We describe here ten years of development of a Chinese learning technology and five years of practical experience in integrating this technology in MIT classrooms for intermediate-high and advanced-low students.Key re...We describe here ten years of development of a Chinese learning technology and five years of practical experience in integrating this technology in MIT classrooms for intermediate-high and advanced-low students.Key results are as follows:There is no need to disrupt the classroom experience(both for the teacher and the students);Technology provides a sharp increase in learning efficiency and motivation,as confirmed by students;and This overall improvement in learning is achieved by focusing on the efficiency of personal study time.The most salient type of feedback from students falls into two categories:“I wouldn’t have been able to take a class at that level without FullChinese,”and“The use of technology allowed me to prepare for class two to three times faster.”Results were achieved through a slow iterative process during which our learning technology evolved to solve observed needs in acquiring complex new material.展开更多
This research is based on the framework of social constructivism,utilizing the principle of Human Universals as a methodology to compare the similarities and differences between the ideation and formation methods of C...This research is based on the framework of social constructivism,utilizing the principle of Human Universals as a methodology to compare the similarities and differences between the ideation and formation methods of Chinese characters and English alphabets.Through comparative analysis of the ideation of English letters(pictogramme)and the origin of Chinese characters,known as the"Six Categories Theory,"we discover their alignment in terms of social,traditional,and cultural aspects.This suggests that different ethnic groups share common features in terms of life experience,learning cognitive development,and thinking habits.This study also finds that the origins of English letters and Chinese characters share similar linguistic features in their methods of constructing letters/characters,such as pictographic,ideographic,and semantic characteristics.Exploring these commonalities contributes to promoting learning and communication between Chinese and English characters.Additionally,by focusing on socio-cultural aspects,traditional customs,and cognitive learning,this study aims to break away from the traditional linguistic research approach that solely focuses on language differences.This provides a broader perspective and richer dimensions for Chinese and English language learning,facilitating the development of cross-linguistic and cross-cultural communication.展开更多
This article explores how Chinese calligraphy has evolved in the modern world,utilizing one particular focus:water calligraphy.Water calligraphy is a fascinating,non-invasive,and communal form of street art.It reconte...This article explores how Chinese calligraphy has evolved in the modern world,utilizing one particular focus:water calligraphy.Water calligraphy is a fascinating,non-invasive,and communal form of street art.It recontextualizes traditional calligraphy and offers insight into modern Chinese society and the concepts of art and creation.The simple trade of ink and paper for water and the ground has produced one highly intriguing practice.The following article will go through water calligraphy's link to modernity,its general appeal,and my own personal experience attempting it.展开更多
This article discusses Task-based Language Teaching(TBLT)implemented in the Chinese classroom.TBLT involves a three-phase pedagogical sequence,including pre-task,on-task,and post-task.Different task-based learning act...This article discusses Task-based Language Teaching(TBLT)implemented in the Chinese classroom.TBLT involves a three-phase pedagogical sequence,including pre-task,on-task,and post-task.Different task-based learning activities are designed to promote learners’language acquisition through the performance of tasks.Learners are engaged in interactive and collaborative communication to accomplish meaningful and relevant real life tasks.This article explores the application of one TBLT unit in Chinese for learners’language development in terms of both fluency and accuracy.展开更多
In the fields of bilingualism and second language(L2)acquisition,growing attention has been paid to code-switching in Chinese heritage learners,as they show how early linguistic and cultural influence affects language...In the fields of bilingualism and second language(L2)acquisition,growing attention has been paid to code-switching in Chinese heritage learners,as they show how early linguistic and cultural influence affects language use.Most existing studies focused on balanced bilinguals,but little has been done to understand the differences in code-switching between Chinese heritage and non-heritage learners.Moreover,no studies have focused on L2 codeswitching in computer-mediated communication,which has become a daily routine of many L2 learners after the COVID pandemic.To fill these gaps,the present study compared differences in code-switching instances between five Chinese heritage and five non-heritage learners in a semi-structured interview in English conducted via Zoom.Results showed that the heritage learners have more instances of code-switching from English to Chinese and knowledge of Chinese cultural terms but fewer linguistic errors than the non-heritage learners.Results also revealed that all the learners shared similar code-switching reasons,but the heritage and non-heritage learners differed in their self-reported code-switching situations.展开更多
When the demographics in American public schools became more diverse,educators have faced the challenge of working with diverse student learners.In the education field,culturally relevant pedagogy has been widely reco...When the demographics in American public schools became more diverse,educators have faced the challenge of working with diverse student learners.In the education field,culturally relevant pedagogy has been widely recognized as an effective practice for teaching about diversity and is used across different school subject areas.This article discusses the four aspects in which teachers can implement culturally relevant pedagogy in TPRS language classrooms:a caring learning community,establishing meaning,story asking,and story reading.Teachers can include and empower students by validating them as learning subjects and engaging them in knowledge creation and representation in curriculum and instruction.The goal is to develop academic success,culture and identity,equity,and excellence for all student learners in a multicultural and global society.展开更多
In recent years,there has been a growing demand in the global labor market for proficiency in Chinese as a foreign or second language.Yet not much is known regarding how Chinese language education is provided by the U...In recent years,there has been a growing demand in the global labor market for proficiency in Chinese as a foreign or second language.Yet not much is known regarding how Chinese language education is provided by the U.S.schools in order to meet this demand.The present study investigated the competence that a Chinese teacher is expected to have as well as the qualification that currently in-service K-12 teachers of Chinese are actually possess.In addition,this research explored teaching philosophies,attitudes,pedagogy,challenges and needs for professional training among the Chinese teachers who are currently hired by U.S.K-12 schools.A concurrent mixed method design was employed in this study to collect both quantitative and qualitative data with a questionnaire from a sample of 45 Chinese teachers.Result showed that most U.S.K-12 schools have minimum and preferred qualifications specified for a long-term Chinese teaching position,however there is a gap between the preferred qualification from the perspective of employers and the actual qualifications that current K-12 Chinese teachers possess.Teachers'attitudes and beliefs about Chinese teaching competency are consistent with the expectations of their employers to some extent.Main finding suggests that K-12 Chinese teachers'teaching philosophies are influence by both traditional Chinese culture and modern western culture.Lastly but not least,the majority of the participants rated classroom management and pedagogy as the two areas where professional training is needed the most.展开更多
Chinese as a foreign language (CFL) is a critical language in the United States, and the importance to have competent CFL teachers has been more and more realized. However, the literature does not show sufficient rese...Chinese as a foreign language (CFL) is a critical language in the United States, and the importance to have competent CFL teachers has been more and more realized. However, the literature does not show sufficient research on CFL teacher competency. To fill the gap, a series of exploratory research studies are initiated. As a part of the initiation, this study overviews the professional guidelines, resources, standards and requirements for CFL education in the U.S. at the national and state levels. The findings will be useful for designing teacher education program and teacher training program. In addition, student teachers, pre-service teachers, and in-service teachers can also use them as great references for their academic and/or professional development.展开更多
Teaching is a special profession with complex pedagogical procedures. It prepares qualified workers and citizens who are expected to yield values and bring benefits to the society, the nation, and the whole world (Nes...Teaching is a special profession with complex pedagogical procedures. It prepares qualified workers and citizens who are expected to yield values and bring benefits to the society, the nation, and the whole world (Nessipbayeva, 2012). This makes the profession require well-qualified teachers. In light of this, teachers must have (and be able to exercise) a broad range of competency array every day in an especially complex environment so that students can realize their full academic potential with the help of teachers (Jackson, 1990). The more competent a teacher is, the better students' achievements will be (Johansson, Myrberg,& Rosen, 2015). It is urgent for us to know how to prepare competent teachers.展开更多
文摘We describe here ten years of development of a Chinese learning technology and five years of practical experience in integrating this technology in MIT classrooms for intermediate-high and advanced-low students.Key results are as follows:There is no need to disrupt the classroom experience(both for the teacher and the students);Technology provides a sharp increase in learning efficiency and motivation,as confirmed by students;and This overall improvement in learning is achieved by focusing on the efficiency of personal study time.The most salient type of feedback from students falls into two categories:“I wouldn’t have been able to take a class at that level without FullChinese,”and“The use of technology allowed me to prepare for class two to three times faster.”Results were achieved through a slow iterative process during which our learning technology evolved to solve observed needs in acquiring complex new material.
文摘This research is based on the framework of social constructivism,utilizing the principle of Human Universals as a methodology to compare the similarities and differences between the ideation and formation methods of Chinese characters and English alphabets.Through comparative analysis of the ideation of English letters(pictogramme)and the origin of Chinese characters,known as the"Six Categories Theory,"we discover their alignment in terms of social,traditional,and cultural aspects.This suggests that different ethnic groups share common features in terms of life experience,learning cognitive development,and thinking habits.This study also finds that the origins of English letters and Chinese characters share similar linguistic features in their methods of constructing letters/characters,such as pictographic,ideographic,and semantic characteristics.Exploring these commonalities contributes to promoting learning and communication between Chinese and English characters.Additionally,by focusing on socio-cultural aspects,traditional customs,and cognitive learning,this study aims to break away from the traditional linguistic research approach that solely focuses on language differences.This provides a broader perspective and richer dimensions for Chinese and English language learning,facilitating the development of cross-linguistic and cross-cultural communication.
文摘This article explores how Chinese calligraphy has evolved in the modern world,utilizing one particular focus:water calligraphy.Water calligraphy is a fascinating,non-invasive,and communal form of street art.It recontextualizes traditional calligraphy and offers insight into modern Chinese society and the concepts of art and creation.The simple trade of ink and paper for water and the ground has produced one highly intriguing practice.The following article will go through water calligraphy's link to modernity,its general appeal,and my own personal experience attempting it.
文摘This article discusses Task-based Language Teaching(TBLT)implemented in the Chinese classroom.TBLT involves a three-phase pedagogical sequence,including pre-task,on-task,and post-task.Different task-based learning activities are designed to promote learners’language acquisition through the performance of tasks.Learners are engaged in interactive and collaborative communication to accomplish meaningful and relevant real life tasks.This article explores the application of one TBLT unit in Chinese for learners’language development in terms of both fluency and accuracy.
文摘In the fields of bilingualism and second language(L2)acquisition,growing attention has been paid to code-switching in Chinese heritage learners,as they show how early linguistic and cultural influence affects language use.Most existing studies focused on balanced bilinguals,but little has been done to understand the differences in code-switching between Chinese heritage and non-heritage learners.Moreover,no studies have focused on L2 codeswitching in computer-mediated communication,which has become a daily routine of many L2 learners after the COVID pandemic.To fill these gaps,the present study compared differences in code-switching instances between five Chinese heritage and five non-heritage learners in a semi-structured interview in English conducted via Zoom.Results showed that the heritage learners have more instances of code-switching from English to Chinese and knowledge of Chinese cultural terms but fewer linguistic errors than the non-heritage learners.Results also revealed that all the learners shared similar code-switching reasons,but the heritage and non-heritage learners differed in their self-reported code-switching situations.
文摘When the demographics in American public schools became more diverse,educators have faced the challenge of working with diverse student learners.In the education field,culturally relevant pedagogy has been widely recognized as an effective practice for teaching about diversity and is used across different school subject areas.This article discusses the four aspects in which teachers can implement culturally relevant pedagogy in TPRS language classrooms:a caring learning community,establishing meaning,story asking,and story reading.Teachers can include and empower students by validating them as learning subjects and engaging them in knowledge creation and representation in curriculum and instruction.The goal is to develop academic success,culture and identity,equity,and excellence for all student learners in a multicultural and global society.
文摘In recent years,there has been a growing demand in the global labor market for proficiency in Chinese as a foreign or second language.Yet not much is known regarding how Chinese language education is provided by the U.S.schools in order to meet this demand.The present study investigated the competence that a Chinese teacher is expected to have as well as the qualification that currently in-service K-12 teachers of Chinese are actually possess.In addition,this research explored teaching philosophies,attitudes,pedagogy,challenges and needs for professional training among the Chinese teachers who are currently hired by U.S.K-12 schools.A concurrent mixed method design was employed in this study to collect both quantitative and qualitative data with a questionnaire from a sample of 45 Chinese teachers.Result showed that most U.S.K-12 schools have minimum and preferred qualifications specified for a long-term Chinese teaching position,however there is a gap between the preferred qualification from the perspective of employers and the actual qualifications that current K-12 Chinese teachers possess.Teachers'attitudes and beliefs about Chinese teaching competency are consistent with the expectations of their employers to some extent.Main finding suggests that K-12 Chinese teachers'teaching philosophies are influence by both traditional Chinese culture and modern western culture.Lastly but not least,the majority of the participants rated classroom management and pedagogy as the two areas where professional training is needed the most.
文摘Chinese as a foreign language (CFL) is a critical language in the United States, and the importance to have competent CFL teachers has been more and more realized. However, the literature does not show sufficient research on CFL teacher competency. To fill the gap, a series of exploratory research studies are initiated. As a part of the initiation, this study overviews the professional guidelines, resources, standards and requirements for CFL education in the U.S. at the national and state levels. The findings will be useful for designing teacher education program and teacher training program. In addition, student teachers, pre-service teachers, and in-service teachers can also use them as great references for their academic and/or professional development.
文摘Teaching is a special profession with complex pedagogical procedures. It prepares qualified workers and citizens who are expected to yield values and bring benefits to the society, the nation, and the whole world (Nessipbayeva, 2012). This makes the profession require well-qualified teachers. In light of this, teachers must have (and be able to exercise) a broad range of competency array every day in an especially complex environment so that students can realize their full academic potential with the help of teachers (Jackson, 1990). The more competent a teacher is, the better students' achievements will be (Johansson, Myrberg,& Rosen, 2015). It is urgent for us to know how to prepare competent teachers.
