Van Houten Teaching Chinese in High School

Teaching Chinese in High School

Jacque Bott Van Houten

KY Department of Education

[email protected]

Curriculum Design

• begins with backwards planning. What do students need to know and be able to do to be successful in an Advanced Placement Course? in 5th year, 4th year, 3rd year, 2nd year, 1st year?

• is organized thematically in units around big or essential questions

Expectations

• are rigorous and relevant

• are clearly stated

• are posted for all to see

• emphasize functional use of language

Classrooms stimulate learning

• Bulletin boards and walls display a diverse view of Chinese culture

• Student work is evident and celebrates student success and effort

• Authentic cultural artifacts are available and relevant to student interest

Learning is student-centered and focuses on meaningful

communication

Positive Indicators:• Using target language

to complete communicative tasks

• Student work stations• Varied grouping:

individual, pairs, small and large groups

° Allowing student choice

Negative Indicators:• Direct & grammar-

driven instruction• Learning about

language versus using language

• Regular use of worksheets

Target Language is the medium of instruction

Positive Indicators:• Making language

comprehensible for students

• Using the target language for greeting students, giving directions, providing explanations, integrating culture

Negative Indicators:• Weaving in and out

of the target language

• Using English frequently to answer questions, translate & explain structure, tones, culture, etc.

Culture is embedded in language instruction and practice

Positive Indicators:

• Using visuals of US and Chinese holidays for a Venn Diagram activity in the target language

• Using spring festival as a unit topic for students to prepare couplets, cook food, clean house, greet family members

Negative Indicators:• Teaching a lesson

about spring festival in English

Students experience the language through listening, reading, speaking

and writing

Positive Indicators:• Multiple

opportunities for each student to use the language

• Addressing the 4 skillls in an integrated approach

Negative Indicators:• Focusing on

grammar and translation

• Providing few opportunities for students to produce language

Students learn to write through integrated methods

Positive Indicators• Using characters on

vocabulary & language chunk flash cards

• Using pinyin as a tool to help pronunciation

• Negative Indicators• Using pinyin alone• Spending full class

periods practicing character writing

Learning activities vary in length, content and format

Positive Indicators:• Planning multiple

activities for a class period

• Using a variety of strategies such as: role play, TPR, skimming/scanning texts, etc.

Negative Indicators:• Lecturing by teacher• Watching a film for

an entire class• Using worksheets

repeatedly• Over-using PPT

Assessment is continuous and appropriate

Positive Indicators:• Assessing functional

language in context• Evaluating through

daily performance tasks that address the 4 skills

• Using peer and self-assessments

Negative Indicators:• Using only paper

pencil tests (multiple choice, matching, fill-ins)

• Assessing infrequently