q2 creating a chinese dual-language program collaboratively
DESCRIPTION
Creating a Chinese Dual-language Program Collaboratively (Q2) Speakers: Eleanor Liu, Ellen Park, Angela WangTRANSCRIPT
“Creating A Chinese-English
Dual Language Program
Collaboratively”
NCLC Conference Presentation
April 24, 2010
Presenters:
Ellen Park, Principal, Wedgeworth Elementary
Angela Wang, Teacher, Cedarlane Middle School
Eleanor Liu, Teacher, Wilson High SchoolHacienda La Puente Unified School District, California
http://sites.asiasociety.org/nclc2010/?p=39
1
Mandarin Chinese
Dual Language
Programs at
Wedgeworth
Elementary
Principal: Ellen Park
CDLP Teachers:Mi-Li Au Yeung & Christine Lin
2
ELLEN PARK,
PRINCIPAL
24 Years as an Educator:
Principal at Wedgeworth Elementary since 2007
Educator at LAUSD for 21 Years:
• Assistant Principal for Pre K- 5 at Wilton Place
(Korean and Spanish Dual Language Programs)
• Bilingual/English Learners Coordinator
• Title VII/Dual Language Coordinator
• 14 Years as a Classroom Teacher,
including the Korean DLP Classes
Active Leader in the Community
4
HLPUSD: The largest school district in the
San Gabriel Valley, serving more than 79,000
students with 32 schools
CA Distinguished School & Honor Roll
Awards
K – 5 with 295 Students (from 235 in 2008) 74% E.L. Students
52% Asian (111 Chinese-Americans)
34% Hispanic/Latino
6% Caucasian
8% Other (Filipino, Pacific Islander, Korean, Etc.)
Non-Title I School
1 Special Day Class (Autistic), Speech,
Psychologist & RSP Program
5
Dr. Barbara
Nakaoka,
Superintendent
2009 – 2010 Slogan:
“Team Up for Excellence!”
“Team up to meet and exceed the
expectation that all kids
can/must learn and excel.”
Visit Our School Website: www.hlpusd.k12.ca.us/wedgeworth
6
SOARING TO
NEW HEIGHTS
WITH API!
2008 Goal: 950
2008 API: 930 2009 API: 919!
7
8
How It All Started Present Future
9
WEDGEWORTH
MANDARIN CHINESE-ENGLISH
DUAL LANGUAGE PROGRAM
DLPs have been in existence for 50 years in the U.S. and in Canada.
During the mid-1960s, Dade County Public Schools in Miami, FL, developed two 50/50 Spanish DLPs.
In the „70‟s, programs were formed in 3 other districts –Washington D.C., Chicago and San Diego, CA .
As of 2009, there are over 340 DLPs throughout the nation.
DLPs are found in 29 of the 50 states. They are offered in 8 languages: Spanish, French,
Cantonese, Korean, Navajo, Japanese, Mandarin and German
Approximately 200 schools implement a DLP in California (89 districts; 5 languages): http://www.cal.org/twi/directory
(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)
10
HISTORICAL BACKGROUND
of Dual Language Programs
How do we
know this is
the best for
our kids?
Study focused on educational programs was published by Thomas and Collier in 2002 from their research in 1996 to 2001. It focused on student outcomes from 8 major different programs for English Learners: English mainstream, ESL taught through academic content, 50/50 Transitional Bilingual Education, 90/10 TBE, 50/50 One-way Developmental Bilingual Education, 90/10 OWDBE, 50/50 Dual Language Education & 90/10 DLE.
Key Research Findings: “Students in the dual language program significantly outperformed their comparison groups in other educational programs.”
CST Data: “Higher ELA and Math Scores on CST Testing”
11
“ARE DLPs SUCCESSFUL?”
Thomas and Collier’s Study
How do we
know this
is the best
for our
kids?
(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)
“Native language proficiency is a powerful predictor of the rate at which second language is acquired.” (Hakuta, 1990)-DLP Implication: “Students in a DLP make more rapid progress in second language acquisition than their peers in other educational programs.”
“Even though there is no age limit in the acquisition of a second language, it is ideal to begin foreign language instruction at elementary school.” (Schwarze, Curriculum Commissioner, CDE)-DLP Implication: “Students in a DLP start acquiring second language oral and written skills along with their first language beginning in Kindergarten.”
(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)
12
“ARE DLPs SUCCESSFUL?”
Other Research Findings
How do we
know this
is the best
for our
kids?
“Developing proficiency in 2 languages is associated positively with greater cognitive flexibility and awareness of language, which contributes to academic achievement. ” (Cummins, 1996)-DLP Implication: “Students in a DLP attain high levels of literacy in both English and another language since learning a new language develops critical thinking skills specific to language studies.”
“Skills and knowledge learned in the native language transfer to English and vice versa (Krashen).”-DLP Implications: “All subjects are taught in both languages; All students receive instruction in L1, daily; No repetition of content; No translation; Skills are transferred globally – skills and knowledge learned in one language transfer to another language.”
(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)13
“ARE DLPs SUCCESSFUL?”
Other Research Findings, Continued
How do we
know this
is the best
for our
kids?
Bilingualism: High levels of proficiency in English and Mandarin Chinese
Bi-literacy: High levels of academic proficiency in English and Mandarin Chinese
Multicultural Competence: Understanding of different cultures and develop positive inter-group relations and self esteem.
Teachers will acquire the knowledge to develop Chinese and English language proficiency. They will collaborate, plan, develop, organize, and train for enrichment programs, curriculum, computer technology, and assessments.
Parents will be active participants in the education of their children
14
Is This
What We
Really
Want for
Our
Students?
See It, Study It, and Believe It! Other District‟s Successful DLPs & Classroom Visitations Since
2008: Glendale USD, LAUSD & San Diego USD
District‟s Full Support: Meetings with the Superintendent, Secondary School/Chinese
Program Administrators, and the Board of Education Members
Consultation by Dr. Ping Liu, CSULB Professor
Adult Ed for After School Chinese Program
Capacity/Recruitment: Excellent Teachers! (EdJoin & District HR)
Commitment from the Parents/Students: Meetings, Flyers, Orientation, Interviews, Assessments, & Etc.
Community: Reporters/Newspapers
Hsi-Lai Temple
UCLA for Donations and Future Projects
15
Creating CDLP
Collaboratively
At Wedgeworth,
HLPUSD
Public Announcements: District-wide, Reporters, Community Newspapers, Flyers, Word of Mouth…
Pre-Enrollment Forms “Come and Meet Our Teacher(s) and the
Principal Day”: Q & A, Goals, Expectations, Interviews, Pre-Assessments for Students
Sign Contract of Commitment Balance Number of Language Groups (50:50) Maintain a Waiting List Process Volunteer Forms and TB Tests “Meet and Join the PTA”
16
Creating CDLP
Collaboratively
At Wedgeworth,
HLPUSD
Kindergarten and 1st Grade
Following the Dual Language Program‟s 50/50 Program:Designed to develop and implement a Chinese
instructional program for English-speaking/non-Chinese students.
Chinese students maintain and develop primary language skills while serving as role models for the English speaking students in the program.
50% English & 50% Traditional Mandarin Chinese Instructions
50% Mandarin Chinese-speaking & 50 % Non-Chinese/English-only Students
Promote academic excellence and competency in all subjects
17
Students will: Become Bilingual, Bi-literate and
Bicultural at the End of 5th Grade Learn to Speak, Read and Write in English
and Mandarin Chinese Achieve Higher Academic Achievement Become Critical and Creative Thinkers Develop Friendship and Increased
Cultural Sharing and Understanding Meet Language Requisites for High
School, IB Program and University Have Increased Job Opportunities in the
Future/Become Global Leaders18
How Would It
Help Our
Students,
School, District,
and
Community?
Other: Build and Strengthen K-12 Collaboration Capacity-building Professional Development Strong Support and Collaboration from Both
English-only and Chinese-speaking Parents Increased Parent and Community
Involvement Increased Enrollment
Visit Us! CDLP Sample Flyer on Our Website: http://www.hlpusd.k12.ca.us/wedgeworth
19
Follow the Same State and District Standards Language Arts:
Houghton Mifflin
Chinese Book Adoption – Mei Zhou Hua Yu, Chinese Language Arts in America (Visited by the Publisher/Author; New Kinder Curriculum)
Math: Harcourt Brace & Teacher-Developed Materials
Social Science: Scott Foresman Science: Scott Foresman Character Education by WestEd & GATE Programs Standards-based Assessments & Report Cards in
Both Languages: Teacher-Created and Dr. Ping Liu, CSULB Professor/Advisor for ASLA in „09
20
What are We
Using That
Works?
2 Classes:
1 Kindergarten : Full Day; 20 Students
1 First Grade : 20 Students Percent of Instruction in Each Language: 50/50 Students: 50% Mandarin Chinese; 50% Other
21
8:00-9:45 Chinese (Language Arts/Math /Science)
*9:00-9:30 Library (Wednesday)
9:45 – 10:05 Recess/Snacks
10:05 – 10:30 English Language Arts
10:30 – 11:00 ELD/ELA
11:00 – 11:30 English Language Arts
11:30 – 12:20 Lunch
12:20 - 12:40 ELA
12:40 - 1:30 Math/Science/Social
Science/Art/Too Good
for Drugs/Char. Ed.
*1:03 Thursday Early Dismissal
1:30 - 2:00 P. E.
2:00 – 2:11 Clean up/Dismissal
22
8:00 - Chinese Language Arts
9:15 - Math, Science, Social Studies & Chinese Culture
9:15 - Math
10:05 - Recess
10:25 - ELD
10:55 - English Language Arts
11:40 - Lunch
12:30 - English Language Arts
1:50 - Science, Social Science,
Too Good For Drugs,
Art and P.E. in Chinese
Total CLA time: 105+21=126
Total ELA time: 45+80=125
23
After School Chinese Class/Extended Day Program:Every Tuesdays and Thursdays for 90 Min. EachEmphasis on Oral Language and Chinese Culture
Culmination ActivitiesChinese New Year’s Day AssemblyComputer Lab: Word ProcessingIntervention ProgramsInternet: E-mail to Schools in Taiwan and China Research Projects
24
Bilingual Instructional Aide/University Interns/ Parent Volunteers
Homework/Intervention Programs (Teacher Volunteered Hours)
2:30 to 4:00 P.M. on Selected Days
Homework Assistance and Intervention
Summer School Programs for Chinese Language Arts and Cultural Activities: Partnership with the Youth Science Center on Campus
So. CA Council of Chinese Schools and Loyola Marymount
Super Institute After School ProgramDismissal to 6:00 P.M.
Homework, Chinese Instructions & Tutoring
25
District’s Training in All Subjects & BTSA Training PLC Training: Data Analysis, Setting Goals,
Implementing Action Plans, and RtI/Intervention Thinking Maps and Fetzer Writing Training with Dr. Ping Liu:
Chinese Language Arts Standards
Chinese Benchmark Assessments
Progress Report Cards
Best Practices in Math, Social Studies and Science
Multicultural Activities Computer Instructions Chinese Conferences
26
PTA and School EventsAdvisory Committee Members Parent/Community Meetings Parent Volunteer Programs
and Appreciation DaysParent Center Parenting Education Classes ESL Distance Learning Programs
27
“CDLP Parent Orientation”
“STAR Reports/Standardized Testing”
“Tackling the Homework Dilemma”
“Communicating w/Your Child’s Teacher /Your Child”
“Goal Setting and Time Management”
“College Admission Requirements”
“Surviving the Adolescent Years”
“Nutrition and Your Child”
“Internet Safety”
Distance Learning ESL/Citizenship Education
Data Chats & Parent Conferences
Surveys at the End of the Year
28
Youth Science Center for Science, Computer Lab, & Summer Programs
Hsi-Lai Temple for Tutorial Programs, Chinese Classes for Adults and Students, & Entertainment
Chinese American Parent Association for Chinese Cultural Activities
Greater Chinese Language Church for Donation
CSULB, Loyola Marymount & UCLA
Sam‟s Club/Wal-Mart for Grants
Individual Donations to PTA
Local Businesses for Donations29
Add More Classes/Up to 5th Grade+ Improve Instruction & Materials Write Grants (i.e., FLAP) Continue to Partner Up!:
Collaborate with Secondary Schools and
Universities
Other Districts &/Schools (USA/Abroad)
CollegeBoard China Trip Opportunities
Business/Community Partners Increase Teacher Training Opportunities “Explore China/Taiwan” for Students, Teachers
and Parents30
31
32
What
Next?
Grades: 6, 7, and 8
Theory Basis: Stephen Krashen’s theory
of 2nd language development and
acquisition
34
Communication
Cultures
Connections
Comparisons
Communities
35
36
Silent Period/Beginning
Early Intermediate
Intermediate
37
This Wheel Chinese Language and Culture Program, a 12-week rotating schedule at Cedarlane Middle School will be on the following first two stages:
Beginning and Early Intermediate stages where the teaching and learning of basic interpersonal and communications skills (the BICS) are focused.
38
Are the language skills needed for social
situations.
It is the day-to-day language needed to
interact socially with other people.
L2 Chinese learners of the Beginning
Stage in my class receive BICS-content as
comprehensible input.
39
ni hao 你好! zao shang hao 早上好! ni hao 你好! zao shang hao 早上好! ni hui shuo zhong wen ma 你會說中文吗? wo hui 我會. ni ne 你呢? wo ye hui 我也會. ni hui shuo ying wen ma 你會說英文吗? wo hui 我會. ni ne 你呢? ni hui shuo xi ban ya wen ma 你會西班牙文說吗? yi dian dian 一點點. ni ne 你呢? dui bu qi 對不起. wo bu hui 我不會. mei guan xi 没關係.
40
41
oni jiao shen me ming zi? 你叫什麼名字?owo jiao. 我叫_____.
oni ne 你呢?
oni ji sui? 你几歲?
owo 12 sui 我 十二 歲 . ni ne 你呢?oni ji nian ji 你几年級?
owo 6 nian ji 我六年級. ni ne 你呢?
owo 7 nian ji 我七年級.
42
Let them know that making a mistake is
part of the learning process.
While this can easily facilitate a student’s
language skill particularly of
pronunciation and BICS skills.
43
Mortar Word #9 九 Inform/tong zhi/通知 /通知Mortar Word #12 十二 Paraphrase /shi yi/释义/釋義
Mortar Word #13 十三 Deduce/ tui lun /推论/推論Mortar Word #14 十四 Persuade/ shui fu/说服/說服
Mortar Word #16 十六 Sequence/ xu lie/序列/序列
44
45
The Goal
To better serve as a significant bridge for a
consistent and coherent Chinese
teaching and learning within the
Hacienda La Puente Unified School
District, California
46
Presented by Eleanor Liu, Teacher
Our Chinese program started in 1989.
Considering the need of scheduling of all
courses students have to take, and of the
average number of students required for
every class on campus, we cannot offer
different classes for heritage students
and non-heritage students respectfully.
49
The Chinese courses we offer are Chinese 1, Chinese 2, Chinese 3, 3H, Chinese AP,Mandarin High Level , 1st year (literature), Mandarin High Level, 2nd year (composition).
In total, we have 11 sessions, about 300 students.
50
To accommodate the situation that some students attend FLAP afterschool Chinese program in elementary, or the wheel elective program in middle schools, but others don’t, all incoming freshmen (9th
graders) interested in studying Chinese need to take the placement test before they graduate from middle schools.
51
Based on the result of the placement
test, freshmen who cannot write any
Chinese characters , even though
they can speak, are placed in
Chinese 1 classes.
Other freshmen will be placed in one
of the other 6 levels of Chinese
classes.
52
Most students will take 2 - 3 years of foreign language.
IB students are required to take 4 years.
ELD students usually will focus in English in their freshmen year -- with 2 periods of English a day , thus will take the highest 2 levels of Chinese in their junior and/or senior years, to meet the graduation requirement, and the requirement of college admission.
53
Chinese 1 & 2: Hanyu for Beginners 漢語Hanyu, Intermediate Level,
Stage 1, Stage 2
Chinese 3 & 3H: Taiwan Today 今日台灣Chinese AP: Taiwan Today,
Beyond the Basics 樂在溝通Mandarin HL: Beyond the Basics
China’s Peril and Promise
中國的危機與希望
54
Pinyin
Vocabulary
Text
Reinforcement
Content -based knowledge
55
Provide a booklet of handout with the
pinyin of all possible combinations of
consonants and vowels, and tones.
Spend 2 to 3 weeks at the beginning of
the program on pinyin.
Listening, reading, and written tests.
56
Analyze the structure of each character, explain the embedded meaning.
Notes: introducing the pinyin, definition, phrases and sentences that contain this new term.
Vocabulary list: with pinyin and definition. The pinyin will be covered later for the purpose of reading test.
57
Word cards: w/o pinyin, posted on the
wall all the time for Chinese 1 & 2.
Students can look for the terms that they
have learned yet might have forgotten.
Written tests: dictation, filling in the
blanks.
58
Always start with dialogues. If the textbook doesn’t provide dialogues, teacher makes one, and includes the new vocabulary in it.
Students practice reading the dialogues like role-play.
Study the text from the book, answer questions.
Reading test in groups and written test on the text.
59
Syntax and grammar practices: do varieties of worksheets, like :
cloze exercise on new terms,synonyms, antonyms, homonyms,lists of easily mistaken characters,reading comprehension onadvertisements, passages, unscramble sentences, sentence-making, translation, etc.
60
Speaking practice: Do role-play presentation in front of the class,
from student-written scripts or from scripts
provided by teacher;
Do oral presentation as part of projects.
Typing (Chinese word processing)
Writing practice: Describing series of pictures
Completing open-ended stories
61
Journal writing: once every 2 weeks, with
prompt assigned.
Goals: Ch 2: 250 characters
Ch 3: 400 characters
Ch 3H: 500 characters
Calligraphy practice: a few times each
semester.
62
Cultural projects:
Students draw topics,
Do research online,
Make power point files for oral presentation,
Post the summary and pictures on
construction paper,
Share the products with the class.
63
Always add supplemental material to enrich the content knowledge in Chinese. For Examples:
On distances, teach metric system and English system.
On numbers, teach the way to memorize the time in Chinese, the way to say fractions and decimals.
Give some word problems for them to explain the steps and answers in Chinese.
On waters, besides the difference of and 洲, teach all five oceans and seven continents, etc.
64
Provide the Chinese terms of
geographical features and have students
do mapping.
On biology, teach parts of plants in
Chinese.
On body parts, besides the outside parts,
also teach the inner organs and systems.
65
On festivals, teach both the traditional custom
and the modern custom.
In studying the text, often have students think
about the cause and effect (positive and
negative).
On history, teach the names of Chinese
dynasties, important features, and have students
do double timeline: one side on important events
in Chinese history, the other side on important
events in western history.
66
On philosophical concepts, introduce China’s major traditions of Confucianism, Maohism, Daoism, Legalism, and Buddhism.
Our school cooperates with a high school in China to run a language and cultural exchange program since 2004. Our students have the chance to visit China in summer to get some beneficial experience and different perspectives.
67
Written assignment 40 %
Written tests 40 %
Reading tests 12 %
Participation 8 %
68
Chinese 1: A, B, C promote to Chinese 2D, F repeat Chinese 1
Chinese 2: A promote to Chinese 3HB, C promote to Chinese 3D, F repeat Chinese 2
Chinese 3, 3H: A, B, C promote to Chinese AP
D, F repeat Chinese 3Chinese AP: advance to Mandarin
High Levels
69
For 3 years in a row, we have 100% passing rate on the Chinese AP Exam.
In years to come, after students in the dual language program come to high school, they will qualify to skip the lower level Chinese courses and take SAT subject test in 9th grade. To cope with this group of students, the content-based curriculum will be modified to provide an authentic Chinese-only academic studying environment.
“THANK YOU! 謝謝大家”70
71