Teaching Chinese to
Young Learners:
Ideas from the
Flying with Chinese Approach
Presented by:
Dr. Shuhan Wang, Asia Society
Dr. Carol Ann Dahlberg, Concordia College, Moorhead, MN
Topics in today’s seminar
• The Flying with Chinese approach based on
current pedagogy
• Literacy: balancing oral and written
language for young learners
*All examples will be taken from Flying with Chinese.
Flying with Chinese the series
• Ideal for: Grades K-6
• Designed to make the most of children’s
natural language-learning ability by creating
context
• Can be used independently or as part of
sequenced study
• Each level covers 3 themes suitable for 1 year
of study
What is the
Flying with Chinese Approach?
Elements of a good language curriculum:
Performancebased
Content-related
Thematic planning
Standards-based
Standards-based
• Standards for Foreign Language Learning in the 21st C.
• ACTFL Performance Guidelines for K-12 Learners
Standards provide:
• Realistic goals and benchmarks
• Balanced curriculum content
• Focus on performance and assessment
5C’s – Communication
Cultures
Connections
Comparisons
Communities
Example of standards
e.g. from Grade 1A Teacher Guide
Thematic planning
 Connects content, language, and culture goals to a
“big idea” or enduring understanding.
 Creates a meaningful context.
 Provides a rich context for standard-based learning.
 Student-centered: involves students in real language
use in a variety of situations, modes, and text types.
 “Brain-friendly”: takes advantage of the natural
ability of the brain to make connections in the
process of learning.
 Links language instruction to the philosophy and
content of the general elementary school curriculum.
Example of thematic planning
• Each of the three volumes for each grade level
has a different theme:
* Grades 5 and 6 will each combine themes in one volume.
Content-Related
• Materials in real-life contexts
• Connecting with other subjects while teaching Chinese:
- environment
- social studies
- science
- language arts
- mathematics
- visual and
performing arts
e.g. from Grade 4C
Student Book
Content presented in
story format
• Each book / lesson / page / activity is designed as a story
e.g. from Grade KA
Student Book
Performance-based
Stages in the Backward Design Process:
• Performance Assessments
• “I can” statements
Identify
desired
results
• Enduring Understandings
• Essential Questions
Determine
acceptable
evidence
Plan learning
experiences
and instruction
Teacher Guide
Examples of
performance-based approach
Each lesson includes:
• Proficiency targets
(Teacher Guide)
• Assessment
(“I can…” statements)
e.g. from Grade KA
Student Book, Lesson 8
Examples of
performance-based approach
Each book includes:
• Cumulative group
activity in the last
lesson
Children role-play meeting
Chinese children during an
imaginary trip to China and
use learned vocabulary to
make friends and exchange
information.
e.g. from Grade KA Student Book
Examples of
performance-based approach
Each book includes:
• A final, summative
“I can…” checklist
e.g. from Grade 2B
Student Book
Literacy: connection between
oral and written text
What connects Oral Language and Literacy Development?
“Pre-Literacy” is the Bridge
oral text
written text
written words
spoken out loud
spoken words
written down
What is “pre-literacy”?
• Uses oral language as the base for literacy.
• The act of literacy is important: reading, being read to,
looking at prints, icons, etc.
Building blocks of
Chinese literacy
• Hanzi
• Key Words and Word Banks
• Environmental and
Functional Print
• Labeling
e.g. from Grade KC Student Book;
summative hanzi lists appear at
the end of every student book.
Role of pinyin in
teaching young learners
•Mastery of hanyu pinyin is critical for students
using Chinese word processing on the
computer.
•“Interference issues” for kindergarten through Grade 2 learners
who simultaneously learn phonics, English language arts, and
hanyu pinyin.
• Less of an issue in later grades, and
students can draw on their knowledge
of English phonics for help.
Hanzi development
• In Grades K-2: students are introduced to single
hanzi that recur in the lesson, with emphasis on the
components of hanzi (strokes); stroke order; the
notion of radicals; tracing, copying, and recognition
of sound, meaning, and form.
~Pre-Writing vs. Sight Vocabulary Development
• In Grade 3 and beyond: students begin to combine
individual hanzi into meaningful words, phrases,
expressions, and sentences in context for
communication.
Program Components
Students:
• Student Books
• Workbooks
• Student Audio CDs
Teachers:
• Teacher Guides
• Teacher Audio CDs
• Flashcards
Questions?
Contact Shuhan Wang and Carol Ann Dahlberg at:
shuhanw@asiasoc.org cadahlbe@cord.edu
Continue the conversation with your peers at
peerSource http://my.cheng-tsui.com/forum/649
Thank you for attending
You will be redirected to a brief survey after this
presentation. We appreciate your feedback.
Visit www.cheng-tsui.com for more information on
Flying with Chinese, and other
Chinese language and culture offerings.