Breakout Sessions

Session Description: Although many college-level Chinese as a Foreign Language (CFL) programs are aligned with established standards such as the ACTFL proficiency guidelines in general, there exists a need to refine curriculum articulations, to streamline learning targets, assessments and instruction, and to promote student-centered learning. This presentation shares how this need was met in incorporating the 2017 NCSSFL-ACTFL Can-Do Statements in an established college CFL program. Participants will learn how to take concrete, scalable steps to (1) recapture and refine existing learning objectives using the Can-Dos, (2) align existing assessments, materials and daily instruction with the newly-framed learning targets, and (3) engage the learners in using the Can-Dos to take better charge of self-directed learning. Additionally, the presentation discusses a few challenges in maintaining a highly standard-based and effective FL learning environment at post-secondary levels, and proposes a few solutions.

Session Description: In this session, presenters will discuss and demonstrate how to search for authentic materials and explain how to make authentic materials comprehensible and accessible to students. How to facilitate meaningful learning experiences that advance language learning will be demonstrated and discussed. Teaching strategies will be modeled to show how using authentic materials can be a scaffold for student understanding using the target language 100% of the time. Demonstration of students engaged with age-appropriate resources that are intentionally selected to appeal to the interests, preferences, and life experiences of the target language culture. Participants will leave with 2-3 tools on how to choose authentic materials to enrich the student learning experience. Participants will leave with 3-5 strategies to select and design level-appropriate tasks when using authentic materials.

Session Description: Want to shake things up in your classroom? You’ve learned about proficiency, performance, and assessment, now it’s time to deepen your understanding of learning brain. Knowing more about the brain and how it learns equips teachers to plan for and implement lessons in a way that responds to the way learners process instruction. Developing a classroom environment friendly to brain-based learning makes a direct impact on student target language use and proficiency growth. This session addresses key research findings on brain-based learning and how they connect to world language instructional strategies.

Session Description: How do children construct their own identity? How does a teacher's own identity influence the classroom environment, and how do teachers and students' identities intersect with language, culture, and gender? In this session, three San Francisco Bay Area schools will provide practical strategies, including teacher training and instructions, for integrating issues of diversity, equity, and inclusion into the Chinese immersion classroom, in order to create environments that are highly responsive for all learners.

The participants will gain:

1. Ways to involve the community to be part of the conversation about identity.
2. Support in how to develop teachers’ beliefs and values in various identities associated with Diversity, Equity, and Inclusion.
3. Classroom practices, ranging from guiding the students to explore their own identity and express it through arts and technology.
4. Resources that can be used in classrooms and schools.
5. Language and strategies in order to take action in the classroom.

Session Description: This session will share strategies to develop young learner's power language skills in distance learning. Due to the limitation of instructional time in regular elementary school Chinese program and lack of support at home, when design a lesson, teachers need to emphasize the language skills over content. At first, teachers must determine what kinds of language skills should be taught, and then based on the instructional goals design an interactive and engaging instruction by utilizing appropriate technology tools. The presenter will show the lesson design process and share sample lesson plans. The pros and cons of the most useful technology tools for young learners will be discussed too. As a result of this session, participants can get inspiration about creating age-appropriate instruction for young learners in distance learning. Hope they can implement the strategies in their own teaching practice.

Session Description: Research from recent years have shown that student engagement is directly associated with the level of student-led learning that occurs in the classroom. The Objectives of this session will focus on the usage of group formation to differentiate between students’ academic and personal differences- specifically, how forming groups in class can be an effective means of assessing student proficiency, as well how it can be utilized as a classroom practice that allows immersion teachers to focus on target groups that may need additional instruction time.

Forming groups allows the instructor to divide students into similar groups that either share a common interest or similar academic level.  This strategy allows for students of lower language ability to engage in more one-on-one direct contact with the instructor, while other high-performing groups are given autonomy to engage in peer-learning and additional challenging tasks.

Participants will learn practical strategies and authentic classroom methods pertaining to the topic matter in this session (e.g. group-forming and activities that may be conducted in these groups).

Session Description: The topic for this session is on incorporating global competence development in Chinese language classes. I will introduce strategies that can be applied in hybrid and remote instruction and that have been adapted from Singapore's approaches to global competence education. Lesson ideas and activities will be shared. Participants will also learn about ways that global competence objectives and antiracist educational approaches are intertwined so that they can create global competence lessons that support students' own diverse identities and understandings of others' identities. The desired outcome is that participants will achieve a deeper understanding of the importance of global competence development in Chinese language instruction and also be equipped with strategies that they can utilize in their own lesson planning.

Session Description: In this session, attendees will participate in a variety of interactive and hands-on activities, in order to better understand the three modes of communication and the process of creating performance assessments in each mode targeting proficiency goals.  Attendees will have access to sample performance assessments and students' final products, and have opportunity to explore a technology tool that allows teachers to tag students' work with ACTFL proficiency skills, and to document students' language growth longitudinally.

Session Description: The "2 + 1 + 2” flipped model in an Online Chinese program organized by a public university in Midwest U.S. has been recognized and well-received with positive feedbacks from students. Using online survey design, this presentation will provide research findings based on students’ learning experiences and self-reported data. 

Through demonstrations and explanations, participants will understand the design principle of the 2 + 1 + 2 flipped model in an online Chinese program. With concrete examples of various digital technology tools used in the program, presenters will demonstrate how the instructors design learning activities and tasks to provide supports for students learning. After presenting the research design and data analysis of an online survey, presenters will synthesize students learning needs and challenges using self-reported data. With small group discussions and activities, participants will identify possible ways to overcome students’ challenges while satisfying learning needs.

Session Description: In this breakout session, the presenters will share the effective strategies and best practices they have utilized for online and hybrid instruction, including but not limited to leveraging technological tools/ platforms and gamification, etc., which have greatly improved the students’ engagement. The aim is to help educators to adapt and adjust to the various challenges and disruptions caused by COVID-19. On one hand, the social distance needs to be enhanced with the masks on; on the other hand, the educators still need to make the learning journey full of fun. They will share the technology tools for engaging and gamifying the learning process, such as Blooket, Gamkit, Quizlet live, Word Wall, Kahoot, Storyjumper and Duolingo, etc. More reward mechanism details like Clash of Clan will be shared in this session. The participants will take away a toolkit package to empower their classroom teaching and feel refreshed.

Description: 比较中外语言交流合作中心的《国际中文教师标准》与美国教师标准异同，探索在美本土中文教师的培养模式，特别是中美高校优势互补的联合培养模式。

Session Description: In 2020, CELIN at Asia Society convened a meeting of leading Chinese immersion preschool leaders in the United States. Subsequently, it conducted two national surveys of Chinese immersion preschool programs and their teachers and other staff. Two CELIN Briefs were developed as a result of these two initiatives. Authors of these Briefs and leaders in the field will describe these initiatives and strategies and resources for increasing the number and quality of these programs.

Session Description: The Chicago Public Schools Chinese World Language Program (CPSCWLP) is one of the long-running and largest K-12 Chinese programs in the United States. While it has been successful, the need to incorporate the latest national and local standards, global competency, and research and best practices on language learning, teaching, and assessment has emerged. Participants will learn how, since 2018, the CPSCWLP has taken an innovative systemic approach to redesign its K-12 Chinese curricula. They will become familiar with the framework and components of this comprehensive language learning system that includes thematically organized, content-related, and standards- and performance-based instructional and assessment units that are relevant and engaging to students in an interconnected world. They will see sample grades and units and student works, and hear teachers’ reflections of their work and learning. Participants will walk away with the knowledge of "how-to" to apply elements of this project in their local contexts.

Session Description: Foreign language learners often find that reading is what they do most with the target language. Language students, however, usually do not receive sufficient reading input from textbooks and classes or from their daily life. This session exemplifies a solution by using leveled readers with culturally authentic content to improve student reading in Chinese language outside the classroom. Presenters discuss rationale of using leveled readers and how to integrate leveled readings into existing curriculum to develop student’s reading and cultural proficiency. Discussion will center on examples of course content, selected readings and assignments, and how to examine the linguistic and cultural content of the readers and select books based on the targeted proficiency. Examples from the syllabi, course content, leveled readings, reading guideline and assessments will be provided. Participants will learn easy-to-apply practices on using Chinese leveled readers to design assignments based on their course objectives.

外语学习者常发现阅读是他们最常使用的外语技能。然而，外语学生通常无法从教科书和课堂或者日常生活中得到充分的的阅读输入。本报告介绍如何使用具有真实文化内容的分级读本来增加学生在课堂外的阅读，提高学生的汉语阅读水平。讲员们将讨论使用分级读本的理论基础，以及如何将分级阅读加入到现有的课程中来提高学生的阅读和文化水平。报告讨论将着重在课程内容、选择阅读材料、设计作业以及如何分析读本的语言和文化内容并根据学习的目标来选择读本。报告将提供教学大纲、课程内容、相应的分级读本，阅读指引和测评等等的范例。听众还会学习到如何根据他们的课程目标使用汉语分级读本来帮助学生学习汉语语言及文化。

Session Description: One of the most difficult decisions a teacher makes is how to encourage higher order thinking skills in the language class without resorting to using English.  In this session, presenters will focus on the use of authentic Chinese resources that teachers may utilize in their classes to encourage students to think more deeply about the subject. Presenters will demonstrate how authentic resources provide a way for students to access more in-depth cultural information and develop a set of critical thinking skills that will transfer to other disciplines.  Participants will learn how to develop questions about authentic resources that demonstrate a deeper understanding of cultural concepts and linguistic practices and lead to increased language proficiency.

Session Description: The importance of both language development and content learning is widely recognized by teachers. Nevertheless, the major challenge teachers face is to make language and content more comprehensible. This session will present effective content-based instruction (CBI) practices that have been proved powerful in early language classrooms. After discussions, games, and hands-on activities, participants will be able to incorporate authentic language teaching techniques into their classrooms, and to draw on diverse approaches in developing their own instructional methods.

Since it opened in August 2012, Mandarin Immersion Magnet School has been the first and largest PreK-8 public school in Texas dedicated to Mandarin immersion. Through research and data analysis, work samples, videos, and demonstration of effective CBI, three presenters from Pre-K through higher education institutions will unfold how this school has survived and thrived in a Spanish-dominated region and become a top-ranked public school in the largest school district in Texas.

Session Description: In the first part of the session, audiences will have a close look at how the presenter facilitates the Chinese Honor Society chapter to plan meaningful events during the pandemic, such as monthly zoom meetings with high school students from China, voting for the staff of the month, supporting the lunar new year celebration webinar, etc. In the second part of the session, participants will learn the best practice on communicating and event coordinating by interacting with the presenter with the experience of how to plan virtual Chinese New Year events to celebrate the culture and make connections in the Chinese learning community during the pandemic.

Session Description: Hybrid teaching has become a common scenario for many teachers this school year. It presents more challenges than merely teaching online or in-person. However, the goal of student engagement and language input has remained the same. This session will introduce some highly-effective activities for engaging classes and the designing principles behind them.  Albeit not a panacea, it will start the much-needed discussion on hybrid teaching with the participants.

Session Description: Lucy Calkin's reading and writing workshops have become very popular in elementary schools. But does it work in a Chinese Immersion program? How might it fit into the structure of second language learning in which learners do not have adequate oral language, vocabulary, or the tools to sound out words?

This session closely examines the pros and cons between the traditional approach of reading and writing instruction in Chinese and the approach of reading and writing workshops in English. The presenters will provide concrete examples through videos of class instruction and samples of student work as well as other supplementary materials developed by the respective programs to show how each school has adapted and applied the workshop models in its classrooms.

The participants will be able to join the discussion on the challenges of teaching literacy in Chinese and will take away shared concrete strategies.

Session Description: This session focuses on the practice and learning outcome of implementing age appropriate content based curriculum in Chinese classroom for a special purpose. It includes three presentations about career-based language curriculum design and learner’s assessment.

Session Description: Over the last two decades, it has become more and more popular to establish Mandarin programs in the US. How does a Mandarin program thrive after establishing it? Program visibility is one of the keys for enrollment advocate and sustainable development. In this session, presenters will share how they have successfully built their program around providing students opportunities to learn and showcase their learning at local, state, national and international levels to increase program visibility and enrollment. Presenters will share effective strategies to advocate their program by providing evidence of their uniqueness and effectiveness, like presenting at Mandarin public speaking events, providing bilingual service at public events such as sports meet, 2020 Census and Voter registration, connecting students with international penpals and immersing students in authentic Mandarin through international field trips. At the end of the session, participants will be provided a list of resources and a guided brainstorming session on how to utilize their current and potential resources to increase public visibility and thrive their Mandarin program.

Description: 在线中文教学的开启，对中文教学资源和平台提出了新的要求，中文联盟等全球知名在线教学平台为中文在线教学提供了一系列解决方案。国际中文教育中文水平等级标准将为新时期国际中文学习、教学、测试、评估提供参照和服务。

Session Description: Presenters will lead a conversation about how Chinese has become a more commonly taught language, like French or Spanish, and what that means for recognitions like the Seal of Biliteracy and post-secondary opportunities. Participants will share stories about growing enrollment in different states and regions of the country and how that has led to well established k-12 Chinese programs. Audience members will explore ideas for developing local strategies to expand Chinese programs into well-articulated options that lead to Chinese being used in a number of career fields.

Session Description: Interpersonal communication is essential to language acquisition.  However, it can be difficult to design and execute in a classroom setting. The unfortunate reality of a global pandemic has pushed the majority of educators and learners into an unfamiliar frontier. It is even more challenging for teaches to design proficiency-based instruction, learning activities, and more importantly, assessment tools that will encourage and assist learners to acquire the necessary language skills for successful interpersonal communication while energizing and boosting learners’ confidence in their language learning. This presentation will share several classroom-tested apps and practical strategies and will demonstrate what needs to be emphasized in order to empower learners to prepare, interact and engage in meaningful and spontaneous communication. These strategies are easy to adopt and participants can expect to apply them into remote learning environment easily.

Participants will be able to:

1. explain the main characteristics of interpersonal communication
2. identify key components needed for designing interpersonal activities and assessment for online learning
3. apply at least one strategy shared in the session in their own teaching practice

Session Description: The presentation will share how to create effective and practical AP Chinese curriculum, focusing on creating integrating performance assessments for AP Chinese lessons by applying interpersonal, interpretive, and presentational skills in real-life situations to improve students' language proficiency. Participants will learn how to use peer-assisted learning strategies to backward design a scaffolded AP Chinese lessons and use critical thinking skills to explore Chinese language and culture.

演讲将分享如何设计和使用项目学习策略，重点是通过在现实生活中运用人际交往、解释和演讲技巧来提高学生的中文语用能力，从而为AP中文课程创建综合的绩效评估。与会者将学习如何使用项目学习策略来逆向设计AP课程，以及使用批判性思维技能来探索中国语言和文化。

Session Description: This session introduces the application of the Stanford Language Institute Constructive Classroom Conversation framework which assists students in developing higher oral proficiency through progressive, content-based conversation skills. This conversation model is based on student-centered and task-based theories, in which the teacher’s role is a facilitator and students are actively engaged in directing the process through concrete, scaffolded prompts.

In the session participants will practice the model and learn how to:

1. Design purposefully planned prompts to start interactive conversations based on language and content objectives.
2. Provide structured language supports that help students keep the conversation going.
3. Train students to follow key conversation principles, e.g. taking equal turns, building upon previous conversation, staying on topic, etc.
4. Use student conversations as feedback to adjust instruction.

该课程将向大家介绍沿用于斯坦福语言学院研创的“课堂中的建设性对话”框架。该框架通过提高学生循序渐进和以学科内容为核心的对话技巧，来帮助学生提高口语能力。该对话模式是建立在以学生为中心和任务型教学的理论之上的。在其中教师的角色为协助者和引导者。学生在整个具体的支架型教学指导过程中积极参与。

在该课程中，参与者将对该对话模式进行练习，并且将学习以下方面：

1. 根据语言和学科目标，如何设计有目标性和引导性的对话模式来促进互动交流？
2. 如何给学生提供有条理的语言支撑和帮助促使对话继续深入？
3. 如何训练学生遵守关键的对话规则：如学生间轮流对话模式，当前对话建立在原有对话基础上，保持话题不偏题等等。
4. 如何把学生间的对话作为调整教学的反馈。

Session Description: As the number of Chinese immersion programs increases across the nation, many schools struggle to find and keep quality Chinese teachers. The issue is not limited to recruitment of novice teachers, but also includes high turnover rates among experienced teachers, especially if they are effective and credentialed. What are the factors that enable schools to recruit and retain a quality teaching team that will propel the programs to excel? This session showcases successful recruitment processes and professional learning pathways of Yu Ming Charter School, an urban public school in Oakland, CA that is a 2019 National Blue Ribbon School and California Distinguished School. Participants will learn about the school's approach to providing individualized development to staff and building a strong team culture that has resulted in growing retention and development of teacher leadership. In addition to seeing concrete examples, participants will have the opportunity to engage in discussions with Yu Ming's administrators and teachers.

Session Description: The current research investigates essential skills for Chinese character and word writing. We analyzed 1,039-character errors and 3,239 word errors, and categorized them into the following 10 types: 1) Character inventions, 2) Adding or deleting strokes, 3) Semantic radical substitutions, 4) Homophone character substitution, 5) Shape-similar character substitution, 6) Semi-homophone substitution, 7) Phonetic radical substitution 8) Phonetic radical omission 9) Synonym substitution, and 10) Change of configuration.  Frequency analyses suggest students had more chance to make semantic-based errors during word writing than during character writing. Exploratory factor analyses suggest during character writing, students who made semantic errors also tend to make phonological errors. Therefore, semantic and phonological skills were dissociable during character writing. However, for word writing, semantic and phonological errors loaded on different factors and semantic error was the primary factor explaining word writing performance. This suggests semantic processing plays a dominant role during Chinese word writing.

Session Description: This session will demonstrate how to use Nearpod and Padlet to design activities for all three modes of communication for online and hybrid class. The presenter will briefly introduce three modes of communication and the functions of the two platforms. The presenter will then share some actual examples of these platforms that can be used at different ways to teach and assess for the three modes of communication. The session discussions will focus on: how to choose appropriate activities to design interpretive tasks; how to create different kinds of activities for interpersonal task; and how to use appropriate platforms for presentational tasks.

Session Description: This presentation introduces the process of developing and incorporating interactive multimedia lessons in a flipped lower-level Chinese course. The presentation reports successes and challenges over a three-year period of development. It describes four versions of the same grammar instruction and explains the improvements made over time as recognized in students’ feedback, thus providing guidelines for making successful interactive videos. This session also shares the experience of choosing technologies and compares online platforms that manage the interactive element, such as Voice thread, Play posit, H5P, etc. Additionally, the presentation explains the implementation of the interactive videos in a blended learning course. It demonstrates that the videos provide opportunities for more language immersion in class, enhance students’ engagement, and provide self-paced learning opportunities outside of the class. Participants will learn the key elements of making successful interactive videos, the software and online platforms, and how to incorporate the videos into teaching.

Session Description: This session focuses on strategies that lead students to develop communicative competence and confidence when speaking Mandarin. Teachers and the Language Supervisor from the Princeton School District, a Confucius Classroom, present the rationale for speaking Chinese during class from Day One, model strategies to provide comprehensible input in Mandarin and share student work from both middle school and high school that demonstrates the successes of their practice. Additionally, they show how to integrate technology tools into language learning to build communicative and cultural competence. Participants take away innovative and practical teaching techniques and multiple and varied activities that are highly effective in engaging students. Emphasis will be placed on the high yield practices from Level I through Level AP, specifically the exclusive use of the target language in instruction, demonstrations of effective comprehensible input and effective interpersonal communication tasks.

Session Description: The session explores various types of feedback in Chinese classrooms through action research and demonstrates how students' learning outcomes can be enhanced via receiving effective feedback. The session also delves into the importance of including clear learning intentions and success criteria when it comes to teaching and providing effective feedback. Strategies and feedback frameworks applicable at different age levels and all modes of communication will be shared.

Session Description: Chinese language teachers have been working diligently to promote students’ Chinese language proficiency. However, they are often troubled by these questions: 1. Why can’t the students understand what I teach? 2. What strategies can I implement to help my students understand the material they are learning about. And 3. How can I help my students become independent learners and problem solvers?

In this session, the presenters will share and model one of the best practices, scaffolding, a method that teachers or peers provide support to help learners to learn the materials that are difficult for them to learn on their own.  The participants will Think-Pair-Share their responses to the three essential questions: 1. What is scaffolding? 2. How does scaffolding benefit language learners? 3. How can we implement scaffolding to help move the students to the ZPD (Zone of Proximal Development) and become independent learners and problem solvers?

Session Description: We all know that interactive learning engages students better, produces more optimal learning outcome and makes the whole experience more memorable. But when a teacher is tasked with delivering learning virtually during the pandemic, it can be tricky to translate the in-person interactive exercises to build an effective online learning community. During this session, the presenter will take you through various virtual classroom rules and norms, strategies on how to make input comprehensible and different ways to utilize online tools to make learning fun and joyful.

Session Description: This round table discussion will focus on articulation in the field of K-16 Chinese language education that includes essential aspects of Chinese language and culture programs for all learners in K-16 and heritage schools. Please join experts and veteran teachers to exchange information; share concerns and challenges for advocacy, remote learning, and technology integration; and develop forward-thinking strategies to support Chinese language teachers during and after the pandemic.

Session Description: The pathway to STEAM in Chinese classrooms is exciting as STEAM embodies holistic learning that requires educators to have intentional connections among standards, assessments, and implementation. But how exactly does STEAM education look like in Chinese preschool and elementary classrooms? How does STEAM education shape students’ thinking and further develop their Chinese proficiency? In this session, teachers from four Chinese immersion schools will discuss how they implement STEAM to engage their students through hands-on activities, investigations, data analysis and productive science talks.

Session Description: Writing is one of the most significant and challenging parts of Chinese language literacy. Balanced Literacy is a curriculum methodology that integrates various modalities of literacy instruction. It is widely used in the English classroom.

In this session, the presenters will introduce how to implement Balanced Literacy in the Chinese writing class using these four techniques: writing aloud, interactive writing, guided writing, and independent writing. We will also share the strategies of graphic organizer use, English-partner collaboration, and differentiated instruction. In addition, we will show participants how to conduct writing practice from the first day of school in different grade levels.

Besides learning written instruction techniques, participants will also join us for a 10-minute mini-lesson demo to see how it works in the classroom. At the end of the session, participants will be given a resource package to be modified and applied in their own class.

Session Description: To maximize the benefits of language education and professional growth, university-community partnerships must find ways to develop spaces that allow for dynamic, mutually beneficial practice. In this session, we will share our experiences of developing university-community collaborative programs to embody, create, and support professional development and continuous education in the local community. In the Customized Business Chinese Courses, we see partnerships continue to move towards mutually beneficial action. We will share the detailed research, cases in point, and conceptual pieces in the following:

1. We will introduce creative approaches to enhance teaching and learning practice in community-based Conversational Business Chinese. The course design focuses on building oral competency in various business settings.
2. We will share examples of successful university-community partnership programs on Survival Business Chinese targeting professionals without any knowledge of Chinese whose objective is to immediately apply what they learn to their business trips to China.
3. We will share examples of course evaluations.

Session Description: Learn how to use early academic language strategies for heritage and non-heritage speakers by using instructional strategies that promote the use of language to learn common core content standards for social studies and science units.  Learn how collaboration between English only and Chinese language teachers has created a way to reinforce language learning during students' English and Chinese language arts instruction.  After this session, you will have practical instructional strategies that you will be able to implement in your classroom once you return to your classroom.  These strategies will add to the joy of learning in your classroom for you and your students!

了解如何使用早期学术语言教学策略来促进中文母语者和非母语者的语言学习。通过使用这些教学策略，您可以帮助学生们掌握共同核心标准课纲下的社会科学和自然科学课程教学内容。探讨如何通过英语和汉语教师之间的合作来加强学生的双语学习和掌握能力。在本次报告后，您将学习到可以直接运用到教学中的语言教学策略，这些策略将为您和您的学生增加学习的乐趣。

Session Description: The goal of this session is to share practical strategies for teaching social studies in Chinese classrooms. For instructions to be effective and learnings to happen, it's important to have a strong class culture in which teachers keep open minds and ears, have a positive relationship with students, and value student differences. This goes for all content classes, language classes, and immersion classes. Content-based instruction in the Chinese classroom has multiple challenges. How do we help students increase literacy skills in Chinese? How do we deliver rigorous content with limited language? How do we scaffold instructions to meet student needs? How do we assess student learning? In this session, four presenters from various backgrounds will share our shared experiences in developing curriculum and working with students. The emphasis is to provide strategies that are easy to adapt and/or ready to use.

这个报告的主要目的是分享实用的教学策略，适合在中文班教历史内容的一些策略。老师教得有效，学生学得确实，才是真实的“教学”。换句话说，“教”的效果和“学”的活动不见得会发生在课堂上。有许多重要因素存在，“教学” 才会发生。这些因素包括教室文化的营造、开放的思考与倾听的意愿、正面的师生关係、以及重视学生的个人特质等。在中文班教历史或语言以外的其他学科不容易。作为教师我们要如何帮助学生提高中文能力呢？如何使用有限的中文带出缜密的学习内容呢？如何提供阶段性的教学方法来使学生的学习更顺利呢？如何评断学习的成效呢？在这个报告中，我们四个背景迥异但又有共同经验的教学工作者要分享我们的课程编辑以及教学经验。我们著重的是提供能立即使用或是容易修改採用的教学策略。

Session Description: The purpose of this panel is to examine the practical ways to make an adaptation of TPRS for virtual teaching. The TPRS method is one of the effective ways to teach reading, listening, and speaking. However, in this virtual learning environment, new problems arise with teaching the TPRS method. In our presentation, we will demonstrate how to make the best of technologies that are available to us and address specific problems when using the TPRS method on Zoom and how we may adapt to it.

Ms. Li will demonstrate how to effectively choose and apply apps based on learning objectives and the characteristics of virtual classrooms to maximize students' reading comprehension in folktale stories.  Ms. Yu will discuss the challenges when using TPRS in a virtual setting and provide examples of how we make adaptations to execute TPRS instruction online.

We aim to engage the participants through our presentation to reflect on 1) how to take advantage of available apps in teaching reading comprehension; 2) what challenges they face and how to find possible solutions.