T4 A Multi-Model Approach to Chinese Language Teacher Preparation
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Transcript of T4 A Multi-Model Approach to Chinese Language Teacher Preparation
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A Multimodel Approach to Chinese Language Teacher Preparation
Yvonne Chan, Ed.D., California State Board of Education
Susan P. Jain, Ph.D., UC Los Angeles
Magaly Lavadenz , Ph.D., Loyola Marymount U
Hongyin Tao, Ph.D., UC Los Angeles
National Chinese Language Conference, Washington D.C., April 24, 2010
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Rapid Expansion of Chinese Language Programs in the Los Angeles and National Contexts College students K-12 education
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K-12 Chinese Language Programs
Community/After School/Heritage Language Schools
Foreign Language Experience Program (FLEX) Foreign Language in Elementary Schools
Program (FLES) Immersion/Dual Immersion Foreign/World Language in Secondary Schools
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What Are the Challenges Facing the Field?
Rapid expansion demands quick & efficient
solutions to teacher preparation
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Challenges Identified in the 2008 Chinese Field Report by Asia Society and The College Board
1. Lack of national coordination of efforts
2. Lack of teacher education capacity and teacher certification mechanisms
3. Lack of capacity for early language learning
4. Lack of K-16 articulation leading to the attainment of high language proficiency
5. Lack of opportunity and access to learn
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What is the answer?????
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A Multimodel Approach to Teacher Preparation
Whereby college language and teacher education professionals work together with the Confucius Institute, Hanban, community organizations, and local schools to offer: Pre-service teacher training Teacher Professional Development Mandarin language programs during and
after school International exchange opportunities
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UCLA Confucius Institute
Establishing Confucius Institute Advisory Board Connecting IHE campuses and local
communities and building on existing resources – UCLA, CSULA, CSULB, LMU
Working with Hanban and international partners
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Localizing Efforts To Build Sustainability…
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Potential Chinese Teachers in Los Angeles County by age
Source: US Census
0-17 18-64 Over 65 Total
Chinese 28,280 122,045 24, 515 174, 840
Speak English “well” or very well”
25,305 83,585 7,220 116,060
Read English Well or very well
2,975 38,510 17,295 58,780
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Tapping into Local Teacher Resources
The Mandarin Teaching Scholars Program Selection of candidates Summer intensive training Student teaching and placement On-going mentoring and professional support Standards-based curriculum development
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Teacher Credential Programs
Loyola Marymount, California State University, California State, Long Beach Initial Certification, Multiple and Single Subjects, with
Mandarin bilingual authorization, Mandarin SS
School of Ed/Center X, UCLA Add-on certification
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California Teacher Certification Requirements (CCTC)
CSET (subject matter competency) CBEST ( basic skills) Bilingual Authorization (multiple and
single subjects) Alternative Certification
International Interns
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Teacher Professional Development and Standards-Based Instruction
Developing K-12 standards-based scope and sequence and model lesson plans
Developing Instructional Guide in Teaching Mandarin Chinese
Future teacher training workshops in conjunctions with regional CLTAs (Chinese Language Teachers Association)
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Integration with College Graduate Programs
MA in Teaching Chinese as a Second Language, UCLA Asian Languages and Culture Dept
Creating methods courses in TCSL Joined summer programs
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Internationally Oriented Teacher Training
Summer Institute for Teacher Training Graduate students from China and CI partner
schools Focus on US teaching experiences, updated
pedagogy, English language and cultural proficiency
Educate future international teachers in the US and elsewhere
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International Exchange Program
CA-Shanghai Principal Shadowing Program Teachers, students, district administrators and school
board members Improve quality of teacher education Cultivate connections between China and CA schools Encourage Chinese program development in CA schools Foster connections between Chinese and non-Chinese
programs in the same school
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Seamless Integration: How to Work Together
Multiple training programs be conducted in an integrated fashion
Be able to address a wide range of needs of Mandarin education programs
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Required Expertise of Team
Administrative support Community leadership Experts in K-12 education & teacher ed. Experts in Chinese applied linguistics Experts in third language education
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Team Work
Susan Jain (Expanding CI’s function as a major central training hub, serving as a linkage between Hanban, colleges, local schools, and outside entities such as CB, C100, AS, etc.)
Yvonne Chan/Sally Chou (local school leaders; infrastructure building, and integration)
Magaly Lavadenz/Gay Yuen (MTS, teacher’s pre- and in-service training, and continuing quality control)
Hongyin Tao (graduate training across nations; outreach to the wider community)
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Issues and Future Plans
Working with multiple entities Funding resources Master teacher training program