Teaching Chinese to Young Learners: Ideas from the Flying with Chinese Approach Presented by: Dr. Shuhan Wang, Asia Society Dr. Carol Ann Dahlberg, Concordia College, Moorhead, MN

Topics in today’s seminar The Flying with Chinese approach based on current pedagogy Literacy: balancing oral and written language for young learners *All examples will be taken from Flying with Chinese.

Flying with Chinese the series Ideal for: Grades K-6 Designed to make the most of children’s natural language-learning ability by creating context Can be used independently or as part of sequenced study Each level covers 3 themes suitable for 1 year of study

What is the Flying with Chinese Approach? Elements of a good language curriculum: Standards-based Thematic planning Performance- based Content-related

Standards provide: Realistic goals and benchmarks Balanced curriculum content Focus on performance and assessment Standards-based Standards for Foreign Language Learning in the 21 st C. ACTFL Performance Guidelines for K-12 Learners 5C’s –Communication Cultures Connections Comparisons Communities

Example of standards e.g. from Grade 1A Teacher Guide

Thematic planning Connects content, language, and culture goals to a “big idea” or enduring understanding. Creates a meaningful context. Provides a rich context for standard-based learning. Student-centered: involves students in real language use in a variety of situations, modes, and text types. “Brain-friendly”: takes advantage of the natural ability of the brain to make connections in the process of learning. Links language instruction to the philosophy and content of the general elementary school curriculum.

Each of the three volumes for each grade level has a different theme: Example of thematic planning * Grades 5 and 6 will each combine themes in one volume.

Content-Related e.g. from Grade 4C Student Book Materials in real-life contexts Connecting with other subjects while teaching Chinese: -environment -social studies - science -language arts -mathematics -visual and performing arts

Content presented in story format Each book / lesson / page / activity is designed as a story e.g. from Grade KA Student Book

Performance-based Stages in the Backward Design Process: Identify desired results Determine acceptable evidence Plan learning experiences and instruction Enduring Understandings Essential Questions Performance Assessments “I can” statements Teacher Guide

Examples of performance-based approach Each lesson includes: Proficiency targets (Teacher Guide) Assessment (“I can…” statements) e.g. from Grade KA Student Book, Lesson 8

Examples of performance-based approach Each book includes: Cumulative group activity in the last lesson e.g. from Grade KA Student Book Children role-play meeting Chinese children during an imaginary trip to China and use learned vocabulary to make friends and exchange information.

Examples of performance-based approach Each book includes: A final, summative “I can…” checklist e.g. from Grade 2B Student Book

Literacy: connection between oral and written text What connects Oral Language and Literacy Development? “Pre-Literacy” is the Bridge oral text written words spoken out loud written text spoken words written down What is “pre-literacy”? Uses oral language as the base for literacy. The act of literacy is important: reading, being read to, looking at prints, icons, etc.

Building blocks of Chinese literacy Hanzi Key Words and Word Banks Environmental and Functional Print Labeling e.g. from Grade KC Student Book; summative hanzi lists appear at the end of every student book.

Mastery of hanyu pinyin is critical for students using Chinese word processing on the computer. “Interference issues” for kindergarten through Grade 2 learners who simultaneously learn phonics, English language arts, and hanyu pinyin. Less of an issue in later grades, and students can draw on their knowledge of English phonics for help. Role of pinyin in teaching young learners

Hanzi development In Grades K-2: students are introduced to single hanzi that recur in the lesson, with emphasis on the components of hanzi (strokes); stroke order; the notion of radicals; tracing, copying, and recognition of sound, meaning, and form. ~Pre-Writing vs. Sight Vocabulary Development In Grade 3 and beyond: students begin to combine individual hanzi into meaningful words, phrases, expressions, and sentences in context for communication.

Program Components Students: Student Books Workbooks Student Audio CDs Teachers: Teacher Guides Teacher Audio CDs Flashcards

Questions? Contact Shuhan Wang and Carol Ann Dahlberg at: Continue the conversation with your peers at peerSource

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