DYNAMIC PARTNERSHIPS AMONG CHINESE TEACHING

INSTITUTIONS

Dr. Na LiuCenter for Applied Linguistics

Dr. Tommy LuChinese School of Delaware

April 15th, 2011

BACKGROUND

2000

Communities Public Support

Peyton et al (2001)Fishman (1991)

PARTNERSHIPS BETWEEN CONFUCIUS INSTITUTES AND

CHINESE HERITAGE LANGUAGE SCHOOLS: A CASE STUDY

Dr. Na LiuCenter for Applied Linguistics

April 15th, 2011

Challenges of Chinese heritage schools

Ineffective language instruction; 12.50% Ineffective culture

instruction; 4.20%

Unqualified teachers, 20.80%

Not enough class time,

62.50%

Inappropriate class placement; 20.80%

Few school activities; 8.30%

Inadequate financial sup-port, 20.80%

Poor facilities, 29.20%

Unsupportive parents; 20.80%

RESEARCH QUESTIONS

Chinese heritage schools

Chinese school stakeholders

The Confucius Institute

CI stakeholders

FINDINGS

Professional Development Workshop Series

---Set up prior knowledge

(by Ling, an 8th grade teacher)

---Gained knowledge on curriculum design and proficiency-based testing.

---Provided rich information about various programs for students so that teachers felt good to know that she was not teaching alone.

---Put a spurt on some teachers

Conference on Chinese Heritage Language Learners (2009)

ACTFL Conference

Adopt-A-School Program

Chinese learning perspective Psychological perspective

STARTALK Program of 2009

Chinese Knowledge and Culture Contest, 2008---to encourage students to seek knowledge related to China.

Graduation Ceremony

Challenges of Chinese heritage schools

Ineffective language instruction; 12.50% Ineffective culture

instruction; 4.20%

Unqualified teachers, 20.80%

Not enough class time,

62.50%

Inappropriate class placement; 20.80%

Few school activities; 8.30%

Inadequate financial sup-port, 20.80%

Poor facilities, 29.20%

Unsupportive parents; 20.80%

Chinese heritage school stakeholders’ expectations for the CI

Summer camp; accreditation

Teacher certification; teacher

training

Workshops

Consultants; funding

CONCLUSION

IMPLICATIONS

Chinese schools

Chinese government

and organizations

The U.S. government

and organizations

Public schools

Univ. programs

STARTALKChinese Language Flagship

REFERENCES Fishman, J. A. (1991). Reversing language shift: Theoretical and

empirical foundations of assistance to threatened languages. Philadelphia: Multilingual Matters.

Peyton, J. K., Ranard, D. A., & McGinnis, S. (2001). Charting a new course: Heritage language education in the United States. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 3-28). McHenry, IL: Center for Applied Linguistics and Delta Systems.

A PRACTICAL APPROACH AND CHALLENGES

Dr. Tommy LuChinese School of Delaware

April 15th, 2011

WHAT HAVE BEEN DONE

Partnered with local schools High school

Help recruiting teachers Assist curriculum design Culture activities

Chinese New Year Artists demonstration/hands-on experience

Elementary school After school program STARTALK program

WHAT HAVE BEEN DONE

Partnered with local schools Private schools

Help recruiting teachers Help obtaining text books Credits for foreign language requirements Assist curriculum design – curriculum committee

WHAT HAVE BEEN DONE

Recruit high quality teachers Doctoral degree Master degree Bachelor degree Education related field Chinese school graduates (second generation)

WHAT WERE THE CHALLENGES

Best kept secret Computer skills Lack of effective assessment tools (still

unsolved) High turnover rate Better opportunities with private schools

than public schools (in line with CAL’s 2008 survey)

HOW DID WE SOLVE IT

Community outreach Partner with other local Chinese school Bring in main stream teachers to share

experiences Collaborate with local, regional, and national

Chinese organizations and Chinese American community centers

HOW DID WE SOLVE IT

Create online platforms Web site (www.ChineseSchoolDE.org) Wiki site (http://chineseschoolde.wikispaces.com)

Curriculum Class materials Teaching and learning tools Administrative tools

HOW DID WE SOLVE IT

Professional development Curriculum design STARTALK Digital learning

LOOKING AHEAD

Collaborate with state DOE World Language Program

Unite local community schools to advocate Chinese education, share resources,

Recruit high quality teachers Partner with community centers, parents, Streamline curriculum Teacher evaluation

LOOKING AHEAD

Assessment Outcome based Intended outcome Means of assessment Assessment tools

Rubrics Formative vs. summative Portfolio evaluation Standards based

LOOKING AHEAD

More discussions about L1 learners vs. L2 learners The differences Identity issues Their needs Homogeneous vs. heterogeneous classes Teacher preparations