New York, NY March 27, Marjorie Hall Haley, PhD - GMU

Panelists: Marjorie Hall Haley, PhD Rachel Grant, PhD Jin Ji Jing Feng 2Marjorie Hall Haley, PhD - GMU

 The recipient of generous grants from the Freeman Foundation and STARTALK, a large urban university's instructors, students, and teachers form a panel that highlights the impact of two highly successful summer institutes designed to focus on interactive approaches to teaching Arabic and Chinese. This session focuses on highly effective tools used in addressing pedagogical issues inherent in less commonly taught languages. Presented in English with examples in Arabic and Chinese and of interest to postsecondary educators. 3Marjorie Hall Haley, PhD - GMU

 You will hear from two teacher educators in GMU’s Multilingual/Multicultural Education program in the Graduate School of Education and two students who completed or will complete the Master’s of Education in Chinese language licensure.  We will share our respective experiences of the past two years having been the recipient of two generous grants: The Freeman Foundation and Startalk 4Marjorie Hall Haley, PhD - GMU

 Each panelists will speak approximately 15 minutes and the remaining time will be left for Questions/Answers  Dr. Marjorie Hall Haley – Overview and background on our Chinese and Arabic Licensure Programs  Jin Ji – “What I learned most!” Will share her experiences in both the summer institutes and how the influenced her becoming a skilled teacher  Dr. Rachel Grant – “Addressing the needs of Chinese pre-service teachers through collaborative action research.” Will examine two case studies based on the work of two summer institute participants and  Jing Feng – “Liven Up Teaching Arabic and Chinese through the Theory of Multiple Intelligences.” Will share her research initiatives that were born out of time spent in the summer institute as well as developing an interest in brain-compatible theory and Chinese teaching and learning 5Marjorie Hall Haley, PhD - GMU

 Received our first grant, “Creating a Supply of K12 Chinese Teachers.” Three year grant designed to increase the numbers of fully licensed/certified Chinese teachers in the U.S.  First year spent revising courses and preparing to accept students in cohorts of 10 who would matriculate as full time students  Worked collaboratively with GMU’s Modern and Classical Languages to interface on mutual program issues  Hired a Chinese Language Licensure Program (CLLP) Coordinator – responsible for outreach and networking with larger Chinese community 6Marjorie Hall Haley, PhD - GMU

 Year # 2 of Freeman Grant – maintained initiatives and continued recruiting students  Received Startalk grant for summer institute, “Liven up Teaching Arabic and Chinese through the Theory of Multiple Intelligences” 7Marjorie Hall Haley, PhD - GMU

 3 rd year of Freeman Grant  Received second Startalk grant, “Interactive Approaches to Teaching Arabic and Chinese in U.S. Schools: Making the Transition” 8Marjorie Hall Haley, PhD - GMU

9 “Utilizing Startalk and Freeman Grants to Close Instructional Gaps in Arabic and Chinese Teaching: Transitioning to Learner-Centered Instruction” June 28 – July 16 George Mason University

10Marjorie Hall Haley, PhD - GMU

 2009 research projects – during the summer institute a research protocol was develop to examine the impact of this work  2010 – part two of the research agenda will continue  Articles underway – There are currently three articles in progress or submitted to refereed journals. The two panels presented at this conference will submit research papers to the NECTFL Review. 11Marjorie Hall Haley, PhD - GMU

12Marjorie Hall Haley, PhD - GMU Part I 1. What have you been able to use from information learned in the summer institute? No.Comments#% 1Interactive & cooperative learning structures1037 2Kegan pedagogy Rally Robin coach Multiple intelligences application/differentiated teaching instructions27.4 5Performance-based assessment27.2 6Integrate technology13.7

13Marjorie Hall Haley, PhD - GMU 2. What challenges have you faced in implementing collaborative, learner-centered instruction and/or assessment? No.Comments#% 1Classroom management Different levels of students It’s hard to use target language to instruct Time controlled The real environment to implement Technology27.4 7Assessment13.7 8Classroom activities13.7

14Marjorie Hall Haley, PhD - GMU 3. Were you able to overcome these challenges, if so how? No.Comments#% 1Yes Different teaching strategies Clear instructions27.4 4On-going assessment13.7 5Authentic materials13.7 6Student center activities13.7 7Kagen ideas13.7 8With the classroom teacher’s help13.7 9The balloon game Not yet933.3

15Marjorie Hall Haley, PhD - GMU 4. What are your perceptions now about your role as an Arabic/Chinese teacher? In what ways have your ideas/perceptions changed? No.Comments#% 1Instructor, guider, helper Gain new strategies from teaching experiences Target language strategies27.4 4Add more fun activities in class27.4 5Learn new strategies from workshops27.4 6Not only teaching language, but also involving culture27.4 7Through communication with students13.7

16Marjorie Hall Haley, PhD - GMU 5. What other kinds of professional development do you feel you need to transition to US teaching? No.Comments#% 1Learn more US culture Classroom management Differentiated instruction Training on technology US school system27.4 6Child development27.4 7More workshops13.7

17Marjorie Hall Haley, PhD - GMU

Marjorie Hall Haley, PhD - GMU