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DYNAMIC PARTNERSHIPS AMONG CHINESE TEACHING
INSTITUTIONS
Dr. Na LiuCenter for Applied Linguistics
Dr. Tommy LuChinese School of Delaware
April 15th, 2011
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
---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
Chinese Knowledge and Culture Contest, 2008---to encourage students to seek knowledge related to China.
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
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.
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
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