Language Instruction
A Comparison of China and the United States
Olympia Kyriakidis and Regula Schmid
Introduction
The need to acquire world languages is not new. Historical
documents indicate that individuals and whole communities
around the world have been compelled to learn additional
languages during the preceeding two millenia for a variety of
reasons - colonization, trade and intermarriage, etc.
Today the world is facing growing needs to learn other
languages at unprecedented rates for numerous reasons
including: growing globalization in business and commerce,
voluntary movement between countries, and a revolution in
telecommunications.
Past Language Instruction in the US
World language instruction occurred in heritage or
weekend schools
Foreign language taught at high school and college levels
Shift in recent decades
Bilingual Education - Immersion Programs
Global economy has fueled greater increase and interest
in recent years - primarily in Spanish and Mandarin
Chinese
Types of language programs
Two-Way Immersion
One Way Immersion
Bilingual Education
World Language Instruction
Heritage Weekend Instruction
Trilingual Models
Two-way immersion
Two-way immersion programs are a blend of
foreign language immersion and developmental
bilingual education
Ideally half the students in each class are
members of the majority language group (e.g.
English speakers) and half are the members of a
minority language program ( e.g. Spanish
speakers).
Designed to promote bilingualism and biliteracy
in both groups of students
One-way immersion
Also referred to as foreign language immersion programs
Students are taught academic subjects and literacy skills
through a second language as well as through their native
language
Amount of instruction at which grades varies from program
to program and school to school
World Language Instruction
World language standards in America are emerging at the
national and state levels
Traditionally taught at the high school and college levels,
increased need has brought world language instruction to
middle school and elementary school levels.
Taught during the school day or outside of the school day
Heritage Schools
Emerged from a desire of various cultures to
develop language and literacy of their native
languages for subsequent generations
Occur mostly as after-school or weekend
programs.
Frequently occur in places of worship or
local schools
Star-Talk program is an example in San
Diego
Trilingual Program
Popular in other areas of the world, like Europe - trilingual
programs are unique in America
In America most use a combination of immersion and
enrichment
Riverview International Academy is an example of a
trilingual program
Best Practices
Despite the type of language programs, research helps identify
best practices in language instruction in the US:
The teacher speaks and instructs only in the target language
Visual graphic organizers (pictures and charts) and realia
(actual objects) are key in helping students make meaning
Vocabulary development and activating prior knowledge are
essential before starting a lesson
Movements and gestures help students follow along and make
meaning
Future of Language Instruction
The future need and demand for world language
instruction will continue to grow in the United
States
Some states, like Utah, are mandating world
language instruction in every school.
Research will continue to show the effectiveness
of different models
Technology will play a major role in helping
provide additional opportunities for instruction
and practice
Riverview International Academy
One-way immersion model- Beginning in
kindergarten students are immersed in Spanish
(90%) and provided Mandarin Chinese enrichment
New program beginning in the fall - Kindergartners
will be immersed in Mandarin Chinese in (50%
Mandarin Chinese, 50% in English)
The goal is for Riverview students to be trilingual
and triliterate by matriculation of high school Students will be able to communicate with 80% of
the world.
Teaching of foreign language in
China - Historical perspective
During the second half of the 19th century, instruction was
held in Chinese and other languages in military, foreign
language, and missionary schools.
In 1949, China wanted to enhance literacy for Han Chinese
(Mandarin speaking population) a simplified script and a
national dialect, Putonghua
1950’s there was a major initiative making minority
languages into written languages. English started to become
the foreign language taught replacing Russian.
Teaching of foreign language in
China - Historical perspective
During the Cultural Revolution 1966 - 1976 China ceased foreign
language instruction -In 1978 foreign language instruction was
reinstated
In the 1990s, bilingualism gained popularity: Han Chinese learning
English and for the minority language Chinese learning Mandarin.
In 2003, the English was written as a foreign language into the school’s
curriculum and in 2006 a college requirement
Minority students need to learn Mandarin Chinese and English essentially trilingualism
Language Instruction in China
The need and demand for foreign language (primarily
English) instruction has increased greatly in the past
decades in China and has played a major role in China’s
curriculum reform
Western teaching theories - primarily the role of
constructivist theory has played a large role in on-going
debate of the best format for the teaching of English
Types of Programs
TEFL programs - Many begin as early as third grade in most
public schools. Compulsory in middle school and written in
to the curriculum.
Immersion programs- Two- way programs in placed like
Shang-Hai where there are large groups of native English
speakers. There are also one-way, private immersion
programs
Private English tutoring programs after school and on
weekends
What are Best Practices for Teaching
English in China?
Smaller class sizes vs. larger class sizes
Primary vs. Secondary
Teacher centered - Student centered approach
Communicative language approach - direct approach
Constructivist theory (Western approach) Traditional approach (ex. academic language and
memorization)
Future of Language Instruction
Continuous sharing and exchanging of teachers, ideas,
theories, and best practices
On-going research studies to evaluate effectiveness of
programs
The role of technology will continue to provide new and
unique models of instruction, as well as individualized
opportunities for practice.
Examples
Primary Experimental School #1 in Fujo - Enrichment
beginning in grade 3 - Students spoke English very well in
middle school
International School in Beijing - English Immersion
beginning in kindergarten
Conclusion
Both the Unites States and China recognize the increased
need for effective world language instruction in a global
economy
Communities and individuals who can speak English and
Chinese will have economic advantages in the future
We can learn the best approaches for teaching world
languages form an exchange of teaching philosophies,
teachers, curriculum, best practices, technologies, and
ideasWe can learn from each other!
Contact information
Regula Schmid - Principal at Johnson Elementary Schoolschmidregula@gmail.com
Olympia Kyriakidis - Principal at Riverview International
Academy - olympia@sdcoe.net
Round Table Questions
What is currently happening with foreign language instruction
in China theory and practice in China?
Which models and strategies are most effective for teaching
English in China?
What teaching strategies for language instruction did you see
being utilized at Riverview?
What are similarities and differences between language
teaching strategies in China and the US?
What professional development around language instruction is
offered in China?