Integrating 21st Century Skills
into Standards-based Chinese
2013 NECTFL Workshop
Dr. Yu-Lan Lin
ylin@boston.k12.ma.us
Goals
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1) Gain a deeper understanding
that the standards-based
instruction is at the core of today’s
language Instruction.
Design 5C/P21 learner-centered
instructional activities.
Traditional Learning
21st Century Learning
21st Century Learner
Teaching
Methodologies/Approaches
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Grammar-Translation Method
Direct Method
Audio-lingual Method
Cognitive Approach
Proficiency Approach
Standards-based Instruction
Traditional Language Instruction
Cover the content
-Use “climb the ladder” model
-Learn all basic facts and skills
-Excessive teacher talk
-Rote memorization
-Drills and worksheets
-Translation
Traditional Language Class
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Heavily dependent on textbooks
Isolated voc./ grammar elements
Sequential/hierarchical order
Practice skills without contexts
Little flexibility- ‘correct answers’
Little creativity- ‘fill in the blanks’
Students rarely work cooperatively
Rigid test format
Consequence of Traditional
Teaching
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Not using content in authentic
situations
Not using skills in more complex
ways
Not moving beyond the first rung of
ladder
Not interesting, not stimulating, not
motivating, not engaging students
Not learning in a meaningful way
Traditional Student Outcome
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May be able to answer recall
questions
May be able to perform basic skills
Do poorly on application, analysis,
and explanation
Display boredom, passivity, and
apathy
Cognitive Approach
Krashen’s Hypotheses:
1. The acquisition-learning hypothesis
2. The monitor hypothesis
3. The natural order hypothesis
4. The input hypothesis
5. The affective filter hypothesis
The acquisition-learning
hypothesis
Monitoring Hypothesis
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Rules monitor
acquisition
“Correcting”
language output
Has individual
differences
Natural Order Hypothesis
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Follows a
predictable
‘natural order’
Independent of
the learners'
age, L1
background, and
conditions of
exposure
Input Hypothesis
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Comprehensible
Interesting
i +1
Not
grammatically
sequenced
Using context
Using other cues
Krashen’s “i + 1”
Affective Filter Hypothesis
Affective Filter:
-Low motivation,
-Low selfconfidence
-Anxiety
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Proficiency Approach
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Functions
Contents
Contexts
Text types
Accuracy
Standards-based Instruction
21st Century Skills
P 21
Life and Career Skills
 Learning and Innovation
Skills
 Information, Media and
Technology Skills
 Core Subjects and Themes
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21st Century Skills Support:
 Standards
and Assessment
 Curriculum and Instruction
 Professional Development
 Learning Environments
Life and Career Skills
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Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
Learning and Innovation Skills
Creativity
 Critical Thinking
 Communication
 Collaboration
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Information, Media, Technology
Skills
Information Literacy
 Media Literacy
 Technology Literacy
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Core Subjects and Themes
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English
World Languages
Arts
Math
Economics
Science
Geography
History
Government/Civics
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Global Awareness
Financial,
economics,
business,
entrepreneurial
literacy
Civic literacy
Health literacy
Environment
literacy
Past and Present
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Learn about the
language
Teacher-Center
Isolated skills
Cover a textbook
Big “C”, small “c”
“One-size-fits-all”
instruction
Classroom learning
Individual work
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Learn to use the
language
Learner-Center
Integrated skills
Backward design
Cultural
perspectives
Differentiated
instruction
Beyond classroom
Group project
Present and Future
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Learn to use the
language
Learner-Center
Integrated skills
Backward design
Cultural
perspectives
Differentiated
instruction
Beyond classroom
Group project
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Native speakers
Native materials
Native culture
Native contexts
Global mindset
Global approach
Global interaction
Global issues
Standard I: Communication
 1.1
: Interpersonal
Communication
 1.2: Interpretive
Communication
 1.3: Presentational
Communication
Teaching Communication
Incorporating Technology Literacy
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When planning to carry out an e-pal
exchange with students in China…
When planning to present
information on the educational
system in China…
Standard II: Cultures
perspectives
Practices Products
Teaching Culture Incorporating
Creativity and Innovation
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When planning to introduce a
familiar story such as 愚公移山…
When planning to teach Chinese
geography…
Standard III: Connections
Making Connections
 Acquiring Information
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Teaching Connections
Incorporating Information Literacy
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When planning to expand the
theme of “clothing” in the unit…
When planning to connect with
most current event in China,
such as Chinese new leaders…
Standard IV: Comparisons
Linguistic Comparison
 Cultural Comparison
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Teaching Comparisons Incorporating
Critical Thinking Skills
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When studying 中秋节…
When studying proverbs, such
as 画蛇添足…
Standard V: Communities
School and Community
 Lifelong Learning
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Teaching Communities
Incorporating Collaboration
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When studying consumption of
energy in China…
When engaging in a school wide
campaign…
Outcomes of 5C/P21 Instruction
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Away from learning to work towards
working to learn
Away from memorization towards
thinking and understanding
Away from students as recipients of
information to students as knowledge
builders