2011 Association of Chinese School
美东中文学校年会
Bridging Chinese Languages Programs among K-12 Schools, Heritage
Schools and the Universities
中文学校和大学的合作：师资培训和教材编写
Grace Wu
Department of East Asian Languages and Civilizations
University of Pennsylvania
Heritage Schools:
1. The Bridging Chinese Languages Programs among K-12
Schools, Heritage Schools and the Universities needs for the
experienced teachers for two tracks
a. (Chinese as a Foreign Language 外语 )v.s.
(Chinese as a Heritage Language)继承语
b. How the formal education system operate?
2. The needs of the well-designed curriculum for different age
groups, different family background, and motivation…etc)
3. Bilingualism v.s. biculturalism
Universities
resources from federal government
for teacher training,
communities services
Heritage Schools
rich culture resources
native speakers
environment
K-12 School
* main stream American culture
Rich local resources
师资培训
 1。 Penn Chinese School Teacher Workshop

2008， 2009 and 2010
 2. Penn High School Chinese-Academy Teaching
Development Grant (July 5-9, 2011)
 www.ceas..sas.upenn.edu
 3.Finding teaching job at Universities / Requirement
9:00-9:50
STARTALK Case Report
加州星谈项目报告
(David Wu)
Essence of the Chinese Language
中文之美
(Chih-Jen Li)
10:00-10:50
How to Teach Chinese Grammar
如何教中文语法
(Mien-Hwa Chiang)
Life Along the Silk Routes
丝路之旅
(Jiajia Wang)
11:00-11:50
What is Intermediate Advanced-Level
Chinese: Student Projects Showcase
何谓中高级汉语：宾大学生作品实例
(Grace Wu)
How to Learn Chinese: From Learners’ and
Parents’ Perspectives
如何学好中文
(Jonathan Smith)
12:00-1:00 Lunch
Houston Hall Room 230—Class of ‘49
小组讨论
Cohen 402
Williams 201 (Enlgish
Session)
Teachers and Teaching
Methods
中文学校之教师与教学方
法
(Chiang/ Li)
Learners and Learning Goals
中文学校之学习者与学习目
标
(Wang/Smith/Gee)
Williams 215
1:00-1:50
Administration and
Curriculum Design
中文学校之行政与课程安
排
(David Wu/ Grace Wu)
Language Lecturer in Chinese
posted 4.26.11
 The Department of East Asian Languages and Civilizations at the University of Pennsylvania
announces the availability of two positions as full-time Lecturer in the Chinese Language
Program for the academic year 2011-12. The appointment will be for one year with an
expectation that it will be renewed annually for up to an additional two years based on
satisfactory performance. Applicants for the position should possess at least a Master’s degree
in Applied Linguistics or East Asian Studies with a primary focus on language and
pedagogy. They should have native or near-native competency in Mandarin and fluency in
English. Preference will be given to candidates who have experience in teaching Chinese
language at all levels. Duties include teaching language classes (3 courses per semester),
attending meetings of the Chinese language program, and working with the Coordinator of the
language program and China faculty on materials development
 Candidates are to apply
at: facultysearches.provost.upenn.edu/applicants/Central?quickFind=50917 Include a cover
letter, CV and statement of teaching philosophy. Also submit the names and contact
information of two individuals who have agreed to provide a letter of recommendation. The
review of applications will begin immediately and the process will continue until the position
is filled. The University of Pennsylvania is an Equal Opportunity/Affirmative Action
Employer. Women and minorities are encouraged to apply
语言教学重点/语法教学
 精讲多练
 帮助 学习 者有目的，有意义地使用所学的语言点。
 有效的重复操练--〉达到比较开放的任务型交流
 Examples:
“ 把”字句
“被”字句
Directional Complements
Descriptive Complements
Cheng & Tsui’s Chinese Biographies Graded Reader Series
www.chinesebiographies.com
The Problems
难题
* The toughest challenge to learn Mandarin Chinese –
Reading/Writing.
* The shortage of Chinese reading materials published in
the United States.
* The reading materials published in China, Taiwan, Hong
Kong and Singapore contain primarily fairy tales, fable,
historical stories or stories about the origins of Chinese
idioms.
The Problems
难题（2）
*
In the United States, students typically learn colloquial
Mandarin (口语) and are rarely exposed to more formal
written languages (书面语).
1. Chinese character accompanied with pinyin
 Displaying Chinese characters and pinyin together decreases
student anxiety and allows the student to overcome this
challenge
 In the past, Chinese characters with pinyin equivalents at the
character level (for example, 汽车is paired to qì chē).
 汽车is paired to qìchē
 Since pinyin is provided together with Chinese characters,
 there is only minimal disruption to the experience of
continuous reading.
解決方法
Solution （3）
 Chinese characters accompanied by Pinyin

 她 说话
的 声音
 Tā shuōhuà de shēngyīn
 By using a recently developed software, this series match
Chinese characters with pinyin at the word level  Not at the
character level.
2. Usage of simple and easy to understand Mandarin with content suitable for
American high school and college students
 Lang Lang and Yao Ming, the subjects of the first two
biographies in this series, are two well-known figures in
American society.
 Students will be able to compare American and Chinese
cultures through reading their life stories, and may also
empathize with Lang Lang and Yao Ming regarding the
challenges of being a young person in America.
3. Online Resources
 Free companion website
www.chinesebiographies.com
 This series includes both printed and online components for two
reasons:
 1. to flexibly meet the different needs of diverse readers
 2. keep the printed materials slim and affordable, reducing the burden
on students buying class materials
AudioDownloads/ComprehensionExercises/
Crossword Puzzle/English Translation/ Grammar
Notes/Sentence Pattern Exercises/Vocabulary List
Free companion website
Free companion
website
Free companion
website
解決方法
Solution（5）
 阅读不中断/ 享受阅读的乐趣
The students can be immersed in the reading
experience and follow the plot of the story with
minimal interruption.
 阅读前讨论题/阅读后讨论题
Pre-reading questions designed--to facilitate
brainstorming and discussion. post-reading questions
are intended to delve deeper into cultural discussions
Samples of Reading Comprehension
Questions
 One of the reasons musicians are successful is their ability to
engage their audience. Have you ever been touched by such a
performance? (pre-reading question)
 What do you think are the advantages and disadvantages of being a
world-renowned artist? Would you enjoy that type of lifestyle?
Why or why not? (pre-reading question)
 “Hardship makes a person grow up.” How do you interpret this
Chinese proverb? When Lang Lang first came to America, what
challenges did he face? (after reading question)
 在美国长大的青少年，善于表达自己的见解和判断。我们不可因
为学生的语言水平不足而低估了他们思辨能力