1. SAN FRANCISCO STATE UNIVERSITY CHINESE FLAGSHIP PARTNER PROGRAM Charles Egan, Director; Hsiu-huei Lin Domizio, Associate Director The Flagship Model and the Future of Chinese Language Teaching 1 © The Language Flagship 2008 Second International Conference on Chinese Language Pedagogy August 15, 2009

2. © The Language Flagship 2008 2 LANGUAGE FLAGSHIP CENTERS Chinese Arizona State University Partner Program Brigham Young University Indiana University Partner Program Ohio Public Schools K–12 Flagship Program Ohio State University Portland Public Schools K–12 Flagship Program San Francisco State University Partner Program University of Mississippi University of Oregon University of Rhode Island Partner Program Nanjing University, China Qingdao Center, China

3. LANGUAGE FLAGSHIP GOALS FOR STUDENTS To help students reach professional-level language proficiency (ILR 3; ACTFL “Superior”) while pursuing academic majors of their choice. Flagship sponsors programs in a range of languages critical to U.S. competitiveness and security. To prepare graduates with the academic and linguistic skills to become global professionals and leaders in their chosen fields.

4. GOAL FOR THE FIELD OF LANGUAGE TEACHING “The Language Flagship leads the nation in designing, supporting, and implementing a new paradigm for advanced language education.”

5. The Typical Undergraduate Chinese Program (1) Courses are designed for slow or middle students, and don’t sufficiently challenge the best. Students develop relatively low expectations for proficiency. Students are mostly passive learners, digesting textbooks and doing required homework. Students hear and speak language class Chinese, but seldom use the language outside. They do not often experience language use that is above their proficiency levels (e.g., lectures, academic discussions by native speakers, television news), nor do they have much chance for extended informal conversation with peers. 5 © The Language Flagship 2008

6. The Typical Undergraduate Chinese Program (2) Balancing the needs of non-heritage and heritage students is a struggle, made doubly difficult because “heritage students” includes a great range of individuals, with different strengths and weaknesses. One size does not fit all. (Two sizes doesn’t either). There is an imbalance of four skills training in the B.A. curriculum: elementary/low intermediate courses focus on speaking and listening over reading and writing, and upper level courses do the opposite. The interpersonal and interpretive modes are weighted over the presentational mode. Thus in speaking students lack a sense of proper register, and in writing they do not use proper 書面語.

7. The Typical Undergraduate Chinese Program (3) Class design tends to take precedence over curriculum design. Articulation is a particular problem at the upper levels. Study abroad programs are a gamble – the quality is mixed, and articulation with home institutions is often poor. Many students are just out to have fun. Entrance to local culture is a problem. It is upon their return from study abroad that the best students are ready for high level language and culture courses, but for most there is only a little time left. The graduate with a B.A. in Chinese generally attains no higher than ILR 2 (Advanced), if that. That is a “working knowledge” insufficient for professional use. Yet do teachers really know that even that proficiency level has been attained? B.A. Programs seldom offer summative assessment.

8. SFSU Chinese Flagship Partner Program KEY FEATURES Eligibility – SFSU students with minimum 3.2 GPA, by application Minimum ILR 1/1+ at entrance, by standard assessment measures (STAMP, HSK, TOP, etc.) Regular diagnostic assessment by standard measures, to identify areas of need Individualized study plans Cumulative electronic student portfolios Three-year core curriculum Faculty mentoring in a chosen field of study Mini-pipeline – assistance for elementary and intermediate-low students to reach entrance level 8 © The Language Flagship 2008

9. Curricular path for an incoming freshman student with no background in Chinese (1) Summer Intensive Elementary Chinese – The equivalent of one year of Elementary Chinese will be offered in an 8-week (150 class hours) program at SFSU. In addition to receiving language training, introduction of electronic media using Chinese, such as email, internet, blogs and forums, and texting, will encourage students to become self-learners. Year 1 – students enroll in regular intermediate Chinese courses, and also in special Flagship Preparatory sessions for accelerated work in reading and writing. A conversation partner system will be instituted, and students will meet with Chinese-speaking Faculty Mentors in their specific disciplines.

10. Curricular path for an incoming freshman student with no background in Chinese (2) Summer in Qingdao – upon verification of ILR 1/1+ proficiency, and acceptance to the Flagship cohort, students attend intensive language courses at the Chinese Flagship Qingdao Center in eastern Shandong Province. Year 2 – at SFSU, students enroll in two Flagship courses per semester, a demanding Content-Area Course taught by a Chinese- speaking faculty member (topics will vary), and a related Language Strategy Course in the Chinese Program. They will also meet regularly with Faculty Mentors in their major discipline.

11. Curricular path for an incoming freshman student with no background in Chinese (3) Year 3: The “Capstone Year” – at the Chinese Flagship Overseas Center at Nanjing University in Jiangsu Province, students undertake a challenging semester program that combines special advanced Flagship courses with direct enrollment (for grades) in regular Nanjing University courses. Subsequently they are placed in four- month internships in various locations in China to gain practical experience working in their disciplines in Chinese-speaking environments. Year 4 – at SFSU, Flagship students complete culminating projects with the assistance of their Faculty Mentors. In addition, they will take advanced courses in Translation and Interpretation, on the premise that these are skills that need to be developed for accurate cross-cultural communication. Students who successfully complete university and major requirements and reach ILR 3 through summative assessment will be awarded Flagship Certification.

12. Incorporating Flagship Methods in the Regular Chinese B.A. Curriculum (1) Raise standards. Classes may become smaller, but in the long run the program will be stronger. Introduce technological tools early to help students become self learners. Assign conversation partners to assist, and to provide informal language practice. Institute ongoing electronic portfolios that will follow students through their undergraduate careers. Formalize periodic diagnostic assessments. Set study plans and goals with each student that take into account his/her fields of interest. Set benchmarks.

13. Incorporating Flagship Methods in the Regular Chinese B.A. Curriculum (2) Rebalance the four skills in the curriculum. Increase reading and writing at the lower levels to better prepare students for advanced work. Increase the focus on listening and speaking at the upper levels to develop educated speech. Articulate with study abroad programs. Keep tabs on students through web-based tools. Give them assignments and deadlines. Reconfigure upper level offerings to include more Chinese for special purposes courses (e.g., Business, Science, Politics) Encourage Chinese-speaking faculty around campus to offer their courses in Mandarin, on a Language-Across-the-Curriculum model. Tutoring support in the Chinese Program would support them.

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