A3 Flagship Programs: Opportunity, Challenge and Innovation (Spring)

FLAGSHIP PROGRAMS: OPPORTUNITY, CHALLENGE, AND INNOVATION

Madeline K. SpringDirector, ASU Chinese Language Flagship Partner Program

Arizona State University

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© The Language Flagship 2008

CURRENT CHINESE FLAGSHIP PROGRAMS

• Brigham Young University: upper level undergrads; post BA

• Ohio State University & Ohio Public Schools: K-12, upper level undergrads; post BA

• University of Mississippi: undergraduate

• University of Oregon & Portland Public Schools: K--16

• Arizona State University Partner Program: undergraduate

• Indiana University Partner Program: undergraduate

• University of Rhode Island Partner Program: undergraduate

• San Francisco State University Partner Program: undergraduate

• Western Kentucky University Pilot Program: undergraduate

WHAT ARE GOALS FOR CHINESE FLAGSHIP STUDENTS?

• Become independent learners and thinkers• Develop a meta-awareness of themselves as

language learners• Learn to be risk takers in language classes• Be literate in China-related topics-- history,

film, literature, political science, art, economics, etc.

ASU CHINESE LANGUAGE FLAGSHIP OVERVIEW

• Targeted to upper-intermediate and advanced speakers of Mandarin Chinese (ILR 1 and above)

• Innovative and intensive multi-year campus and overseas curriculum with generous scholarships

• Credits for Flagship coursework count for “Flagship Track” in Chinese Major, in the School of International Letters and Cultures (SILC)

• Students can graduate with professional level proficiency in their field or discipline and a major in Chinese (Flagship Track)

CURRICULAR FEATURES

• Curricular materials needed to meet the challenges of advanced level students of Chinese in the next decade

• Instructional model to meet the academic needs advanced-level students

• Guide for integrating academic language development, content area instruction and explicit instruction in learning strategies for both content and language acquisition

FLAGSHIP OPTIONS AT ASU

• Flagship-Bound: pre-Collegiate programs, e.g. STARTALK, Collegiate Scholars, etc.

• *Flagship, Level 1: Novice-High (ILR 0+) to Intermediate-Mid (ILR 1) levels of proficiency or students with higher levels but lacking Flagship pre-requisites

• *Flagship, Levels 2-3 curriculum: Intermediate-Mid (ILR 1) to Advanced-Mid (ILR 2/2+) levels of proficiency (1-2 years of coursework at ASU + Capstone Year in China)

• *May involve intensive summer language study at Flagship approved programs in China or stateside

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ASU CHINESE LANGUAGE FLAGSHIP CURRICULUM：LEVELS 2--3 (LEVEL 2: IM – IH; LEVEL 3: AL-AH)

• STAGE 1 STRATEGICALLY SELECTED COURSEWORK

Determined through individual advising sessionsFactors involved:• Language proficiency (successful completion

of regular Chinese language courses through 4th yr. or evidence of comparable level)

• Required courses in major(s)• Year in college (e.g. freshman, sophomore,

etc.)

PREREQUISITES: Cultural literacy, phase 1

Students will have taken at least one university-level course about China offered in English & (ideally) one semester of Literary ChinesePossible topics:•Chinese art •Chinese Film and Civilization•Chinese literature•Geography of China •Chinese Science and Medicine •Chinese Cultural History •Historiography of China•Chinese Religions •China and Globalization

ASU CHINESE LANGUAGE FLAGSHIP CURRICULAR OPTIONS, Levels 2-3: FALL SEMESTER

• CHI 407 Chinese for Professional Purposes I• HST 385 History of Chinese Medicine• REL 343 Chinese Religions• CHI 307 Introduction to Literary Chinese I• CHI 399 Writing Module (one credit)• CHI 394 Pathways to Chinese Culture• Individualized tutorial sessions (domain specific)

ASU CHINESE LANGUAGE FLAGSHIP CURRICULAR OPTIONS, Levels 2-3: FALL SEMESTER

• CHI 408 Chinese for Professional Purposes II• SGS 494 Understanding China’s Economic

Transformation• CHI 482 History of Chinese Language• CHI 308 Literary Chinese II• CHI 399 Writing Module (1 credit)• CHI 499 Cross Cultural Communication (1 credit)• Individual tutorial sessions (domain specific)

CAPSTONE YEAR (APPLIES TO STUDENTS IN ALL CHINESE LANGUAGE FLAGSHIPS

• Semester A: Students take courses at Nanjing University in their major field of study (e.g., architecture, communications, business, economics, history, etc.) + required coursework at Nanjing Flagship Center

• Semester B: Structured 4-6 month internships overseen by Qingdao Flagship Center

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CAPSTONE YEAR IN CHINA:SAMPLE OF COURSES TAKEN AT NANJING UNIVERSITY (FALL ‘09)

• Architecture Studio建筑设计与研究－设计基础• Theory of Traditional Chinese Architecture 中国传统建筑设计理论

• Maritime Law 海商法• Sociology of Law 法律社會學• Internet &Communication Topics 网络传播专题• Comparative & Modern Chinese Literature 比较文

学与中国现代文学• Kunqu Opera 昆曲

SAMPLE OF COURSES TAKEN AT NANJING UNIVERSITY, CONT’D (FALL 2009)

• Introduction to Buddhism 佛教概论• International Finance 国际金融研究• Investment & Finance 投资与金融研究• South Asian Society Anthropology Topics 南

亚社会人类学专题• Management Strategies 战略管理• The Study of Communication 传播学研究

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C

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ASU 2010 COHORT #1: Student 1• Domain: Business, Marketing • Internship: Mint Trust Cultural Exchange and

Development Co. 岷信文化交流发展公司• Location: Chengdu • Work: Assisting the company on developing their web-

generated business and bi-lingual and cross-cultural training programs

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CAPSTONE YEAR: SEMESTER 2STRUCTURED 4-6 MONTH INTERNSHIP

ASU FLAGSHIP INTERNSHIPS (2)

Student 2• Domain: Communication • Internship: Nanjing International Group 南京国际集团

• Location: Nanjing • Work: Assisting on the marketing efforts for

the company’s newly built Nanjing International Center

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Student 3• Domain: Law International Trade • Internship: Bridge Law Firm 柏瑞律师事务所• Location: Qingdao • Work: Assisting the firm’s director-attorney on

international trade related cases

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• Student 4• Domain: Business, Accounting • Internship: Halberd Marketing Consultant 战戟营销咨询

• Location: Shanghai • Work: Work as research assistant on the

company’s consulting projects related to China’s food and clothing industries

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Student 5Domain: Communication, Literature

• Internship: Continental Auto 大陆泰密克汽车系统

• Location: Shanghai • Work: Working as an intern at the company’s

communication department

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• Student 6• Domain: Architecture, City Planning • Internship: Design and Designing 《设计家》• Location: Shanghai • Work: Working as assistant editor for this

most well-known Chinese journal on architecture design

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PREPARING STUDENTS FOR CAPSTONE YEAR: CURRICULAR FEATURES

• Identify key components of cultural literacy• Develop a curricular structure that leads to specific

objectives of proficiency• Match academic levels with cognitive development• Provide individuated curricular map based on

linguistic and cognitive levels• Integrate on-going formative and summative

assessments that drive curricular objectives

CURRICULAR ALIGNMENT AND CURRICULAR ALIGNMENT AND TRANSDISCIPLLINARY CONNECTIONSTRANSDISCIPLLINARY CONNECTIONS

Jie Zhu @ 2010 L.A. Heritage Conference

SOME CHARACTERISTICS OF SUPERIOR-LEVEL PROFICIENCY (ILR 3 or above)

• Explicit attention to learners’ strategies for comprehension of text (written, oral, or visual)

• Negotiation of meaning• Presentation (oral and written ) of argument

and ability to defend an argument

GUIDING STUDENTS TOWARD HIGHER LEVELS OF CULTURAL LITERACY

• Facilitate student engagement of learning strategies (self correction, domain-specific academic/professional language)

• Matching curricular development to expected outcomes (backward design)

• Consistent reference to student levels through multiple measures of assessment (e-portfolio)

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CHARACTERISTICS OF SUPERIOR LEVEL PROFICIENCY IN WRITING (BASED ON ACTFL GUIDELINES)

• Able to express self effectively in most formal and informal writing on practical, social and professional topics.

• Good control of a full range of structures, spelling or nonalphabetic symbol production

• a wide general vocabulary allow the writer to hypothesize & present arguments or points of view accurately and effectively.

• An underlying organization, such as chronological ordering, logical ordering, cause and effect, comparison, and thematic development is strongly evident

• Errors in writing rarely disturb natives or cause miscommunication.

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WRITING MODULE AND OTHER COURSES

GOALS OF THE WRITING MODULE PROGRAM

3000 characters before students go overseas

essay

Project paper

essayessay

SAMPLESOF

COURSE SYLLABI

• SGS 494Understanding China’s Economic Transformation解释中国经济大变革

• CHI 394 Communication in China• 中国当代传播概论 • CHI 482 The History of the

Chinese language 汉语发展史• CHI 407-408 Chinese for

Academic and Professional Purposes


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解释中国经济大变革UNDERSTANDING CHINA’S ECONOMIC TRANSFORMATION

• Course Description: China’s post-Mao economic transformation, which began in the late 1970s, is one of the most significant events in the second part of the 20th century. The rise of Chinese economy and its increasing integration into the global community is now among the most powerful forces reshaping the global economy. This course looks at China’s economic transition and its social, political, and ecological impact upon the changing Chinese society as well as its regional and global ramifications. The course provides a solid understanding of the Chinese market transformation, its origin and zigzag progress, which offers a rich case to examine economic globalization, with all its promises and pitfalls.

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CHI/SGS 494UNDERSTANDING CHINA’S ECONOMIC TRANSFORMATION

解释中国经济大变革• • 课程简介 : 于 1970 年代末拉开序幕的中国经济改革毫无

疑问在二十世纪下半叶占有举足轻重的地位 . 中国经济由于其在过去三十多年中的快速增长并与国际经济的全面接轨已经成为左右全球经济的一只重要力量 . 本课程介绍中国经济大变革的来龙去脉 , 从毛泽东时代的计划经济到市场经济的逐步转化 , 以及经济变革对中国政治 , 社会 , 和环境的冲击 . 同时 , 本课程还兼讨论中国经济的发展和全球化对全球经济一体化的影响 .

•

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CHI/SGS 494UNDERSTANDING CHINA’S ECONOMIC TRANSFORMATION

Sample assignment:我们今天在课堂上讨论了统购统销政策的来龙去脉及其对中国

经济 , 政治 , 和社会的深远影响 . 结合课堂讨论 , 阅读材料 , 和中文期刊资料 ( 至少 3 篇 ) 写一篇有关统购统销的短文 . 文章可以强调统购统销政策的某一个或多个方面

• Today in class, we discussed the origin and far-reaching impact of the unified procurement and distribution system on China’s economy, politics, and society. Building on the course lectures, reading materials as well as additional readings of Chinese materials (at least 3), write a paper on the subject. You could focus one or more aspects of the policy that we discussed in class.

•

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中国当代传播概论 CHI 394 COMMUNICATIONS IN CHINA

本课程将介绍当代中国 (特别是 1978年改革开放以后 )新闻和传播事业发展的总体情况和主要特点。讨论重点包括：中国当代新闻媒体的管理体系、发展脉络、重要事件，中国政治传播的现状与问题，中国商业传播大格局 (广告、公关、电影 )，以及网络新媒体对中国社会、政治、经济体系的冲击。通过教授讲解、课堂讨论、案例分析、和评论写作，本课程可以帮助学生：

• • 构建一个完整、清晰、实时的中国新闻传播事业整体框架• 理解当代中国政治制度、社会变革和民意形成的内在基础• 增强用中文阅读、分析、评论和写作的能力•

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中国当代传播概论 CHI 394 COMMUNICATIONS IN CHINA

This course offers students an opportunity to examine the evolution, characteristics, and political implications of China’s new communication reality. Special focus will be given to three major areas, namely, China’s new media order (online media included), China’s public relations practice, and China’s overall political communication system. In addition to a bird’s-eye overview of China’s multifaceted transitions in mass media and communication areas over the past two decades, students will broaden and deepen their understandings through in-depth case analyses, open-minded class discussions, and on-site visits to China’s leading newspapers, PR agencies, and government sectors.

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COMMUNICATIONS IN CHINA (SYLLABUS, CONT’D)

• After successfully completing this class, students should:

• Have a good understanding on a variety of communication-related issues in China;

• Establish a framework to critically examine China’s current communication reality and its social and political implications;

• Finish an original research paper on a China-communication-related topic.

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CHI 482 THE HISTORY OF THE CHINESE LANGUAGE 汉语发展史

• 是为具有高级汉语水平的本科生所开设的一门课程。本课程系统介绍汉语在语音、词汇、句法及汉字方面的发展历史。主要内容包括上古、中古和早期官话音系、汉语七大方言的语音特征及这些特征与上古和中古音的关系、汉字的形成及其形体的演变过程、汉语构词法的发展、汉语词序及一些重要句型的产生和发展。课程内容也涉及汉语语义的变化和与社会语言学相关的题目

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CHI 482 THE HISTORY OF THE CHINESE LANGUAGE

• This course is an introduction to the history of the Chinese language. It is designed to be an advanced undergraduate-level introductory course on the historical changes of the sounds, writing system, syntactic structures, lexicon, and sociolinguistic aspects of the Chinese language. Specifically, we will look at the phonological characteristics in old and middle Chinese. We will also examine the development of grammatical features and emergence of major grammatical structures in Chinese. Included as part of this course will also be Chinese dialects, semantic development of words, and language planning and standardization.

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CHI 482 HISTORY OF CHINESE LANGUAGE

• By the end of the semester, students are expected to:• gain a general knowledge of the historical development of

Chinese language with respect to its phonology, grammatical structures, lexicon, and writing system,

• develop ability to read linguistic articles carefully and to analyze and synthesize the ideas in different articles in their discussion,

• develop a better understanding of Modern Standard Chinese in terms of its pronunciation, grammar, vocabulary, and Chinese characters.

•

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CCHI 407-408 CHINESE FOR ACADEMIC AND PROFESSIONAL PURPOSES----- COURSE OBJECTIVES

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SAMPLES OF STUDENT PRESENTATIONS

• CHI 482 The History of the Chinese Language

• CHI 408 Chinese for Professional Purposes II

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客家话（ Hakka)范捷轩

梅县梅县是客家话的代表区域。除了梅县之外客家话地区还包括台湾、港澳、东南亚，广东、江西、福建、广西、川渝、湖南、海南、浙南等地

客家话与普通话的差异

普通话浊音完全清化

辅音韵尾简化

四个声调

客家话浊音还分阴阳两类

入声 p, t, k

保留中古汉语的声母（ ng）

五到六个声调

客家话的特点有流音（ liquid ）／ v ／

中古舌上音如（ zh, ch) 仍读舌头音如（ t, d)

次浊声母分阴阳两类

完整的入声韵尾 p、 t、 k

还保留声母（ ŋ）， (ng)

学一点客家话

http://www.youtube.com/watch?v=3OG9NR_dCQo&feature=related

作者：蒲浩淼作者：蒲浩淼

四川话是古蜀语融合巴语以及中原汉语，尤其融四川话是古蜀语融合巴语以及中原汉语，尤其融入了元末明初和清前期的两次湖广大移民的移民入了元末明初和清前期的两次湖广大移民的移民方言逐步形成统一的四川话方言逐步形成统一的四川话

又称四川方言、巴蜀方言，属于西南官话又称四川方言、巴蜀方言，属于西南官话目前约有目前约有 11 亿亿 22 千万使用者千万使用者四川方言分为四川方言分为

成渝片：成都话、重庆话、宜昌话成渝片：成都话、重庆话、宜昌话灌赤片：岷江小片（乐山话）、雅棉小片（雅安话）、灌赤片：岷江小片（乐山话）、雅棉小片（雅安话）、仁富小片（自贡话）、丽川小片（丽江话）仁富小片（自贡话）、丽川小片（丽江话）

其它：客家话、闽语、赣语、东北话、湘语其它：客家话、闽语、赣语、东北话、湘语

被动句中的“被”字一般说为“遭”，但此时带被动句中的“被”字一般说为“遭”，但此时带有不情愿、不高兴的感情色彩，所以平时被动句有不情愿、不高兴的感情色彩，所以平时被动句使用较少。如“他遭开除了。”普通话中说为使用较少。如“他遭开除了。”普通话中说为“他被开除了。”“他被开除了。”

还有一些比较有特色不能不提的形容词，黑，不还有一些比较有特色不能不提的形容词，黑，不说黑，说“去（说黑，说“去（ qioqio ）黑”；重，不说重，说）黑”；重，不说重，说“帮重”；快，不说快，说“飞快”；甜，不说“帮重”；快，不说快，说“飞快”；甜，不说甜，说“抿甜”；酸，不说酸，说“溜酸”甜，说“抿甜”；酸，不说酸，说“溜酸”

倒装现象：“热闹”，要说“闹热”倒装现象：“热闹”，要说“闹热”

时尚的改革

蓝凯琳

从皛芊

FPPC

http://www.google.com/imgres?imgurl=http://farm3.static.flickr.com/2134/2515116477_820de7ca35.jpg&imgrefurl=http://www.flickr.com/photos/fashionphotographer/2515116477/&h=500&w=393&sz=92&tbnid=a2wpuaWkM1DVIM:&tbnh=254&tbnw=199&prev=/images?q=black+and+white+fashion&hl=zh-CN&usg=__i4XUclbeHCZcZ-Nl3-JiwIAEmEg=&ei=JTqNS7H-HojgtgPu0IDMAw&sa=X&oi=image_result&resnum=1&ct=image&ved=0CAYQ9QEwAA

FPPC将受到女生们的青睐 FPPC满足了每个女

生爱美的心情，省去了看流行杂志，自己无头绪搭配的时间，在几秒钟之内就可以让所有的女生变成最抢眼的时尚达人

利润• FPPC 生产的价格＄ 50• FPPC 消费品价格＄ 150-300

– （最基本的存储平片比较便宜，更贵的 FPPC 有 16MB)

• 利润率： 67.67% - 83.3% • 所有的生产都在中国 =最大的林润率• 为了保证很成功的铲平发布，我们选择的

地方都是世界史上的中心：纽约，罗三级，巴黎，伦敦，香港，和东京。

FPPC 的基本应用程序•操作简单，与一般电脑Windows 系

统的应用程序十分相似•输入基本信息 - 当天出入场合 - 心情 - 天气 - 或其他特殊要求

“迷你出行助手”• 触屏技术 • 易于使用的• 安装很简单• 电池 /线• 二十四个小时技术支持

• 软件界面

冯安 ,施德婉 ,赖冠任

自动水版

介绍

自动水板是什么样的产品？– 是自动的尾流冲浪板。它有喷射推进式的发动机。

什么是尾流冲浪板？– 尾流冲浪板很像滑雪板，但是不是在雪山上，而是

在湖上。而且，需要快艇来拖你。尾流冲浪板与冲浪板有什么不同？

– 冲浪板是在海上的冲浪作的，尾流冲浪板是在快艇后面的尾流作的。

自动水板最近的原型

尾流冲浪板的收益：产品的成本，回收期以及利润

施德婉

投资金额拥有自己的工厂

长期来算会比较便宜

失去冲浪水板的独家优势

投资需要

建造或者租用工厂

打好广告 ,促進产品

海上娛樂的未來能够去任何湖或海上玩而且比買快艇便宜很多

自动水版会

謝謝大家[email protected]

Education

A3 Flagship Programs: Opportunity, Challenge and Innovation (Spring)