Requires advance registration and separate fee
Preconference school visits run concurrently with the following workshops on Thursday, May 17, 2018.
Sessions will be presented in English or bilingually, unless otherwise noted.
Effective Practices in Chinese Literacy Instruction ($100)
Led by National Council of State Supervisors For Languages (NCSSFL)
Presenters: Stacy Lyon, Ofelia Wade
Chinese literacy instruction, in the context of DLI in the US, can be described as being in its pedagogical infancy. The purpose of this workshop is introduce a pedagogical framework that bridges literacy instruction from a Chinese classroom context to that of a US DLI classroom, where language learning is facilitated through contextualized and interactive strategies to help students internalize language in a meaningful way that is conducive to transference across contexts. The content of this workshop will be presented in three phases: Theory, Demonstration, Praxis. 1. Theory: The theoretical underpinnings supporting the Before, During and After Literacy Framework will be discussed. 2. Demonstration: Each of the instructional phases of the literacy framework will be introduced and modeled with their corresponding supporting strategies. 3. Praxis: The participants will have an opportunity to work in grade-level teams to develop a literacy plan applying the Before, During and After Literacy Framework.
Formative Assessment of Oral and Written Language ($100)
Led by Center for Applied Linguistics (CAL)
Presenter: Jing Wei
This workshop will focus on formative assessments of productive language skills and their applications in K-12 classrooms. The workshop will begin with an overview of different approaches to formative assessment. Then, it will familiarize participants with the Classroom Observation Checklist Kit (CLOCK)—the formative assessment instrument developed by the Center for Applied Linguistics (CAL). Participants will learn about how to set up classroom activities that effectively elicit student language samples and about how to rate those samples with CLOCK. Specifically, participants will review and analyze student responses at a variety of performance levels, consider the distinguishing linguistic characteristics of the responses, and practice rating with CLOCK. Finally, participants will extrapolate what they learned about CLOCK to creating their own formative assessment instruments.
Core Practices for Effective Chinese Learning ($100)
Led by Chinese Language Association of Secondary-elementary Schools (CLASS)
Presenters: Yu-Lan Lin, Baocai Jia, Lucy Lee, Carol Chen-Lin, Dali Tan
As Chinese teachers gradually shift their attention from program promotion through interest generating to program sustainability through proficiency achievement, ACTFL has provided us with Six Core Practices that guide teachers toward teaching for language proficiency rather than simply teaching about the language itself. This requires language teachers to provide students with opportunities to do something with the language and not just demonstrate their knowledge about the language. This three-hour workshop will start with a description of the Six Core Practices. After the “tell” part, the presenters will use concrete classroom examples to “show” what these Six Core Practices look like in the Chinese classroom of various proficiency levels. Students work samples will be shared, and participants will have opportunities to have hands-on experience of focusing on one of the Six Core Practices of their choice and create high impact instructional activities they could use immediately in their own classrooms.
Can-Do Learning – What Can Learners Do with What They Know ($100)
Led by American Council on the Teaching of Foreign Languages (ACTFL)
Presenters: Kevin Chang
What do learners need to demonstrate consistently over time to show that they can use language for Interpersonal, Interpretive, and Presentational Communication? What are the indicators of increasing Intercultural Communication? Unwrap the revised NCSSFL-ACTFL Can-Do Statements and the new Can-Do Statements for Intercultural Communication to create the blueprint for effective language learning. During this workshop, experience tasks that serve to develop and assess learners as they demonstrate interacting in conversations; understanding what is heard, read, or viewed; and creating written messages. Formative (daily, weekly) and summative (end of unit, end of course) assessment strategies are critical to evaluate learners’ language performance and chart progress toward proficiency goals. The overarching question is: “How do you know what learners can do with what they have learned?” Experience how to gather evidence of performance frequently, so both learners and educators can reflect on progress.
AP® Chinese Language and Culture Workshop ($165)
Led by College Board
Advanced Placement® (AP®) workshops are designed to help teachers and administrators develop and deepen their programs to prepare students for the rigors of college. Sessions led by College Board consultants feature innovative best practices and research-based strategies that can assist you in helping your students achieve their academic goals. AP workshops can help you to (1) Align instruction with the goals of the AP course; (2) Identify the skills and knowledge the exam will assess; (3) Determine the tasks and materials for which students may need more preparation; (4) Draft a syllabus that meets the curricular requirements for the course; and (5) Understand how to make equitable access a guiding principle in designing instruction.
Innovative Practices and Problem-Solving for Chinese Language and Immersion Programs ($165)
Led by Chinese Early Language and Immersion Network (CELIN @ Asia Society)
Presenters: Shuhan Wang, Joy Kreeft Peyton
As the Chinese language field matures, especially with the rapid growth of early language and immersion programs, there have been a plethora of innovative practices and success stories, while issues and challenges constantly arise as programs are being established or continue to experiment with new ideas for improvement or expansion. This CELIN workshop is designed as a professional learning community (PLC), in which practitioners, policy makers, and researchers get together to showcase their successes, seek advice in solving problems, and learn from each other. In a game format, participants select key topics that concern them, out of a wide range of topics such as how to establish or sustain programs; create articulated learning pathways; recruit and support domestic and/or international teachers; develop curricula integrating language, content, and culture; identify strategies for teaching STEM, social studies, or language arts; assess student learning; support parents and families; and conduct meaningful exchange or study abroad programs. They will have ample opportunities to interact with experts and peers at different learning stations, which will allow for a differentiated approach to making learning and sharing more targeted and personalized to meet participants’ needs and interests.