1. Teaching Chinese as Second Language in the Schools of Yunnan An Exploration in Constructivism
Liwei Liu

2. TCSL Programs in Yunnan
Increased younger international students learning Chinese in Yunnan, China
Not sufficient trained TCSL teachers for intensive Chinese programs
Quality of TCSL programs are unsatisfactory

3. A constructive approach to TCSL can highlight international students as the centre of language learning, facilitate their productive use of Chinese language in interactive communication, and improve their Chinese competence.

4. A constructivist perspective of TCSL
Current approach to TCSL
Constructivist approach to TCSL
Teaching is teacher-centred and book-centred
Teaching is learner-centred
Teachers teach listening, speaking, reading (grammar) and writing skills separately, without much interdisciplinary collaboration
A teacher’s teaching is woven into the fabric of another teacher’s teaching, collaboratively contributing to the development of students’ Chinese competence
Materials are primarily textbooks and workbooks
Materials include authentic and meaningful material and manipulative material
Learning is based on repetition and rote, with test-orientated drills
Learning is interactive, building on what the students already know
Teachers transmit language knowledge to passive students
Teachers have a dialogue with students, helping students construct their own knowledge
Teacher’s role is directive, rooted in authority
Teacher’s role is interactive, rooted in negotiation
Students work primarily alone, competing with each other to achieve individual goals
Students work primarily in groups, aiming towards shared goals
The purpose of teaching and learning is to pass Chinese language proficiency test (HSK)
The purpose of teaching and learning is how to use Chinese effectively and efficiently
Evaluation is product-oriented, usually based on tests and HSK results
Evaluation is process-oriented and focuses on formative assessment

5. Shifting toward a constructivist approach to TCSL
the changing role of teachers
the needs analysis of learners
the cultivation of a learner-centred classroom
the enhancement of learners’ interactions with local communities
the introduction to a process-oriented evaluation

6. The changing role of teachers
Authority
Coach
Controller
Imparter
Friend
Manager
Learner
Facilitator

7. The needs analysis of learners
Language proficiency
Attitudes
Motivation
Learning styles
Personality
Beforehand needs analysis and ongoing
needs analysis are needed

8. The cultivation of a learner-centred classroom
make international students understood the instruction goals, sometimes, instructions in English or their home languages are needed;
help international students to establish their own goals within their reach;
create favourable conditions for international students to practice Chinese outside classroom;
raise international students’ awareness of learning process by keeping them informed of their recent achievements;
assist international students in identifying their own preferred learning styles and strategies;
promote international students’ choice and negotiation in class;
encourage autonomy and independent learning, and help generate self-chosen tasks for international students;
value international students’ suggestions and requests, and reflect them in discipline, curricula and classroom practice

9. The enhancement of learners’ interactions with local communities
Designed field trips, task-oriented activities and even teaching in real life circumstances should be carried out on daily or weekly basis.
Interactions with communities off campus seem more essential for international students at boarding schools

10. The introduction to a process-oriented evaluation
Process-oriented evaluation can be performed by student self, peers, and joint work of student and teacher, rather than by teachers alone.

11. Conclusion
A constructive approach to TCSL is believed to improve the quality of TCSL programs and benefit both Chinese teachers and international students!

12. Thank you!