Conference Presentations: NCLC 2016

Shuhan Wang speaks during NCLC 2016 (David Keith/Asia Society)
Shuhan Wang speaks during NCLC 2016. (David Keith/Asia Society)

Leaders in the field of Chinese language education review key issues in the field that are described in a newly published series of CELIN Briefs and were presented at the 2016 National Chinese Language Conference in Chicago, Illinois. The presentations and the briefs describe ways to prepare students learning Chinese for success in the real world, to assess and track student proficiency and learning, and to develop literacy in Chinese.

Leaders in Chinese language education also shared successes and challenges in a number of critical areas, which are captured in the Executive Summary. If you would like to read the full report, please write to Ethan Pan.

Designing and Implementing Chinese Language Programs: Preparing Students for the Real World

Many schools face challenges in designing and implementing a Chinese language curriculum that leads students to attain advanced levels of oral proficiency and literacy in Chinese. This brief and presentation delineate the essential elements that Chinese language programs should have to prepare students for college and careers: clearly defined language goals aligned with proficiency standards, practices that foster learner-centered instruction, and highly qualified and professionally trained teachers. Presentation Slides | CELIN Brief

Mapping Chinese Language Learning Outcomes in Grades K–12

In addition to the need for effective curriculum and instruction, programs need to have a set of well-defined learning objectives, with expected outcomes, across levels of instruction. This brief and presentations describe possible language learning outcomes in different types of L–12 programs, aligned with a nationally recognized language proficiency scale and K–12 performance standards. Presentation Slides | CELIN Brief

Developing Initial Literacy in Chinese: What Administrators Need to Know

One of the biggest challenges of learning Chinese at any level is the challenge of literacy development, learning to read and write. This brief and presentation outline the issues that programs need to consider as students begin to develop literacy in Chinese: what it means that Chinese is a character-based language, differences between simplified and traditional characters, when and why to teach and use pinyin, and ways to facilitate students' initial literacy development. Presentation Slides | CELIN Brief

Effective Study Abroad Programs

Study abroad programs provide powerful opportunities for students in elementary, middle, and high school to use the language they are learning in places where it is used; build on their proficiency with the language; and expand their perspectives on speakers of the language, places where the language is spoken, and themselves as language learners. These presentations give an overview of interest in and research on study abroad opportunities and describe study abroad in China for students in grades 6–10 in three Chinese programs: Chinese American International School, Minnetonka Public Schools, and Yinghua Academy. Presentation Overview Slides | Chinese American International School | Minnetonka Public Schools | Yinghua Academy