Beyond Textbooks: Proficiency-Based K–12 Chinese Program and Strategies for Differentiation

Beyond Textbooks Proficiency-Based K - 12 Chinese Program &

Strategies for Differentiation Dr Susan (Yuehua) Zhang - Director of World

Languages Sally Lean - High School Chinese (Dept. Chair)

Singapore American School

SINGAPORE AMERICAN SCHOOL

No Textbooks?! How?!


Only 4% - 5% of students who study with textbooks are able to communicate in the language

Traditionally


Current Chinese program at SAS

Grades Minutes of class

Kinder 35 per day

1-2 40 per day

3-5 45 per day

6-8 43 per day

9-12 85 every other day

Approximately 100 hours of instruction per year

SAS AAPPL DATA (SPANISH) 2014 N= 87 MS students Year 2= 72% > IL N= 125 3rd-5th graders Year 2=40%> IL

US STAMP DATA 2008 N= 22,000 High School/ College Students Year 1= NH Year 2= NH Year 3= NH Year 4= NH/IL

SAS AAPPL DATA (CHINESE) 2014 N= 120 G5 students Year 2=22% >IL N=37 G6 students Year 1=27% >IL N=88 G6 students Year 2= 19% >IL


Measures what students can DO with the language, rather than what they do or don’t know. Created by the American Council on the Teaching of Foreign Languages

The Language Proficiency Pyramid

HS CHINESE 2015-‐2016

Chinese Novice

Chinese:

Intermediate

Chinese: Intermediate

II / III

Chinese: Intermediate

High

Chinese: Intermediate High II/III

AP Chinese Language &

Culture

Post AP Chinese

Language & Culture

G8 Near Native

Near Native I

NN AP Chinese


How can we create a successful program?

Proficiency-based Chinese Program at SAS

Proficiency Goals

Questions

Materials/ Resources

Function

Accuracy

Content Context

Text Type

Focus on Proficiency:

Open ended questions

Open Ended Questions/ Prompts What is your name and how old are you? Please introduce yourself. Say something about yourself, please. How many people are in your family? Tell me a little bit about your family.

Authentic Materials

Theme - 把“乐” 带回家（Mind Map）


ORAL TASK: “Introduce Your Family” How can you prepare for this task in a multi-level classroom? Novice High Intermediate Low Intermediate High

Discuss with your elbow partner...

Differentiated Instruction


Refer to the guidelines: http://aappl.actfl.org/sites/default/files/AAPPL%20Scores%20Interpersonal.pdf




Level Function Text Type

NH *be part of a conversation *use own language to express ideas & get what you need *ask & answer simple questions

*tend to speak in phrases and some sentences

IL *can have a conversation *use your language to express your own thoughts & get the things that you need *can ask & answer simple questions

*tend to speak in simple sentences

IM *you maintain conversations *use your language to express your own thoughts & get things you need *ask & answer a variety of questions

*can connect some sentences together



Student Sample 1: Novice High Language points provided: ●  虽然..., 但是... ●  因为..., 所以... ●  不但..., ⽽而且... ●  ⼜又..., ⼜又... ●  ⻓长得像

*Task goals: *try to use full sentences *use at least 1 connected sentence *ask 2 or more questions

Example Task & Scaffolding:

Pre-speaking brainstorm



Student Sample 2: Int Mid Language points provided: ●  虽然..., 但是... ●  因为..., 所以... ●  不但..., ⽽而且... ●  ⼜又..., ⼜又... ●  ⻓长得像

*Task goals: *use full sentences *use at least 2 connected sentences *ask 3 or more questions *compare & contrast 2 family members

Example Task & Scaffolding:

Pre-speaking brainstorm


●  Sustained PD – (e.g., OPI, comprehensible input, stories, differentiated instruction ……)

●  Clear exit proficiency goals ●  Theme-based, Story-based, Project-based learning,

Personalized learning ●  Use of target language ●  High level of student engagement

o  Mini lessons and small group activities o  Use of technology

Tips for a successful program

Email contacts: Dr. Susan Zhang [email protected] Ms. Sally Lean [email protected]

Thank you! 谢谢光临

Beyond Textbooks: Proficiency-Based K–12 Chinese Program and Strategies for Differentiation

Education

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