MOUNTAIN VIEW, CALIFORNIA, May 2, 2024 - This year the 17th National Chinese Language Conference (NCLC) was held in Silicon Valley! NCLC provides a high–profile platform for sharing new ideas and best practices in the fields of Chinese language teaching and learning, Chinese arts and culture, and international education exchange. During the past 16 years, the conference has grown into a tight-knit community of educators–attracting 17,800+ attendees from the United States and around the globe.

The theme of this year's conference is “Mandarin Education in a Transformative Era” with a special focus on reimagining education with the emergence of A.I. 

The NCLC 2024 was co-organized by Asia Society Education and Asia Society Northern California. 

Videos from this conference will start being released on Youtube in July 2024. 

VIDEO RECAPS

Session 1: Harnessing AI for Education so All Students Benefit

This session began with Asia Society’s Vice President of Education, Neelam Chowdhary delivering opening remarks and welcoming Asia Society’s President and CEO Dr. Kyung-wha Kang. Dr. Kang acknowledged the importance of NCLC and its work building the next generation of multilingual leaders. She recalled her own experience learning English at a young age leading her down the path to become South Korea’s first female Foreign Minister and Asia Society’s first President with Asian nationality. She then gave a warm welcome to keynote speaker Sal Khan, founder and CEO of Khan Academy. 

In this session, Sal Khan introduced Khan Academy’s new AI feature, Khanmigo. Through student and teacher user demonstrations, he showcased how their AI robot was created to highlight the social-positive use cases of AI. He explained that Khanmigo is a tutor and teaching assistance meant to elevate the learning experience and continue providing Khan Academy’s goal of meaningful one-on-one interactions with students. Addressing the hesitancies to implement AI in education, Khan showed the regulations and processes in place to guide students through the learning process, rather than directly giving them the answer. The session ended with a Q&A session discussing Khanmingo’s various uses for teachers. 

Session 2: Redefining Horizons: Embracing AI Responsibly in Education

On Thursday, May 2nd, 2024, Asia Society Seattle brought together leading experts to discuss the transformative role of AI in education, with a special focus on language acquisition. Moderated by technology journalist Jacob Ward, the panel featured Emily Reid, CEO of AI4All; Johnathan McKay, Head of Product Growth at OpenAI; and Yvette Renteria, Chief Program Officer at Common Sense Media.

This panel aimed to demystify AI in education and explore the evolving role of AI in schools. Renteria emphasized AI literacy among all stakeholders, to ensure safe and responsible AI, address concerns about plagiarism, advocate for critical thinking, and rethink approaches to education. Additionally, McKay highlighted AI’s unexpected yet significant role in education as a helpful ‘thought partner’ and effective tutor, while stressing the importance of maintaining human connection. Reid emphasized equitable access to AI education, advocating for innovative approaches in STEM to empower all students. Lastly, the panel concluded with a discussion on the potential downsides to AI use in schools and the need for strong training and legal systems to make AI accessible to everyone. These interventions would enable diverse groups to engage with AI, fostering a more equitable world and democratizing the benefits of AI.

Session 3: The Power of Language: Consequences of Bilingualism for Cognition and the Brain

This session was introduced by Neelam Chowdhary, Vice President of Education at Asia Society. The speaker was Viorica Marian, Professor of Communication Sciences and Disorders at Northwestern University.

Marian starts by offering an overview of how the phenomenon of multilingualism has been understudied: most academic research has been done with white, educated monolinguals who speak Western languages. To challenge this status quo, researchers at Northwestern University have conducted research with bilinguals that reveal the consequences of multilingualism. Researchers have demonstrated that, when bilinguals are using one language, the other language is still actively processed in their brains. This co-activation of multiple languages changes human cognitive and neural functions in domains ranging from executive function to memory to decision making. Marian explains how bilinguals show stronger inhibitory control, which allows them to inhibit irrelevant distractions and better focus attention. Bilingualism also enables people to draw dynamic connections between concepts and objects, as bilinguals have higher creativity and make decisions differently from monolinguals. Marian also presents evidence that bilingualism confers cognitive benefit. According to research, the age of diagnosis of dementia is on average 4 to 6 years later for people who speak multiple languages. Since people’s perception of reality is mediated by the languages they use, bilingual people also perceive and remember reality differently from monolinguals

Session 4: Voices of Change: Shaping AAPI Narratives for the Next Generation

This session was moderated by Jennifer Kapral, Director of Education and Outreach at Asia Society Texas and featured speakers Mina Fedor, Founder and Executive Director of AAPI Youth Rising, and Giannela Gonzales, Project Coordinator and Curriculum Developer at The Asian American Education Project.

Throughout this discussion, Fedor and Gonzales provideD a student and educator perspective on the topic of incorporating Asian-American histories in school curricula. Speakers addressed the difficulties of creating an all-inclusive curriculum, noting the great diversity of Asian groups in the U.S. Instead, they advocated for curriculums to be as inclusive as possible while amplifying underrepresented groups. Both Fedor and Gonzales agreed on the importance of role models and stories that are local, accessible, and connected to students. Gonzales also stressed being accurate and precise when teaching Asian American history, encouraging educators to also learn the history they are teaching—which can help both Asian educators and students find belonging in their communities. To conclude the panel, Kapral asked speakers to give one challenge each for the audience to implement during Asian American and Pacific Islander Heritage Month in May.

Session 5: Advocacy for World Languages

This panel was opened by Linda Egnatz, President of the Joint National Committee for Languages, and moderated by Margaret Peterson, Executive Director of the California World Language Project. The panelists are Ying Jin, Executive Director of CLASS and teacher at Cupertino High School; Ann Jordan, Advocacy Chair of CA Language Teachers Association; and Eddie Park, Director of Global Languages and Innovative Programs at Poway Unified School District.

Egnatz opened by introducing JNCL’s most recent national advocacy progress, which includes three new acts that will allow the U.S. government to better assess its world language programs and create teacher pipelines. The panel then shifted into a discussion of how to successfully advocate for world languages in schools and the local community. Jordan introduced the concept that “anyone is either an ally or an ally to be," encouraging fellow advocates to actively seek allies among language teachers, community members, and legislators. Jin discussed the importance for teachers to let others know what they are doing, so that they can find allies who understand and support their ideas. Park then told the story of how he launched Chinese language programs in his school districts and expanded them into world language programs. Park emphasized the importance of community partnerships, since very often donors and supportive organizations can be more accessible resources than state funding. Toward the end, the panelists discussed what they learned from each other. They all stressed the importance for language teachers to speak up for themselves and take a seat at the table for decision making. 

Session 6: Reimagining Global Exchange: New Realities in Student Exchanges and School Partnerships Post-Pandemic

This panel was moderated by Chris Livaccari, Head of School at Presidio Knolls School. The panelists were Katharine Carruthers, Director of the Centre for Chinese Language Education at the Institute of Education (IOE), University College London; Shenzhan Liao, Senior Vice President of Education at China Institute in America; Wenting Wang, Director of Academics at  Yu Ming Charter School; and Jie Zhang, Executive Director of The Chinese Language Teachers Association and Associate Professor at the University of Oklahoma. 

The panelists first looked back toward the “golden age” of the U.S.-China relations. 2012 was the peak time for the U.S.-China education exchange. Since then, the number of international students who arrived in China has declined significantly due to the pandemic and geopolitical tensions. Nonetheless, Chinese language programs in the U.S. keep offering students enriching learning experiences. Wang first discussed her school’s “Chinese study tour," which allows students to immerse in Chinese culture and polish their language skills. This program also helps students reflect upon their identity as global citizens and bilinguals. Zhang then introduced how practice-based tours allow students to enjoy Chinese culture, visit cultural sites, and speak Chinese at the same time. In terms of reviving U.S.-China education exchange after the pandemic, Liao introduced the strategy of “reconnect and rebuild." Her institute puts the strategy into action by bringing school principals to China to widen their horizons. Complementing the U.S. perspective, Carruthers recounted her experience organizing Chinese learning trips for young British students.  

The panelists agreed that exchange trips to China encourages students to increase their use of the language and builds confidence. The community service component of these trips also empowers students to become change-makers. For universities offering exchange programs, the availability of these programs increases the enrollment rate of Chinese international students. Despite persisting geopolitical challenges, positive experiences of exchange can contribute to bridge-building between the U.S. and China.  

Session 7: Language Certification and Validation: A Pathway to Addressing the Multilingual Needs of Our Workforce

This panel was moderated by Shuhan Wang, President of ELE Consulting International and featured Linda Jingfang Cai, Vice President of Talent Development at LinkedIn; Zhongqi Shi, President of The Chinese Language Teachers Association, USA and senior lecturer at Columbia University; and Linda Egnatz, Executive Director, Global Seal of Biliteracy.

During this panel the speakers discussed the workplace benefits of language learning, the falling enrollment in second-language learning in higher education, and potential methods to incentivize students to pursue and stick with language learning. To begin the session, Wang highlighted the importance of reframing language learning to consider the output gained at the end of the process, with an emphasis on its utility in the global economy. Cai then discussed the intangible skills gained through language learning, such as creativity, empathy, and problem-solving skills, as well as the value of the emotional connection fostered in the workplace by speaking to someone in their native language. Shi observed how his students gained valuable cultural competency and communication skills in his classes as well.

Shi noted that enrollment in language courses has fallen in the last decade at American universities. One potential way to combat this decline is the implementation of State and Global Seals of Biliteracy. Egnatz discussed her work developing the Seals, which recognize student proficiency in foreign languages. Certification programs such as these not only incentivize students to pursue language education beyond the minimum requirements to graduate, but also provide them with a tangible measurement of their language proficiency to share with potential employers. The panel conversation closed out with each of the panelists discussing next steps for fostering more development of language learning and certification.