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

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

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.

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

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

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

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

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

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

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.

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

Thank you! soiskm@yahoo.com.cn