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Changing the Paradigm for Language Teaching: The Chinese Flagship K-16 Program Madeline K. Spring Academic Director Chinese Flagship K-16 Program University.

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Presentation on theme: "Changing the Paradigm for Language Teaching: The Chinese Flagship K-16 Program Madeline K. Spring Academic Director Chinese Flagship K-16 Program University."— Presentation transcript:


2 Changing the Paradigm for Language Teaching: The Chinese Flagship K-16 Program Madeline K. Spring Academic Director Chinese Flagship K-16 Program University of Oregon Michael Bacon Immersion Education Coordinator Portland Public Schools

3 What are Flagship Programs? Arabic Georgetown UniversityMichigan State K-16 University of Maryland, College ParkUniversity of Texas Korean UCLA University of Hawaii Persian University of Maryland, College Park Russian American Councils for International Education (Bryn Mawr College)

4 In 2005, UO Center for Applied Second Language Studies (CASLS) and Portland Public Schools (PPS) were chosen by the National Security Education Program (NSEP) to develop the Oregon K-16 Chinese Flagship language program. GOAL: Chinese K-16 Flagship will serve as a replicable national model to produce Superior-level speakers of Mandarin Chinese.

5 Three Meaningful Components Content-based instruction Explicit language instruction Experiential learning

6 Partnership Curriculum Development Professional development (workshops, DATs, technology, conferences, etc.) Assessment Recruiting students Interactions with teachers and administrative structures What is involved?

7 Portland Public Schools Chinese K-12 Flagship Program

8 Elementary Schools Woodstock Elementary (K-5) Immersion Program Atkinson Elementary (K-5) Heritage/ FLES Program The elementary school portion of the K-12 Mandarin Immersion Program sets a solid foundation for the long term goal of students becoming bilingual and biliterate. Students spend half their day learning in English and the half in Mandarin.

9 Middle School Hosford Middle School (6-8) Immersion, Heritage & Second Language Program Students in middle school continue their Mandarin language and cultural skill development during daily social studies theme-based classes and Mandarin language arts classes. In continuing to move students toward a high level of functional proficiency, the middle school experience culminates with an opportunity to participate in a 2 week academic trip in China.

10 High Schools Franklin High School World Language Institute Cleveland High School (9-12) Language Immersion (Starting 2007) PPS offers rigorous core academic courses in Mandarin along with advanced level Mandarin language courses. Both heritage and immersion Students enroll in these courses, with the Targeted outcome of advanced skills in listening, speaking, reading and writing at the end of High school. Students aiming to become Flagship Scholars will be strongly encouraged to participate in special preparation courses along with community-based language learning experiences.

11 Experiential Learning Opportunities China Research Residency - 8th Grade Academic Trip Oregon Museum of Science and Industry(OMSI) summer camp in Mandarin Aspiring Educators - tutoring Community Based Language Learning Cultural Festival Performances Portland Parks and Recreation Summer Immersion Camp

12 High school senior or transfer student with intermediate-high to advanced-level proficiency in Mandarin Students committed to developing superior-level Chinese fluency for use in future careers Students with a GPA of 3.25 or above who have taken a range of academically challenging courses Students who demonstrate commitment to personal and educational growth Students interested in being part of a college community focused on learning and sharing Chinese culture with the larger university community UO Flagship Eligibility

13 Students choose a major from one of the 135 different programs at the University of Oregon. MathematicsEducationBiochemistry Architecture EconomicsBusiness HistoryPhysicsReligious Studies Honors College East Asia Languages & Literatures 2006 students will take classes in these departments and colleges: Freshman/Sophomore years: 7-8 Flagship credits/term (24/year) Junior year at Nanjing University:Regular courses related to your major Senior year: Capstone course, research paper, exit language proficiency test

14 Rigorous upper-level content and language strategies courses UO Flagship Courses 2006-07 Flagship Program Courses TermDeptTitleFaculty Fall 06 ASIA 199 Perspectives in Chinese language and culture (3 credit) Spring, Madeline EALL 399 Chinese Language Strategies (3 credit) Spring, Madeline Winter 07 CHN 333Self and Society in Pre-modern Chinese Literature (4 credit) Wang, Yugen EALL 399 Chinese Language Strategies (3 credit) Spring, Madeline Spring 07HIST 397 Modern Chinese History (4 credit) Chen Shizhen EALL 399 Chinese Language Strategies (3 credit) Spring, Madeline Taught in Chinese, using authentic materials Content courses fulfill General Education requirements in specific departments (EALL, History, Art, Math) Distribution of courses from humanities, natural sciences, and social sciences

15 Classes held in the dorm On-site Chinese Flagship program assistant (CFA) Structured study groups Guest lectures Social and cultural activities Freshman and sophomore year Flagship participants live in the UO International House as part of a rich language living and learning residence hall experience International House Promotes language acquisition through interacting with Flagship students and faculty

16 Students enroll in regular Nanjing University classes in subjects that match their interests and major fields of study Academic and Experiential Learning in China Students can apply language skills and expertise through the various volunteer and internship opportunities available through Flagship NSEP Qingdao Internship Coordination

17 Collaborative Projects K-16 Language Curriculum Framework Assessment

18 Rationale for the Chinese language curriculum project Challenges in building K-12 program Traditionally no language curricula Language curriculum at unit & lesson level Piecemeal approach - lacking social language Lacking articulation across grade levels No accountability for teachers and program Additional challenge for non-cognates Shifting content standards, new adoptions, etc.

19 Goal of the project To create a comprehensive, articulated K-12 Chinese language curriculum framework that will provide teachers with a clear set of language expectations by grade level. The online document will include functions, grammar, vocabulary, reading, writing, and other important aspects of the language program. The curriculum will be compatible with state second language standards and benchmarks.

20 K-12 Assessment Grades 3-6: NOELLA

21 Level 5: Animals

22 7-12 (immersion), 13-16 (non-Flagship) Administered on-line Assesses reading and writing proficiency Graded by computer (reading) and computer-aided humans (writing) Analysis reports provided for teachers Items verified by rigorous statistical analysis Computer-adaptive testing (CAT) technology STAMP: Standards-based Measurement of Proficiency

23 Novice LowTraditional (RC)

24 Intermediate HighSimplified (ED)

25 STAMP: Standards-based Measurement of Proficiency

26 Language Biography Video/Audio Language Samples Writing Samples (Chinese and English) Updated Resume (Chinese and English) Self-assessment Essay (Chinese and English) Linguistic History Official Documents Language Test Scores Language Portfolio

27 Future Flagship Projects Curriculum Materials Alignment Curriculum Mapping Summer Institutes

28 Challenges Ahead Improve ways to work within existing administrative and school structures Develop strategies to recruit teachers and increase faculty buy-in Create programs to maintain student, teacher, administrators, and community enthusiasm and commitment

29 謝謝大家 Panelists Mary Patterson, Woodstock ES Principal Jessica Bucknam, 4-5th Grade Teacher Betty Brickson, Parent of 7th Grader

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