Integrating Language, Culture and Content for Developing Global Competency of Chinese Learners

• 1. Integrating Language, Culture, and Contentfor Developing Global Competencyof Chinese LearnersShuhan C. Wang, Ph.D. Mei-Ju Hwang, Ed.D. Chiachyi Chiu, M.S. National Chinese Language Conference April 13, 2012 Washington, D.C.1

2. Overview1. Define global competency2. Discuss the relationship between global competency and the National Foreign Language Content Standards (5Cs)3. Share examples of how standards- based Chinese curriculum and instruction can help students develop global competency24. Q & A; reflection and closure 3. Global CompetencyThe capacity and disposition tounderstand and act on issues ofglobal significanceDefined by the EdSteps Project sponsored by Council of Chief State School Officers (CCSS) incollaboration with Asia Society.http://www.edsteps.org/ccsso/SampleWorks/Matrices420.pdf3 4. Global Competency MatrixINVESTIGATERECOGNIZECOMMUNICATETAKE THE WORLDPERSPECTIVES IDEASACTIONStudentsStudentsStudents Studentsinvestigate the recognize their communicatetranslate theirworld beyondown and others their ideasideas andtheir immediate perspectives. effectively with findings intoenvironment.diverseappropriateaudiences. actions to improve conditions.4 5. Develop and Implement Standards-based Curriculum and Instruction5Cs Communication Cultures Connections Comparisons Communities5 6. Communities as Anchors:Contexts of Interactions (Wang, 2009)6 7. Cultures & Connections:Domains, Settings & Contexts of Language Use (Wang, 2009)7 8. What Kind of Chinese Is It? (Wang, 2009)8 9. ComparisonsMethods of Inquiry:How Children Develop Critical Thinking Skills (Wang, 2009)9 10. From Five Cs to Global Competency Language as a Tool for Social Change: Communicate ideas Investigating Recognize the world perspectives A tool of Knowledge investigation of the world10Take actionWang, 2011 11. Unit Plan Title: An Example Endangered Animals in China and TaiwanMei-Ju Hwang, Ed. DHigh School of Science & Technology Springfield Public School, MA11 12. Global IssuesSocial Planet SustainableSocial Justice ManagementDevelopmentJustice EconomyHumanRights, Resources, Poverty,EnvironmentPoverty,Sources of Conflicts Hunger, Equal Conservation,Trading and Energy and ControlEducationalPreservation Business Opportunitiesof Species12 13. As Global Citizens We Are Responsible for the Planet (adopt from the Grade 5 theme of Flying with Chinese)13 14. Enduring Understanding Students will understand that effects of theenvironment can be both beneficial anddangerous on living things; and that theactions of all living things on theenvironment can also be beneficial ordangerous. (Adapted from Grade 5 FWC)14 15. Essential Questions What are the causes that endanger theenvironment? How can cultural practices affect thehabitats of endangered animals? How can citizens act to protect ratherthan to endanger their environment?15 16. Grade Level: Grades 10-12 Proficiency Level: Novice Mid-High Brief Description of the Unit Students learn about the endangered animals in China and Taiwan, and the causes for their extinction. They also discuss about possible solutions to protect endangered animals.16 17. At the end of the unit, students can: Explain the causes of endangerment in the environment to animals under study Identify cultural practices that affect the habitats of endangered animals Suggest actions that citizens may take to protect the environment Search and verify answers online Make Power Point slides and present their work to the class Engage in discussion about one anothers work17 18. Connections to Other Subject Matters Science: animal habitats Social Studies: geography, attitudes of civic action, law and legislation for protecting the endangered animals English Language Arts: connection of vocabulary, essay writing, etc. Mathematics: percentage, money Technology: skills for online research and making Power Point slide shows Arts: display the information on the trifold in artistic way.18 19. Vocabulary & Key Expressions 19 20. Implementation of the Unit Method: Students use computers to do research about the endangered animals in China and Taiwan. Content: They (1) gather information about the habitat of the endangered animals; (2) explain why these animals are disappearing; (3) learn about the land and the people near the habitats; and (4) how cultural practices affect the habitat of endangered animals. Products: Students use PowerPoint to share what they learnto the class.20 21. Questions for Group Discussions 21 22. 22 23. 23 24. 24 25. 25 26. 26 27. Mei-Ju Hwang, Ed. D [email protected] 28. 5 Cs in Global Competency Matrix28 29. Another Example Chiachyi Chiu St. Andrews SchoolMiddletown, Delaware29 30. Eat Locally, Think Globally:From Eating Rice to Fighting Hunger Grade Level: 12th Grade, Level 4, Nov-High Enduring Understanding: Students will understand that our actions canhave an effect on the environment that can beeither beneficial or dangerous. Essential Question: How can people act to protect rather than toendanger their environment?30 31. Objectives: Students will be able to: Communication : talk about topics related to food consumed in their daily life. Cultures : understand Chinese notions that all products are results of peoples hard labor, which deserves to be respected and not wasted. Connections : learning from social studies and science on (1) growing rice; (2) identifying the cause and effect of waste and pollution; and (3) suggesting strategies to counter the negative impact on the environment. Comparisons : conduct research and present their findings about behaviors and perspectives on the consumption of food as illustrated by a sampling of Chinese and American population. Communities : involve family, school, and the community to engage in proper consumption of food31 32. 5 Cs in Global Competency Matrix32 33. I Can Statement At the end of this unit, students will be able to: Investigate the world: (1) conduct research to investigate the problem of hunger and waste; (2) make connections with agricultural science and find out the distribution of rice in the world Recognize Perspectives: Cultural ways of eating rice and depicting rice in arts Communicate ideas: Talk about strategies for reducing the consumption and waste of food Take action: change their ways of eating and wasting food33 34. Thematic Webbing34 35. Integrating language, culture, and content Using a poem to introduce the topic and motivate students to think about the relationship between products, practice, and perspective in Chinese and other cultures35 36. ( ) 3000 36 37. 37 38. 38 39. 39 40. 153,511,755 614,654,895 9,130,99018,565,960 135,657,614 556,018,828 565,2493,235,900 / 2,061,01012,431,243 58,300 23,951,66440 41. -- 1937 10 5 41 42. 65% 3500 la Feria du riz 42 43. 43 44. 44 45. Masoor Dal Mexican Rice and Paella Beans45 Khichdi Rice Pudding 46. 46 47. 47 48. . 1857 48 49. 49 50. 50 51. 51 52. 52 53. Performance-based AssessmentThe Food Detectives projectSamples of students work Adapted from Flying with Chinese, Grade 5 Textbook53 54. 54 55. 55 56. 56 57. , 57 58. 58 59. Chiachyi ChiuSt. Andrews School Middletown, Delaware59 60. 5 Cs in Global Competency Matrix60 61. Discussions and Reflections Does this session help you to think more about theconnection between global competency and the5Cs? Did this session help you generate new ideas foryour class? Do you have any comments or suggestions to us,the presenters?61 62. Thank you!Contact us: Shuhan Wang: [email protected] Mei-Ju Hwang: [email protected] Chiachyi Chiu: [email protected]