The Northeast Conference on the Teaching of Foreign Languages

New York, NYMarch 27, 2010

1Marjorie Hall Haley, PhD - GMU

Panelists:Marjorie Hall Haley, PhD

([email protected])Rachel Grant, PhD ([email protected])

Jin Ji ([email protected])Jing Feng

([email protected])


The recipient of generous grants from the Freeman Foundation and STARTALK, a large urban university's instructors, students, and teachers form a panel that highlights the impact of two highly successful summer institutes designed to focus on interactive approaches to teaching Arabic and Chinese. This session focuses on highly effective tools used in addressing pedagogical issues inherent in less commonly taught languages. Presented in English with examples in Arabic and Chinese and of interest to postsecondary educators.


You will hear from two teacher educators in GMU’s Multilingual/Multicultural Education program in the Graduate School of Education and two students who completed or will complete the Master’s of Education in Chinese language licensure.

We will share our respective experiences of the past two years having been the recipient of two generous grants: The Freeman Foundation and Startalk


Each panelists will speak approximately 15 minutes and the remaining time will be left for Questions/Answers

Dr. Marjorie Hall Haley – Overview and background on our Chinese and Arabic Licensure Programs 2007-2009

Jin Ji – “What I learned most!” Will share her experiences in both the summer institutes and how the influenced her becoming a skilled teacher

Dr. Rachel Grant – “Addressing the needs of Chinese pre-service teachers through collaborative action research.” Will examine two case studies based on the work of two summer institute participants and

Jing Feng – “Liven Up Teaching Arabic and Chinese through the Theory of Multiple Intelligences.” Will share her research initiatives that were born out of time spent in the summer institute as well as developing an interest in brain-compatible theory and Chinese teaching and learning


Received our first grant , “Creating a Supply of K12 Chinese Teachers.” Three year grant designed to increase the numbers of fully licensed/certified Chinese teachers in the U.S.

First year spent revising courses and preparing to accept students in cohorts of 10 who would matriculate as full time students

Worked collaboratively with GMU’s Modern and Classical Languages to interface on mutual program issues

Hired a Chinese Language Licensure Program (CLLP) Coordinator – responsible for outreach and networking with larger Chinese community


Year # 2 of Freeman Grant – maintained initiatives and continued recruiting students

Received Startalk grant for summer institute, “Liven up Teaching Arabic and Chinese through the Theory of Multiple Intelligences”


3rd year of Freeman Grant Received second Startalk grant,

“Interactive Approaches to Teaching Arabic and Chinese in U.S. Schools: Making the Transition”



“Utilizing Startalk and Freeman Grants to Close Instructional Gaps in Arabic and Chinese Teaching: Transitioning

to Learner-Centered Instruction”

June 28 – July 16

George Mason University

http://www.flickr.com/photos/gmu_startalk/sets/


2009 research projects – during the summer institute a research protocol was develop to examine the impact of this work

2010 – part two of the research agenda will continue

Articles underway – There are currently three articles in progress or submitted to refereed journals. The two panels presented at this conference will submit research papers to the NECTFL Review.



Part IPart I1. What have you been able to use from 1. What have you been able to use from information learned in the summer information learned in the summer institute?institute?

No. Comments # %

1 Interactive & cooperative learning structures 10 372 Kegan pedagogy 7 25.93 Rally Robin coach 4 14.84 Multiple intelligences application/differentiated teaching instructions 2 7.45 Performance-based assessment 2 7.26 Integrate technology 1 3.7

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2. What challenges have you faced in 2. What challenges have you faced in implementing collaborative, learner-centered implementing collaborative, learner-centered instruction and/or assessment?instruction and/or assessment?

No. Comments # %1 Classroom management 9 33.32 Different levels of students 4 14.83 It’s hard to use target language to instruct 4 14.84 Time controlled 3 11.15 The real environment to implement 3 11.16 Technology 2 7.4

7 Assessment 1 3.7

8 Classroom activities 1 3.7

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3. Were you able to overcome these 3. Were you able to overcome these challenges, if so how?challenges, if so how?

No. Comments # %1 Yes 12 44.42 Different teaching strategies 3 11.13 Clear instructions 2 7.44 On-going assessment 1 3.75 Authentic materials 1 3.76 Student center activities 1 3.7

7 Kagen ideas 1 3.78 With the classroom teacher’s help 1 3.79 The balloon game 1 3.7

10 Not yet 9 33.3

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4. What are your perceptions now about your role as 4. What are your perceptions now about your role as an Arabic/Chinese teacher? In what ways have your an Arabic/Chinese teacher? In what ways have your ideas/perceptions changed?ideas/perceptions changed?

No. Comments # %1 Instructor, guider, helper 5 18.52 Gain new strategies from teaching experiences 3 11.13 Target language strategies 2 7.44 Add more fun activities in class 2 7.45 Learn new strategies from workshops 2 7.46 Not only teaching language, but also involving culture 2 7.4

7 Through communication with students 1 3.7

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5. 5. What other kinds of professional development do What other kinds of professional development do you feel you need to transition to US teaching?you feel you need to transition to US teaching?

No. Comments # %1 Learn more US culture 5 18.52 Classroom management 3 11.13 Differentiated instruction 3 11.14 Training on technology 3 11.15 US school system 2 7.46 Child development 2 7.4

7 More workshops 1 3.7

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703-993-8710


The Northeast Conference on the Teaching of Foreign Languages

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