Chinese Pedagogical Workshop

ABSTRACTS: PANEL I

Yuehua Liu
Retired from Harvard University
The Organization of the Grammar Points in IC
IC

()

IC

IC

Yaohua Shi
Wake Forest University
ACTFL 21st-century Skills Map and Chinese Curriculum
Design
I propose to discuss incorporating the ACTFL 21st-century skills
map into Chinese curriculum. Put forward as the national standards
for foreign language learning in the 21st century, the five learning
goals identified by ACTFL have wide implications for teachers of
Chinese. What could a curriculum that implements the five C's
(communication, cultures, connections, comparisons, and communities) look like? What are some of the challenges in designing a curriculum that attempts to develop the 21st-century skills?

ABSTRACTS: PANEL II
Nyan-Ping Bi,
The University of Washington in Seattle
Searching for the Golden Mean

Zheng-sheng Zhang
San Diego State University
Teachers Handbook for Integrated Chinese

This presentation will share some of the designing principles that the
Integrated Chinese (third edition) employed in attempting to find a
balance between language forms and language functions, to facilitate
better articulation between the levels and between high school and
college, as well as to align with the National Standards for Foreign
Language Learning. Concrete examples will be shared from the series
to illustrate the effectiveness and challenges of this undertaking.

As stated in its preface, unlike most teaching manuals, the Teachers

Handbook for Integrated Chinese is not meant to be a cookbook
spelling out instruction in a step by step manner. Rather, it aims to
support the current textbook as well as the CSL/CFL field in two
main areas: first, to rectify some of the more widespread misconceptions, the handbook provides some general guidelines on
many areas of instruction including pinyin, tones, characters, and
vocabulary; secondly, to address the perceived general inadequacy

Chinese Pedagogical Workshop

ABSTRACTS: PANEL II (Continued)

Zheng-sheng Zhang (Continued)
in vocabulary instruction, it provides many vocabulary expansion
exercises to encourage deeper processing, along with extra grammatical exercises.

Yea-Fen Chen
The Indiana University, Bloomington
Creating Meaningful Drills with Using Guided Dialogs

Liangyan Ge
University of Notre Dame
Infusion of Cultural Ingredients in the IC Texts
IC

IC

IC

Chinese Pedagogical Workshop

ABSTRACTS: PANEL III

Xianmin Liu
Vanderbilt University
Teaching Chinese Grammar from Cultural Perspective
In the acquisition of the Chinese language, word order is known to
constantly cause difficulties for students. Errors involving word
order are not only prevalent but also persistent with Chinese learners of all levels.
If we treat these grammatical errors as isolated and unrelated phenomena and try to explain each case by case, students may be led
to think that Chinese grammar is random, unsystematic, and difficult to learn. However, if we can teach students some principles
that not only help them learn individual grammatical patterns but
also provide them with an overall picture of Chinese grammatical
system, that would greatly promote students confidence and increase efficiency in teaching and learning.
This talk suggests that we help students understand Chinese grammar, especially Chinese word order, from Chinese cultural perspective, specifically, in terms of (1) intuitive thinking (
), (2) human-centered approach), (3) causality
(), and (4) holistic perspective ().
If students can grasp these unique characteristics, they will find
Chinese syntax systematic, consistent, and meaningful; and the
goal of mastering Chinese language attainable.

Chinese Pedagogical Workshop

ABSTRACTS: PANEL III (Continued)

Xia Liang
Washington University in St Louis

Hong Li (Continued)

student learning. This presentation introduces how we used

VoiceThread to flip the classroom when teaching Integrated Chinese in second year courses.

Integrated Chinese: From the Historical Perspective of

Chinese Textbook Compilation

1879
140

5060%

Hong Li,
Emory University

Flipping the Integrated Chinese Classroom Using VoiceThread

At Emory University, we have been using Integrated Chinese as

the primary textbook in first and second year Chinese courses since
the programs inception in 1996. To meet the needs of todays
learners, the third edition of this time-tested series features more
communicative and interactive exercises, and at Emory we have
also continued to explore new and interactive pedagogy to enhance

Flipping the classroom is nowadays a newish concept, yet it is

tied to a not-so-new pedagogical principle that is, students
should be placed at the center of their own learning. Traditionally,
flipping the classroom is interpreted as having students watching
videos of professors lecturing before working on problem sets or
engaging in other interactive activities in class. Different from this
usual practice, we used VoiceThread to create an interactive platform that places its focus on engaging students in active learning
anywhere, anytime; rather than simply providing materials for
learning outside the classroom.
In the past, students in Chinese classes at Emory were required to
read and memorize the new vocabulary items as their preview
homework and get ready for a vocabulary quiz when they came to
class. As one can imagine, this work was mechanical and lacked
any kind of meaningful interaction. In our attempt to make this
part of the learning more engaging and dynamic, we used
VoiceThread to create interactive preview assignments based on
the contents of each lesson that required students to interact with
us online prior to class. Through these assignments, students actively used the new vocabulary items in instructor-guided exercises presented in multimedia, such as images and video prompts.
Although learning took place outside the walls of any classroom, it
was almost as interactive as in a face-to-face class students could
see us, hear us, and respond to our questions by posting their own
video responses and they were able to interact with their peers in
the same manner.

Chinese Pedagogical Workshop

ABSTRACTS: PANEL III (Continued)

Chinese Pedagogical Workshop

ABSTRACTS: PANEL III (Continued)

NOTES

Hong Li (Continued)
We chose VoiceThread to create the assignments because it is a
web-based tool for multimedia communication. It allows a group
of people to engage in asynchronous conversations around a series
of images, documents, or video in a relatively closed online environment. Survey results at the end of the semester were positive.
They demonstrated that VoiceThread preview assignments promoted active learning and prepared students to more fully engage in
class activities. It also showed that such use of VoiceThread in
flipping the classroom enhanced student motivation and ultimately
improved students ability to communicate in Chinese.

Chengxu Yin
University of Notre Dame
Integrating Integrated Chinese in Hybrid Language Instruction
Combining traditional classroom teaching and online self-learning,
hybrid courses have gained increasing popularity and momentum
in foreign language instruction. Textbooks specifically designed
for such courses have appeared for students of Western languages
such as Spanish and Italian. However, there has been so far no such
textbook for Chinese instruction. This paper presents the use of
Integrated Chinese for the design, development, and implementation of a hybrid First Year Chinese course at the college level and
shares plans for improvements in light of challenges encountered
so far.
.

Wei Wang
University of Notre Dame
A Comparison of Hybrid Class and Traditional Class in
Student Outcomes and Course Satisfaction: A Pilot Study
The purpose of this pilot study is to investigate the possible advantages of offering hybrid class in comparison to traditional class
of elementary Chinese at college level. The study uses both quantitative and qualitative methods to illustrate the effectiveness of a hybrid elementary Chinese class through comparisons with its traditional counterpart in terms of students involvement in the learning
process, their perceptions towards course design, their learning outcomes, and their course satisfaction. The frequency of students using the textbook (Integrated Chinese) and the content they focus on
is also examined in relation to learning outcomes in both hybrid
class and traditional class.

Congcong Ma
University of Notre Dame
Enhance Teaching by Empha-sizing the Implicit Meaning
in a Text

To ensure teaching quality, a comprehensive analysis of a textbook

is necessary. Successful teaching should combine both grammar
patterns and the analysis of implicit meaning in the text. As a popular textbook, Integrated Chinese is widely used because it balances
grammar designs and communicative function. The dialogue in the
textbook is well-designed and it conforms to characters personalities and context. To address the implicit meaning can help students
understand content, master grammar points and more importantly,
foster the ability to output a series of language segments. To illustrate, teaching demonstrations and real-life cases will be presented.