Professor Chin-Chin Tseng 曾金金
Department of Chinese as a Second Language, National Taiwan Normal University
tseng [ät] ntnu.edu.tw
Key Steps of Project-Based L2 Chinese Teaching and Learning
This presentation is to introduce the key steps of project-based online L2 Chinese Teaching and Learning, which is designed to facilitate pre-service teacher training and Chinese learning in non-Chinese speaking communities. Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic approach in which students acquire a deeper knowledge through active exploration of real-world challenges and problems. Online interactional approach was employed in the project.
The key steps include:
- Before online interaction
– Online classroom management
– Biodata of Online tutors and students
– Chinese class syllabus, teaching materials, online platform arrangement
- Online interaction: experienced teaching for the practice teacher, pushed output for the L2 Chinese learners
- After online interaction
– literal transcription, database building
– self-reflection and peer evaluation
– L2 Chinese learners' feedback
– denotation and tagging for L2 Chinese teaching and learning research
The exemplary cases include native and nonnative practice teachers in the Department of Chinese as a Second Language (DCSL) of National Taiwan Normal University (NTNU). The L2 Chinese learners are from the non-Chinese speaking communities, including the United States, Asia and Europe. Pre-service teachers did exploration of various lesson plans and teaching ideas. Data collected through online interaction videos made the recording of their observations and reflections possible. This project proposed not only an enhancement of the current teacher education approach, but also learning Chinese language use in a communicative setting.
Key words: project-based learning, L2 Chinese teaching and learning, online interaction, intercultural communication
Professor Yea-Fen Chen 陳雅芬
School of Global & International Studies, Department of East Asian Languages & Cultures, Indiana University, Bloomington, IN, U.S.A.
yeafen [ät] indiana.edu
AP Chinese Language and Culture Course and Exam in US: Results, Impact, and Implications
As China gains prominence in the global arena as an economic, political, and military power, the study of Chinese also has become a global phenomenon. Under these circumstances, the College Board of the United States launched the Advanced Placement (AP) Chinese Language and Culture Course and Exam, enhancing high school students’ enthusiasm to learn Chinese and promoting the status of Chinese in mainstream American society. It has been eleven years since the implementation of AP Chinese courses in Fall 2006 and the AP Chinese Exam in Spring 2007, but the discussion of the AP Chinese Language and Culture Course and Exam, as well as its influence, is still a very important topic. This presenter will introduce the AP Chinese Course and analyze the results of the AP Chinese Exam for the recent years in terms of the number, demographics, and scores of the examinees released by the College Board, and discuss the 2016 released exam multiple choice questions as well as the free response questions for the 2017 exam. In addition, the presenter will explore its impact on Chinese language education in the United States. Lastly, participants will learn about the recent development of the exam and its implication and application to classroom teaching.
Key words: AP Chinese Language and Culture Exam, heritage learners, teaching Chinese as a foreign language, assessment on foreign languages, washback effects