Do you have all the ingredients to start and sustain a high-quality Chinese language program? Image: btrenkel/iStockPhoto.com.
Once you have decided to start a Chinese
language program in your school or district you will embark on a
comprehensive planning process to set the scope, expectations and goals
for the program. The following are useful tools as you plan:
| download (1-page PDF)
As with any new educational endeavor, the Chinese program will need a
broad base of community and professional support. This worksheet helps
new program planners consider different types of stakeholders to
involve in formal planning committees.
| download (1-page PDF)
This worksheet poses initial questions to help guide the planning
committee in setting long- and short-term goals for the Chinese
- ACTFL Performance Guidelines for K–12 Learners | link
This American Council on the Teaching Foreign Languages publication
describes different levels of ability to use real-world language when
interacting with speakers of the language and when confronted with
written texts in the language. They can be helpful in planning the
scope and length of the Chinese language program.
Backwards mapping tools
- Early Language Learning Oral Performance Assessment (ELLOPA) and Student Oral Performance Assessment (SOPA) | link
Face-to-face listening and speaking assessment for primary grades
children. From the Center for Applied Linguistics.
- Standards Based Measurement of Proficiency (STAMP) | link
Online assessment measuring listening, speaking, reading, and writing
for students in Grade 7 and beyond. From Language Learning Solutions.
- SAT II: Chinese with Listening | link
A Subject Area Test (SAT) of understanding spoken and written Chinese
for college-bound high school students. From the College Board.
- Chinese Language and Culture Advanced Placement (AP) Exam | link
Test of listening, speaking, reading, and writing ability for
college-bound high school students, available in May 2007. From the
- Oral Proficiency Interview (OPI) | link
Face-to-face or telephonic assessment of speaking ability for high
school students and beyond. From the American Council on the Teaching
of Foreign Languages/Language Testing International.
- Chinese Proficiency Test (HSK) | link
The national standardized test to evaluate the Chinese proficiency of
non-native Chinese speakers. Designed and developed by the HSK Center
of Beijing Language and Culture University.
- Lingua Folio | link
A reflective learning and self-assessment tool based on the European
Language Portfolio. From the National Council of State Supervisors for
Often program planners work backwards from a desired outcome (e.g.
achievement on the Advanced Placement Course and Examination). Program
planners can begin by reviewing the requirements for established
examinations, and planning backwards to develop a sequence and set of
resources that will produce this desired level of achievement.