Paper cutting & crayons 《天气》
● White-out 《星星》
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Book Project
What makes our book project unique?
Editing:
- In-design
- Running records: adding taking-note part
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Students’ Improvement
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First Grade Pinyin Project
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Why did we decide to have the pinyin project?
- lack of data to show when it is the best time to introduce pinyin in Chinese immersion programs- no research has shown if learning pinyin will delay students’ progress in learning Chinese characters-no research has shown if learning pinyin will confuse students in terms of English letters learning
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Database: 4 classes in 1st grade, 73 students
Pinyin groups VS Non-pinyin groups
4 phases (pinyin groups): Phase 1: introduce pinyin letters Phase 2: introduce vocabulary in pinyin Phase 3: read sentences and stories Phase 4: Chinese characters + pinyin
How does it work?
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Learning Pinyin will
● Increase the accuracy of tones
● Increase the accuracy of reading
● Increase the fluency of writing
Hypothesis
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pinyin VS characters
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Assessments
● Listening & Speaking
● Reading & writing
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Results & Future research
● We will continue this pinyin project next school year (2017-2018) in order to increase our database.
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http://www.avenues.org/en/careers/
Chinese Opening Positions:● Head Teacher - Chinese (Grades 1-5) ● Associate Teacher - Kindergarten ● Avenues Interim Masters - Chinese
Wechat: Avenues2012
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Q & A
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Thank you !