Preconference Workshops

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Sessions will be presented in English or bilingually, unless otherwise noted.

Thursday, May 8, 9:00 AM – 12:00 PM

Preconference school visits run concurrently with the following morning workshops:

Building & Sustaining K–12 Chinese Language Programs with Policies, Partnerships, and Collaborations
Presenters: Ann Marie Gunter, Anna Lamm
Location: Santa Barbara B
Come learn about how Chinese programs are able to be built and sustained across North Carolina through a combination of policies, partnerships, and collaborations. State level policies to support teacher recruitment, licensing and training are in place, along with standards for local curriculum design that promote high levels of language proficiency and cultural competency. A number of partnerships with organizations like the Confucius Institute at North Carolina State University and the Center for International Understanding have stimulated the expansion of global education and increased community involvement. Collaborations and resources resulting from district and school initiatives are being shared virtually in order to highlight best practices and to disseminate curriculum materials to support growing programs. Workshop participants will engage in an ongoing discussion and planning session about how to facilitate similar growth in their own settings, and they will leave the workshop with a 3 to 5 step action plan linked to local and inexpensive resources to implement policies, partnerships, and/or collaborations in their school or district that will help build and sustain K–12 Chinese language programs.

K–8 Oral Proficiency Assessment Workshop
Presenters: Na Liu, Lynn Thompson
Location: San Gabriel B
This workshop will familiarize participants with the Center for Applied Linguistics’ (CAL) K–8 summative assessments: Student Oral Proficiency Assessment (SOPA) and Early Language Listening and Oral Proficiency Assessment (ELLOPA). Participants will engage in interactive discussions and activities, including hands-on practice with the ELLOPA and SOPA. The presenters will use materials specifically designed for teachers of Chinese including videos of the ELLOPA and SOPA in Chinese, Chinese SOPA and ELLOPA proficiency tasks, and rating rubrics. Participants will gain an understanding of the ELLOPA and SOPA, become familiar with the SOPA and ELLOPA rating scales, appropriate interviewing techniques and note-taking procedures. Presenters will also share formative assessment techniques and samples designed to build oral fluency and listening comprehension.

 

Thursday, May 8, 1:00 – 4:00 PM

Establishing and Sustaining Early Language Chinese Immersion Programs
Presenters: Joy Kreeft Peyton, Shuhan Wang
Location: Santa Barbara B
This workshop is for administrators who are working in or who aspire to establish a Chinese immersion program. Workshop participants will have opportunities to learn from leaders in the field (program administrators and curriculum specialists); engage in discussions with those leaders and with other participants about key areas of program development and implementation; learn about the roles that CELIN at Asia Society can serve in their work and the resources available to them; and join the growing network of educators, researchers, and policy makers working with CELIN at Asia Society. A brief overview will be given of the purposes and roles of CELIN at Asia Society in Chinese immersion education and the resources that are available. Then a panel of administrative leaders in well-established early Chinese learning and immersion programs will discuss the following areas of program features: program type, design, and administration; student population; learning time and subject matter allocation; teacher and staff hiring, retention, and professional development; curriculum and instruction; instructional materials and resources; student assessment; and program evaluation. Participants will engage in discussions at roundtables organized under the key areas covered by the panelists. They will select and rotate to tables on two of the topics and will have the opportunity to discuss these and other program issues in depth with the panel presenters and other participants. A note taker at each table will document key points in the discussion, which will be made available to all participants after the workshop. Participants will do a “gallery walk,” a review of the notes taken in each of the roundtable discussions, including the keys issues discussed, conclusions drawn, and next steps outlined. They will be able to add their own comments or suggestions to each poster of notes. After the gallery walk, they will join a group to make recommendations to CELIN at Asia Society about how to better meet the needs of the growing field. Participants can raise “burning issues” that none of these roundtable discussions have dealt with so far. They will reflect on how the knowledge that they have gained will guide their work and share their next steps as a result of this knowledge.

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

Location: San Gabriel B
Several states have recently revised their language standards to be proficiency-based. This workshop will give an overview of the policies and initiatives at the state and national level that has supported this shift, with a focus on how this impacts various Chinese programs such as dual language/immersion, heritage language, and the K-12 sequence. Participants will examine recent language acquisition research and expertise that has been used to establish proficiency expectations or student outcomes in different programs, and then explore the alignment of proficiency scales used around the world to measure learners’ proficiency. Free classroom resources like LinguaFolio and the European Language Portfolio will be shared, along with activities that can be used with administrators, parents, and other stakeholders to help them understand proficiency-based language learning. A number of resources for professional development will be provided, and participants will learn about the progress of implementation from diverse perspectives. Participants will leave the workshop with a plan on how to use two or more of the workshop activities and/or resources in their school, district or organization to either establish or expand the implementation of proficiency-based standards and student outcomes to help build and sustain K-12 Chinese language programs.

Using Film & TV Drama Clips for Chinese Language Teaching
Presenters: Der-lin Chao, Yea-Fen Chen, Chengzhi Chu, Hongyin Tao

Location: San Gabriel C
Film and TV drama clips are visual materials that can be used to enhance language teaching. There are many advantages to using film and TV programs as teaching materials, chief among them are authenticity and visual effects. These features can make language teaching and learning more authentic, contextualized, engaging, and entertaining. However, at the same time there can be many obstacles and pedagogical concerns in using these materials in classroom teaching. For example: how to select the linguistically and culturally appropriate titles and clips, how to effectively integrate the visual clips with curricular foci, and how to take advantage of modern digital technology for best use of visual materials with least effort, etc. This workshop will engage participants in hands-on activities with pedagogical principles focusing on material selection, using film and TV clips in the teaching of linguistic structures and culture, and using technology and practical tips in handing visual materials in a typical classroom setting. Free teaching materials and software tools will be provided to participants, who will learn how to select the most appropriate film/TV materials for classroom use, best practices in using film/TV clips in teaching Chinese linguistic structure and culture, and how to develop digital clips and use them in an everyday classroom setting. *Participants need to bring to the workshop a laptop computer with a USB port for exercises and activities.

 

Thursday, May 8, 9:00 AM – 4:00 PM

Preconference school visits run concurrently with the following all-day workshops:

Responding to the Needs of All Learners in the Chinese Classroom
Presenters: Debbie Espitia, Leslie Grahn

Location: Santa Barbara A
Just how do we meet the needs of all our learners in our Chinese language classrooms? Following the same pathway to proficiency, learners present unique strengths and challenges. Join us in experiencing ways to respond to the needs of each learner. Explore and apply the components of differentiated instruction in connection with strategies and resources that are readily available to incorporate into daily instructional lessons. Participate in a variety of activities that illustrate how easily our classrooms can promote an environment in which all students thrive. At the end of this workshop, participants will be able to:

  • Provide a rationale for responding to the needs of all learners, to differentiate instruction;
  • analyze tools and strategies for meeting the diverse needs of students in the Chinese language classroom; and
  • adapt and design differentiated activities for immediate use in their classroom.

Planning for Student Learning: Effective Curriculum, Unit, and Lesson Design
Presenter: Donna Clementi

Location: San Gabriel A
Learn guiding principles and key components for designing standards-based curriculum, units, and lessons focused on developing learners’ language performance. Consider how the National Standards, 21st Century Skills, and Common Core guide the development of a vertically aligned curriculum that builds students’ communication skills and cultural understandings. Participants explore thematic unit design and daily lesson planning with strategies that maximize student learning in support of curricular goals, with indicators of performance expected at each level of instruction. At the end of this workshop, participants will be able to:

  • Connect curriculum, unit, and lessons through a backward design process;
  • analyze the critical elements needed for effective planning; and
  • plan how learners will demonstrate what they can do with what they know.
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