Flying with Chinese ACTFL

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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
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Topics in todays 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.
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Flying with Chinese the series

• Ideal for Grades K-6
• Designed to make the most of childrens 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

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What is the Flying with Chinese Approach?

• Elements of a good language curriculum

Performance-based
Content-related
Thematic planning
Standards-based
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Standards-based

• Standards for Foreign Language Learning in the
  21st C.
• ACTFL Performance Guidelines for K-12 Learners

Standards provide

• Realistic goals and benchmarks
• Balanced curriculum content
• Focus on performance and assessment

5Cs Communication Cultures Connections
Comparisons Communities
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Example of standards
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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.

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Example of thematic planning

• Each of the three volumes for each grade level
  has a different theme

Grades 5 and 6 will each combine themes in one
volume.
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Content-Related

• Materials in real-life contexts
• Connecting with other subjects while teaching
  Chinese
• environment
• social studies
• - science
• language arts
• mathematics
• visual and performing arts

e.g. from Grade 4C Student Book
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Content presented in story format

• Each book / lesson / page / activity is designed
  as a story

e.g. from Grade KA Student Book
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Performance-based
Stages in the Backward Design Process

• Performance Assessments
• I can statements

• Enduring Understandings
• Essential Questions

Teacher Guide
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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
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Examples of performance-based approach

• Each book includes
• Cumulative group activity in the last lesson

Children role-play meeting Chinese children
during an imaginary trip to China and use learned
vocabulary to make friends and exchange
information.
e.g. from Grade KA Student Book
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Examples of performance-based approach

• Each book includes
• A final, summative I can checklist

e.g. from Grade 2B Student Book
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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.

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Building blocks of Chinese literacy

• Hanzi
• Key Words and Word Banks
• Environmental and Functional Print
• Labeling

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Role of pinyin in teaching young learners

• 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.

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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.

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Program Components

• Teachers
• Teacher Guides
• Teacher Audio CDs
• Flashcards

• Students
• Student Books
• Workbooks
• Student Audio CDs

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• Questions?

Contact Shuhan Wang and Carol Ann Dahlberg
at shuhanw_at_asiasoc.org cadahlbe_at_cord.edu Continu
e the conversation with your peers at peerSource
http//my.cheng-tsui.com/forum/649
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• Thank you for attendingYou will be redirected to
  a brief survey after this presentation. We
  appreciate your feedback.
• Visit www.cheng-tsui.com for more information on
  Flying with Chinese, and other Chinese language
  and culture offerings.