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Immersion and Early Language Learning at #NCLC14

Are you interested in immersion or early language learning and teaching? This year’s workshop and breakout program offers a plethora of sessions for engagement. Here’s a sampling of the lineup:

Preconference Workshops

Establishing and Sustaining Early Language Chinese Immersion Programs
Shuhan Wang and Joy Kreeft Peyton

Building & Sustaining K–12 Chinese Language Programs with Policies, Partnerships, and Collaborations
Ann Marie Gunter and Anna Lamm

K–8 Oral Proficiency Assessment Workshop
Na Liu and Lynn Thompson

Establishing & Implementing Proficiency-Based Student Outcome Expectations for Chinese Programs
Ann Marie Gunter and Ryan Wertz

Breakout Sessions

Achievement and Language Development in Early Total Mandarin Immersion
Tara Fortune and Yongling Zhang-Gorke

Coast-to-Coast Practical Teacher Training Programs for Immersion
Kevin Chang, Luyi Lien, and Pearl You

On Stage and Behind the Scenes: Elements of an Engaging Chinese Classroom
Sarah Bien and Yvonne Fawell

Structuring Your Program to Scale: Janesville International Education Program
Karen Schuite and Robert Smiley

Effective Technology to Support Language and Content Learning in the Immersion Classroom
Xiaoqing Chen and Xiu Geng

The Chinese Language Flagship – Multiple Pathways for Global Professionals
Madeline K. Spring, Emma Kaz Frick, Marilyn Li, Jason Loose, and Zachary Marin

Chinese Early Language and Immersion Network (CELIN) at Asia Society
Shuhan Wang and Joy Kreeft Peyton

Using Authentic Materials in Language Teaching and Assessment
Danjie Su, Hongyin Tao, and Haiping Wu

Leave the Politics, Bring on the Engagement: Engaging Parents to Advocate for Your Mandarin Language Program
Carol Chen, Michelle Medved, and Helen Yung

Developing Early Chinese Literacy Through Teacher-Developed Curriculum Materials
Min Guo, Robin Harvey, Xi Sun, and Frank Tang

Creating Collaborations to Increase Accessibility of the Chinese Language and Culture Within the K–16 Pipeline
Barbara Coble, Hong Li, and Raquel Paulino

Supporting Guest Teachers of Chinese to Build a Strong Field
Lucy Lee, Yanjun Liu, Jingfu Lu, and Meichan Luo

Aligning Assessment and Instruction to Address the Identified Needs of Students in a Mandarin Dual Language Program
Paulina Cho, Sonia Li, and Ping Liu

Integration of Contemporary Chinese Culture in K–12 Language Education: A Districtwide Case Study
Xiuling Bai, Huizhu Kong, Yongling Zhang-Gorke

Community Partnership Through Service Learning
Xuehong (Sharon) Gou and Wei Hong

Language and Content: Balancing the Immersion Classroom
Jing Li, Pat Lo, and Ziqian Yu

Language, Literacy, and Stories
Myriam Met and Cynthia Ning

Fifth Core Mandarin Chinese World Language and Culture Program
James Schwarz and William Skilling

Keep Students Actively Engaged: The Power of Direct Teaching in K–8 Chinese Immersion Classrooms
Susan Berg and Luyi Lien

Assessing Language Proficiency and Content Knowledge in Mandarin Two-Way Programs
Amado Padilla, Lorraine Fan, and Xiaoqiu Xu

Launching, Fostering, and Sustaining the Mandarin Chinese Immersion Program in Urban Public Schools
Edward Park and Po Tang

Teacher Development in Utah Chinese Dual Language Immersion Programs
Weixin Le and Stacy Lyon

Refreshing the K–16 National Standards with Global Readiness
Jianhua Bai, Carol Chen-Lin, and Dali Tan

Understanding Cultural Diversity in Contemporary China
Kun Shi and I-hao Woo

Establishing Coherence in the Curriculum and Instruction of Mandarin and English in a Dual Language Program
Paulina Cho, Katharina Chung, and Tingting Mei

The Power of Early Language Immersion: Two Models
Lydia Chen, Chung Chou, Naxin Fan, Qiuyu Julie Li, and Yongluan Ye

Strategies to Develop Student Engagement and Self-Motivation in the Chinese Language Classroom
Qi Li, Shwu-fen Lin, Yun Qin, and Shiffon Theodorou

Developing Sustainable Immersion Programs for K–16 Education
Joe Wacker, Kathy Johnson, and Devinder Malhotra

Integrating Chinese Literature Through Science and Social Studies
Mingli Chang, Yan Chen, Szu-Ming Li, Kai Tan, and Gerald Yung

Writing in Chinese Immersion: Curriculum, Instruction, and Assessment
Wei Shen, Xinyi Xu, and Miao Zhang

Modifying the Flipped Learning Class Model for the Chinese Immersion Classroom
Yang Gao, Daoyu Liu, and Fang Yuan

Purposefully Practical: 10 Effective Proficiency-Lifting Strategies
Kevin Chang, Chusheng Tang Liao, and Michael Hsu

World Language Education with STEM
Ruby Costea and Shuhan Wang

“Did I get an IH?” Formative Assessment and Student Empowerment
David Kojo Hakam and Chiung-Chen Yu

Heritage Chinese Education in the United States
Theresa Hsu Chao and David Tai

Teaching Chinese Across the Curriculum with Thematic Units and Various Technologies for K–16 Students
Kuangchi Lee and Yuanyuan Lin

Lift Language Proficiency Through Data Collection and Intentionally Planned Instruction
Kevin Chang and Luyi Lien

Teaching Chinese Literacy Through Highly Engaging Classroom Activities
Lilian Dang, Yuanyuan Gao, Xue Han, and Yi Shao

Establishing Partnerships with Parents in Implementing a Mandarin Dual Language Program
Katharina Chung, Sonia Li, and Ping Liu

Questioning and Corrective Feedback Techniques in the Chinese Immersion Classroom
Ping Peng, Ting Zou, and Jing Zhao

“We love to write; we write a lot; we write well!” Dual Language Writing Workshops in Chinese and English
Sarah McLean, Tonya Porter, and Cathy Zhang