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K–16 articulation for Chinese language programming is becoming critical as more K–12 students choose to learn Chinese in recent years. Participants in this session, both administrators and teachers of Chinese, will gain knowledge and skills in developing programs that foster K–16 Chinese articulation. Co-presenter Kun Shi will present the urgent need for administrators to support teachers and focus on K–16 articulation in order to sustain program development, based on his experience working with Florida and Ohio schools. Dr. Shepherd will explore ways to build the culture of Chinese programs in ways that create optimal learning experiences for American learners while they coordinate instruction in a manner that allows for smooth K–16 articulation. Techniques for structuring learning experiences that integrate key factors impacting vertical articulation will be shared through discussion and video, including embedding language in culture, eliciting increasingly sophisticated learner performance, shifting from texts to performance in context, generating intrinsic motivation, fostering varied feedback, and showing learners how to efficiently learn Chinese as a foreign language.
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Administrative Support to K-16 Chinese
行政支持与中文教育的持续发展NCLC - April 15, 2011
USF Confucius InstituteKun Shi – 史昆 ([email protected])
A Science and Knowledge Economy
- need scientific and technological literacy
A Resource-Challenged Economy
- need critical thinking about sustainable economies
A Globally Interdependent Economy
- global competence is a core competence
A Demographically Diverse Economy
- requires cross-cultural leadership skills
An Innovation-Driven Economy
- requires students who can learn how to learn and adapt to rapid changes (Source: Asia Society)
It is important for everyone to know that the next economy is
Why is administrative support important?
Local administrative support is essential to ensure long-term K-12 program development and K-16 articulation. Good examples: Thurgood Marshall MS in Florida and
Gahanna-Jefferson Public Schools in Ohio
Forming local and larger networks to support teachers Good examples: Asia Society, College Board, NFLC StarTalk,
CLASS…
Local networks are usually more effective.
Participate in Chinese Bridge Delegation …
It is more essential to ensure program quality & sustainability
Good sign of fast growth of K-12 Chinese programs in Florida and Ohio (next five slides)
The real challenge is program sustainability (which leads to K-16 articulation)
Data from USF-CI and FDOE
Students Taking Chinese Courses in Florida Public Schools Total Enrollment in 2010-2011: 2,956
(Survey and analysis by USF-CI and FDOE, August 2010)
Students Taking Chinese Courses in Florida Public Schools Total Enrollment in 2010-2011: 2,956
Data from USF-CI and FDOE
Chinese Language Teachers in Florida Public Schools 2010-2011 School Year (52 teachers: 41 f/t and 11 p/t)
Data from USF-CI and FDOE
俄州中小学中文教育发展状况Growth of Chinese programs in Ohio schools, 2005-09
51
17
8
72
0 10 20 30 40 50 60 70 80
2008-09
2007-08
2006-07
2005-06
俄州中小学注册学习中文的学生人数2005-06 至 2008-09 学年
490
1383
4609
6500
0
1000
2000
3000
4000
5000
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7000
2005-06 2006-07 2007-08 2008-09
Nu
mer
of
Stu
den
ts
School Year
Growth of Student Enrollment in K-12 Chinese, 2005-06 to 2008-09
A word of caution …
To maintain a regular K-12 Chinese program requires long term planning and strong administrative support.
To operate an immersion program requires twice the efforts.
If you want to start an immersion program, please learn more from the Portland Public Schools in Oregon and Montgomery County Schools in Maryland.
Immersion Program in PPS (2009)
Mandarin Immersion Students in Portland Public Schools, 2008-09
60 58 57
2926 28 28
18 19 21
71
0
10
20
30
40
50
60
70
K 1 2 3 4 5 6 7 8 9 10 11
Grade Level
En
rollm
en
t
Immersion and Other Students at K-5, PPS
A Comparison
Comparison of Immersion and Other Students at Woodstock ES, 2007-08
0
20
40
60
80
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120
G-3 Math G-4 Math G-5 Math G-3 Reading G-4 Reading G-5 Reading
% S
tud
en
ts M
eeti
ng
Ore
go
n S
tan
dard
s
Immersion Students Other Students
Immersion and Other Students at G6-8, PPS
A Comparison
Comparison of Immersion and Other Students at Horsford MS, 2007-08
0
20
40
60
80
100
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G-6 Math G-7 Math G-8 Math G-6 Reading G-7 Reading G-8 Reading
Stu
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ts S
co
res
Immersion Students Other Students Oregon Standards
Support to teacher development is essential
Continuous teacher development is important because most programs and teachers are new.
Continuous administrative support to teachers is vital or program success cannot be guaranteed.
Examples in the next three slides.
汉办资助2009年举办的18所院校培训师培训班合影Hanban sponsored Teacher Institute in Qingdao, 2009
2011年4月在迈阿密举办的教师培训班Teacher Workshop in Miami (CLTA-FL, MDC-CI & USF-CI), 2011
在职中小学教师培训班March 19, 2008 – Cleveland (left)May 16, 2008 – Columbus (below)Dec. 16, 2008 – Columbus (left bottom)
USF Confucius Institutewww.global.usf.edu/confucius
Harmony
Collaborate
合作
和谐
