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Xin ChenChing-fen Huang
Yalan KingXiaohong Sui
Alex WangHelen Qian Zhou
Engaging Local and International Community
Presentation Objective
Share how our student program:
Engaged community organizations to provide authentic content,
resources and real world interactions
Integrated a real-time international interpersonal communication
component to strengthen students’ conversation skills
Invite other programs share their community involvement ideas
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Program Design
Theme Discover San Francisco Chinatown
Direct connections with native speakers through integration of
Community
Technology
iPads / computer lab
AAPPL
40 minutes daily with tutor in China
Meals in Chinese restaurants
Field trips
Community Mural Project
Student Population
Middle School (10-13)
High School (14-17)
Across the Bay Area
Novice mid-high to Intermediate mid-high
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Chinese Historical Society of America
Priority registration for socio-economically disadvantaged students
Marketing program
Chinese Language Pathway Partner
Provided PD to our team prior to the start of the program
From Dynasty to Democracy Tour combines the color of Chinatown with the inspiring history of the community’s struggle against discrimination starting in the 1800’s, and how that struggle shaped America’s understanding of human rights and the Constitution. This tour specifically addresses California Dept of Education Social Science and History Standards for grades 4 through 12. Support development of visitors Chinatown resource.
Mission is to build community and enhance the quality of life for San Francisco residents.
Place-based community development organization serving primarily the Chinatown neighborhood
Neighborhood advocates, community organizers, planners, developers, and managers of affordable housing.
Worked with the community to acquire mural space, access to I-Hotel, interviewees and community brochure for our program
Youth Leadership Development
Wentworth “Fish” Alley
Wentworth Alley 2015 Program
Ross Alley
1898 Arnold Goethe, “The Street of Gamblers”
San Francisco’s Oldest Alley
Because the alley looks so iconically ‘Chinatown’, many films have been shot here...
Single Room Occupancy (SRO)
8 feet
San Francisco journalist David Huang tells a story about a Chinatown Single Room Occupancy resident and his American Dream
6 feet
I-Hotel
Court ordered evictions Jan 1977
Sheriff jailed for refusing to execute eviction
Fully evicted Aug 4, 1977
Demolished 1981
6 feet
SRO Rebuilt and opened in 2005
Relocate 150+ seniors this year
Tea leaf selection
Growing/Buying
Serving
Cultural Significance
Photos provided by CHSA
Oldest organization in the country dedicated to the interpretation, promotion, and preservation of the social, cultural and political history and contributions of the Chinese in America.
Promotes the contributions and legacy of the Chinese in America through its exhibitions, publications, and educational and public programs in the Museum and Learning Center.
Paper and Sons and Daughters Educational Presentation and Museum visit.
Role playing Angel Island detainee interview
Ben Lee - Descendent of Angel Island detainee
Associate Professor Charles EganForeign Languages and Literatures
Researched the wall inscriptions at the Angel Island Immigration Station for several years
Identified ~ 60 new Chinese poetic inscriptions at present unknown to the public.
Miscellaneous Chinese prose inscriptions and up to 40 pictorial carvings have also been found on the walls.
Angel Island Tour and Chinese Language Pathway
Artist
ALEX WANG is a visual artist, curator, and educator
Trustee with Kearny Street Workshop, the oldest Asian American multidisciplinary arts organization in the United States
Preparator at Yerba Buena Center for the Arts and San Francisco Arts Commission
Teaches art for the Richmond Art Center
Develops programming for the University of Delaware’s Arts Bridging Culture series. Alex holds an MFA in Social Practice from the California College of the Arts.
We are guests in this neighborhood and community of Chinatown, and we’d like to learn more about the people who live here.
Most of our students are American born, but many of the residents of Chinatown are immigrants and have led lives in another world.
We want to learn the stories of their lives - what were those other worlds, where are they from, and how did they arrive to where they are today?
Ross Alley MuralNeighborhood Narratives
Interview Questions访问题
请问你采访的人姓什么？叫什么名字？
她／他的故乡在哪里？那里是一个怎样的地方？
他／她是什么时候来美国的，为什么要来美国？
来美国以后，她／他遇(yù)到了什么有趣的事？
来美国以后，他／她遇到了什么困(kùn)难(nan)？
她／他觉得住在美国有什么好处？
离开了他／她的故乡，她／他最想念什么，为什么？
他／她为什么要选(xuǎn)择(zé)住在加州？她／他认为自己给加州带来了什么？
How do you represent Born or From China?
Map shape of China →
Chinese Flag →
Create a combination of both →
Or you could show…
Objects associated with China →
Chinese junk, denoting both China as well as travel→
China as porcelain →
Map of Chinatown
Represents SRO’s
Each color represents one person’s story.
Each team painted 8 icons to represent their immigrant's story.
Community Press
Instructional Goals
Give students the communicative competence and confidence to use their language skills in real world situations
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Chingfen Huang Instructional Lead
Xin Chen Instructor
Xiaohong Sui Instructor
Qian Zhou Teaching Assistant
Chenhe Hao Teaching Assistant
John Tam IT Director
Yalan King Program Director
The Team
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Ruby and Sonya – Project Leaders
Teachers
Back up teachers
IT Staff
The Team
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Wu Han
Xi’an
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Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important. Bill Gates
Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event. Heidi-Hayes Jacobs
Feedback
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学生ID Can-do 上节课掌握情况新课内容 (New Lesson Content)Degree(very well; good; not bad;
okay) Evidence 配合度 特殊情况 教师
ST16_Dante_Falzone
教学目标:1.可以自己读，并理解这首诗词的意思；2.词汇：可以熟练掌握本节课所学词汇；2.可以熟练本节课重点句型；3.理解这首诗词并且可以谈谈
自己的想法
讲了排华法案的故事，还有朱丽琼的事迹，讲的很清楚。
一.词汇学习：词汇：诗词，甘愿，想要，谋生，机会，监狱；二.重点句型：不/没…却，到+place+去/来+verb。
听：好，本节课内容基本都能够听懂并且理解，很好。 说：好，能清楚并能流利表达自己想要说的内容，但是还需少量词语的提高。
今天有美术课，还是画关于移民居的事情，中午在中国城吃了日本面，比起日本面，更喜欢吃中国面；复习讲了朱丽琼的故事，很清楚，后来这个人在大学教书了；爸爸是科学家，妈妈是作家，自己长大了想当科学家或者医生，家里有姐姐，他，妹妹，妹妹会说一点西班牙语，身边的同学五月来过中国，自己也
很想来。
100% 无 Hilary
ST16_Nicholas_Olson教学目标：了解一首诗词的大致意思，赏析诗词，学会几个词汇的表达
很好，大部分都知道
词汇：甘愿，机会，想要，谋生，监狱，监牢，其实。句型：靠……谋生，从……来，到……去
听：好，很多都能听懂，能回答是或不是说：好，讲了很多美国监狱的事情，这方面懂的很多，最后还表达了对我的感谢，很懂事
在旧金山有一个监狱，在海上的一块大石头上，监狱里住一些坏人，也有人想进监狱。这段时间，你对我的帮助很大，因为你是中国人，你住在中国。我希望我们还有机会
再见面。
100% 无 Mabel
ST16_Tiffany_Louie
可以用学到的词汇介绍今天画的内容以及考试的内
容。全部掌握
练习了学生今天画画的内容和学生考试的内容。
听：好,学生能听懂我问的问题。比如：你今天去哪里画画了？为什么去罗斯大街画画？ 说：好，课上回答问题比较流畅，能流利的介绍今天画画的内容以及考试得内容。比如：我们今天去罗斯大街画画了。我们要画智力城他们家移民历史的八个里程碑。
我们今天去了罗斯大街画画。我们要画智力城他们家移民历史的八个里程碑。我画了其中的一个。明天我们去天使岛。坐船的时候我会给那个移民老人这幅画。今天我们还进行了考试。考了听说读。我觉得
我可能会说错句子。
100%
网络正常没有缺勤，没有迟到。
marlene
ST16_Caitlyn_Wong
1.讲解一首诗的意思2会用这些词语造句和日常对话，如：诗词，谋生，其实等
等。
很好
1.可以讲解天使岛上的一首诗的意思。2.学会这些词语，如，诗词，谋生，其实，监狱，甘愿，机会等
听：好,课上老师讲的内容都能听懂。说：好，课上回答问题比较流畅，能流利的表达自己的想法。听：很好，都能听懂老师的句子，例如你长大后想要做什么？你甘愿照顾妹妹吗？ 说：很好，能够表达出自己的意思，语序正确。例如：我长大以后想要当作家。旧金山有监狱。
1.我喜欢美国的诗词2.我甘愿照顾妹妹。3.下午我要回家，妈妈烧饭。4.我想要买软糖。5华人想去美国工作。6.妈妈靠工作谋生。7.旧金山的华人靠餐馆谋生。8.我今年没有机会去中国旅游。9.美国的监狱不多不少。10.我其实很喜欢软糖。11.我不喜欢
运动却喜欢游泳。
100%手机skype的网络很好
lena
Reflection on International Collaboration
Worked with project managers prior to the start of program familiarizing them with our curriculum, CAN-Do’s, ACTFL proficiency levels, STARTALK Principles
Emphasize spontaneous dialogue – it’s okay to talk about other things the student is interested in
Ensure that distance learning instructors prepare visual aids for lower proficiency level students
Platform matches kids in U.S. and China for Peer2peer language and culture learning
1-on-1 Bilingual Chat & Photo Missions
Long Term Motivation Factors
Concurrent High School and College Pathway for Chinese Language Learners
WHAT is the PATHWAY?
Collaboration between Mandarin Institute, SFUSD, CCSF and SFSU Flagship
Concurrent enrollment program that serves students who are capable of postsecondary work. High school students enroll in courses provided by a postsecondary institution for concurrent credit – College and High School
High School Students enroll in CCSF to start earning credits towards a Minor in Chinese
After completing the courses at CCSF, students can enter the San Francisco State University Chinese Flagship program
BENEFITS Students achieve higher proficiency levels
Students get to experience college early
Looks great on college applications
Concurrent credit: Each course is worth 3 CCSF units and 10 SFUSD High School credits
Accelerated path to Minor in Chinese – can fulfill College Freshman and Sophomore year requirements
Courses UC & CSU transferable – language/humanities electives
CCSF Chancellor Achievement Certificate after 18 units
Pathway into San Francisco State University Flagship
WHAT does it look like?CHIN30A
• Advanced Intermediate Chinese for non-native speakers
CHIN30B
• Continuation of Advanced Intermediate Chinese
CHIN30C
• Continuation of Advanced Intermediate Chinese (new)
CHIN31A
• Intermediate Mandarin for native speakers
CHIN31B
• Continuation of Intermediate Mandarin for native speakers
CHIN32
• Chinese Grammar and Chinese Culture
CHIN33
• Chinese Culture and Civilization
CHIN36
• Chinese Idioms and Proverbs
Share your ideas with us!
Key Ingredients for success
Cohesive team of Teachers
A Curriculum Framework that takes advantage of our physicality
Integrated technology Skype, iPads, computer lab
Authentic and Collaborative environment
Bringing the community into the program, and the program into the community
