CLTA-NCR 2018 Conference/Symposium News Report

The following news report was written by Professor Xiaoquan Zhang.

大华府中文教师学会2018年研讨会侧记

美利坚大学中文部  张晓全

        为期一天的大华府中文教师学会2018年研讨会于10月21日(星期日 )在马里兰大学帕克分校顺利召开。多年来,大华府中文教师学会致力于深入研究海外中文教学和推动教师间广泛交流,开展了多层次跨区域的中文教育教学研讨、中文教学法研究、教师培训及教学评估等多项活动,成为大华府及周边地区中文教师的学术交流基地。金秋时节举办的这次研讨会是学会奉献给大华府地区中文教师们的又一次交流研讨的良机。

此次研讨会的主题是“以学生为中心的语言教学”。研讨会由大华府中文教师学会主办,并得到中国驻美使馆教育处、乔治•梅森大学孔子学院、乔治•华盛顿大学孔子学院、马里兰大学孔子学院和北京语言文化大学出版社北美分社等机构的大力协助。大华府地区约百名中文教师出席了会议,年会还吸引了来自宾夕法尼亚州、西弗吉尼亚州等地的中文教师参加。

星期日一早,大华府中文教师学会的各位理事在学会会长张晓霞老师的带领下,早早就开始忙碌起来。虽然深秋寒风凛冽,但马里兰大学孔子学院院长李莉带领马里兰大学教育系硕士学位及马里兰州中小学中文教师资格证书项目的巢菁菁等志愿者们也提早赶到会场帮忙,积极热情地为研讨会的开幕作准备。

中国驻美使馆教育处邹莹和顾蕾两位秘书也代表使馆教育处前来祝贺。张晓霞会长向到会学员介绍了出席研讨会的嘉宾之后,教育处邹莹二秘首先致辞。邹秘书代表驻美使馆教育处杨新育公使衔参赞向所有到会学员致意,并赞扬大华府地区中文教师们在推广中国语言和文化方面的执着与热情。她说,在美国担任汉语教师很不容易,大使馆教育处对各位表示感谢,并将尽可能地为老师们的工作提供支持,也希望美国本土的汉语教师队伍不断发展壮大,并期待大华府汉语教师们在教学的理论研究与实践探索方面不断突破,使大华府中文教师学会成为全美乃至世界汉语教学方面的旗舰。

教育处顾蕾二秘接着发言。她说,在加盟使馆教育处之前,她曾在汉办工作过十一个年头,非常了解海外汉语教师工作的重要性。她说,教育处会尽力支持大家的工作,并在资金及与国内合作方面为教师们提供可能的帮助。她预祝研讨会取得圆满成功。

令人欢欣鼓舞的简短开场之后,研讨会进入正式演讲环节。首先出场的是此次研究会特邀的主讲人海伦娜•柯顿(Helena Curtain) 博士。大华府中文教师学会第一任会长谭大立博士向学员们简要介绍了柯顿博士。

谭老师说,柯顿博士是美国资深外语教学专家,退休前曾任美国威斯康辛大学密尔沃基分校副教授,负责指导该校外语教师和母语非英语学习者英文老师的培训项目。她是专著Languages and Children: Making the Match(《语言与儿童:携手并进》)的两位著者之一。该书第四版的中文版(中文译名《语言与儿童:美国中小学外语课堂教学指南》)已于国内出版,并广受好评。最新版,即第5版,也即将付梓。柯顿博士是一位享有国际声誉的语言教学专家,研究重点是如何通过合适的教学实践提高语言水平。从大学退休之后她仍然活跃于美国外语教学界,同时还在全美各地及39个国家和地区担任顾问、客座和访学教授。谭老师还回忆起自己和柯顿博士从同行到朋友的交往历程。她高度评价了《语言与儿童》一书,称其为外语教师案头必备的“圣经”,是一部可以时时查阅、令人终生受益的宝书。

柯顿博士的讲题是“Building Proficiency with Deep and Rich Student‐Centered Learning Tasks”(《以学生为中心,强化语言技能:高效策略与实践》)。她在简短的开场白之后首先为汉语老师点赞,赞扬他们出色的能力、勇气和毅力。她说,语言教师所做的工作其实比科学家的工作更为复杂,因为他们每天都要面对并解答无数问题。更重要的是,老师们所做的工作不仅仅是技术活儿,因为每一位优秀的教师在教学的同时还要让学生学会做人,要培养其正直诚信的品格,既要育其大脑,又要育其心灵(Educate their brains and educate their hearts),把孩子们培养成为拥有爱心、正直诚信、具有全球观念、能给世界带来希望的一代。

出生于德国、儿童时代即来美的柯顿老师同样有过学习外语的经历。她强调,外语教学一定要尽可能多地用目标语言来讲授,虽然这对于初学者来说难度很大,但是她相信通过不断的学习和经验的积累,汉语老师们应该能做到。而这——为老师们提供课堂教学指导——也正是她写作《语言与儿童》一书的缘起。柯顿博士认为,语言教学的目的就是要实现有意义的交流与互动(meaningful communication and interaction),就在于引导学生投入有效的学习活动之中,因此学生们在课堂上的所作所为比老师们所做的更为重要,这就要求老师们注重学生们的感受,以学生为中心,使自己的课堂及教学做到生动有趣 、引人入胜和贴近文化(intrinsically interesting, cognitively engaging, and culturally connected)。

柯顿博士通过一系列的经典范例,讲解并示范了如何让课堂变得生动有趣。她强调,趣味性(playfulness)是课堂成功的关键所在,这不但适用于儿童和青少年 (K to 12 幼儿园到12年级) 学生,同样适用于大学生及成人学习者,因为We don’t quit playing when we grow old; we grow old when we quit playing(就算长大变老,我们依然爱玩儿;到不再玩儿的时候,我们就真的老了)。

其次,柯顿博士强调主动学习的重要性,这是相对传统课堂的被动接受而言,因为我们的大脑是通过意义的识别与构建来学习的。她在讲演中示范了不同类别的加强主动学习的教学方法,包括全身反应教学法(TPR – total physical response)  和通过主题来组织教学内容的方法(thematic instruction)。

最后,柯顿博士讲解并示范了如何将有鲜明文化特色的内容融入课堂教学之中,她示范了如何成功地将“文化三角”中的视角、实践与成果 (Cultural Triangle: Perspectives-Practices-Products) 三者相结合。她所举的范例既有趣,又具有浓厚的文化元素,体现了不同地域的鲜明的文化特色,其中也包括一些与中文相关的范例,让学员们看到如何将全球化眼光与接地气的文化思维带入课堂之中。

在讲演过程中,柯顿博士多次强调Context(上下文/语境/情境)对于实现有意义的交流与互动的重要作用,提醒老师们在设计一些课堂教学活动(比如:通过pattern story 模型故事[1]操练)时,应当充分考虑语境,尽量营造出一个完整的故事结构来。

近两个小时的讲演生动有趣,柯顿博士本人活力四射,与听众频繁互动,不断在英文、德文及西班牙文之间切换,通过一个个活生生的例子给学员上了一堂生动的沉浸式语言教学课,让学员们亲身体验了以学生为中心的教学策略与实践活动。

讲演结束后的私聊中,柯顿博士告诉笔者,她认为语言教师们的工作十分辛苦,他们的辛勤奉献应得到全社会更多更广泛的承认与欣赏,这也是她一直以来努力推动的一项工程。她期盼广大中文老师们也能以自己的职业为荣,更热爱自己的工作。

讲演结束后,柯顿博士马不停蹄地回答学员们私下的提问,与大家亲切合影,在学员们带来的她本人的专著上签名留念。正如张晓霞会长所说:“柯顿博士不但讲演很棒,而且平易近人,不吃饭也要先给大家签名,和大家拍照,而且认真询问并听取大家的反馈意见,真是教育工作者的典范。”

午餐之后,研究会下半场首先开讲的是当天的第二位讲员董红源博士。董老师现执教于乔治∙华盛顿大学东亚语言文学系,从事语言学的教学和研究工作,同时担任及担任过初级到高级水平的大学中文课的教学工作。他的研究兴趣在于语义学、历史语言学以及这两个学科之间的交叉研究,已在国内外重要语言学期刊和会议论文集发表多篇文章,并于2014 年在Routledge 出版社出版专著 《汉语史》(A History of the Chinese Language),此书已在北美很多大学的相关课程中列为必读书目。董老师现正着手于他的第二部语言学专著Semantics of Chinese Questions: An Interface Approach。此书已在排印中,计划于今年年底发行。

董老师的讲题是《语义、语境和语调:从理论到实践》。他认为,在汉语作为第二语言的习得研究和教学实践中,大家比较关注的问题都集中在字调上面,以避免“洋腔洋调”的问题,但是对语调的重视一直都不够。其实,很多“洋腔洋调”的问题不仅仅体现在字调上,而且也体现在语调上。更为重要的是,语调经常起着非常重要的区别意义的作用,如果语言学习者不能够根据语境正确使用语调,很多时候会影响意义的表达和理解。讲演中,董老师以语义和韵律的互动,以及语言学中对信息结构的研究为背景,着重探讨了一些重要的具有区别意义的语调形式。

董老师从教科书的录音中找出实际范例,通过具体的剖析指出:在句子中新信息出现时往往需要在语调上加以强调,我们听到的音域最广、调长最长、调型最完善的字词也就是突出强调的部分。董老师还介绍了介于语调与字调之间的韵律词,也就是词调,它们在句子中也发挥着区别意义的作用,也需要我们加以关注。比如在动宾式复合词中,名词性成分一般更需要强调。

董老师强调,虽然汉语语调教学在对外汉语的教科书中还没有得到应有的重视,但是汉语教师可以从自己做起,开始在课堂中有意识地培养学生们对于语调的认知,提高学生语言表达的质量和能力。

研讨会的第三位讲员戴静老师是美国首批对外汉语教育专业硕士毕业生,现任教于马里兰州米德高中和哈维中文学校教师。戴老师自2007年以来就在美国从事中文教育工作,教授对象涵盖了各个年龄层,从学龄前儿童到大学生,以至专业人士;教授内容包涵了不同阶段的中文课程,从中小学基础中文到AP 美国大学预修中文课程和IB DP 国际预科中文证书课程。在多年来的教学实践中,戴老师不断摸索总结出灵活多样化的教学手段, 融入科技教学,动感教学和协作教学到中文课堂中,根据学生特点实行因材施教,注重激发学生的学习兴趣,调动学生的学习积极性,培养他们对中国文化的热爱。

戴老师今天的讲题是《动感汉语课堂》。她首先向大家介绍了动感教学法的理念,指出动感教学法主要是通过动作触动学生的动觉,刺激大脑神经加深记忆印迹。同时通过创设良好的教学情境,有效地调动学生的多感官接受信息的刺激,从而提高教学效率和学生们的学习兴趣。这种教学法也进一步验证了我们先师荀子的名言:“不闻之不若闻之,闻之不若见之,见之不若知之,知之不若行之。”动觉教学法不只需要老师的活力加热情,还需要创新。更让老师从传统的“教学主导者”转换成“学习的组织者”、“学习环境的设计者”;学生成为“主角”,老师如“导演”。

戴老师讲演的实践性很强,主要内容是让学员们体验练习听说读写能力的动感活动。她让学员亲自参与并设计十个动感教学活动,体验在课堂上最受学生欢迎的动感汉语教学,并切身体会了动感学习的乐趣。

培训结束前,北语出版社北美分社主任袁世奇老师向大家介绍了他们立足北美、针对北美学生出版的一系列课本和读物。袁老师还在会场搭设了样书展示,部分幸运的学员还在抽奖活动中拿到免费获赠的图书。

不少老师都说,今天的研讨会收获很大,学到了很多实用的理论与技能,特别是一些马上就能带入自己的课堂的理念和实践活动;今天的所学所见所感让自己受益匪浅。最后,让我们用此次研讨会参会学员的两段感言来结束这篇报道:

“作为老师,咱们平时总是站在讲台上,忙于教学,今天的讲演让我们坐下来,从学生的角度去感受、体会以学生为中心的沉浸式课堂的魅力,让我们一下子豁然开朗了。”

“以前很讨厌学习德语,但是今天因为柯顿老师生动的讲解示范,德语一下子变得趣味盎然了,让我都想去学这门语言了。这就是她讲演的魅力。她是我们学习的榜样!”

 

[1] 关于Pattern story:尚未找到该词对应的中文翻译,暂译为“模型故事”。一个有名的pattern story是Eric Carle的The Very Hungry Caterpillar,中文版书名为《好饿的毛毛虫》。

CLTA Awards Application Information

We have just received some information on various CLTA awards, and they are encouraging our members, especially K-12 teachers, to apply to them.

NOTE: Recipients for ChinaSprout and Yao Award will be selected before the annual conference, so if a K12 teacher/graduate students intends to go, it provides an opportunity for them to get part of their travel expense covered.

Chinese Language Teachers Association awards:

Please refer to the CLTA Award webpage (http://clta-us.org/awards/) for detailed eligibility and requirement for each award. Please send applications and inquiries to cltaaward@gmail.com.

1. The Tao-chung Ted Yao Memorial Award

Tao-chung Ted Yao Award supports graduate students in the U.S. to present papers at the CLTA Annual Conference. The deadline for application is Oct. 15th, as is the conference proposal deadline. To be eligible, please send your conference proposal online http://clta-us.org/clta-annual-conference/, and at the same time (2) send all required award application material to claaaward@gmail.com .

2. ChinaSprout Presentation Award

K-12 instructors who are making a single-authored presentation for the first time at the CLTA Annual Conference are encouraged to apply. The deadline is application is Oct. 15th. To be eligible, please send your conference proposal online http://clta-us.org/clta-annual-conference/, and at the same time (2) send all required award application material to claaaward@gmail.com .

3. Cengage Learning Award for innovative excellence in TCFL:

With the exception of current CLTA award committee members, all full-time K16 teaching professionals with active CLTA membership can apply. The deadline is October 31st, 2018.

4. Cheng & Tsui Professional Development Award:

With the exception of current CLTA award committee members, all pre-collegiate (including heritage school) and collegiate teaching professionals with active CLTA membership can apply. The deadline is October 31st, 2018.

The following two application deadlines have passed, but you may keep them in mind and apply next year.

5. CLTA Action Research Award:

All teaching professionals with active CLTA membership, with the exception of university/college tenure-track and tenured faculty or current CLTA award committee members, can apply. The deadline is September 30th, 2018.

6. Study Abroad Site Visit Award:

With the exception of current CLTA award committee members, all full-time K16 teaching professionals with active CLTA membership can apply. The deadline is September 30th.

 

 

Registration open for 2018 Symposium

Our registration form is open for sign-up now. Please go to our conference page HERE to sign up.

Space is limited, and registration will close after the room capacity is reached.

We have confirmed lectures by the following three invited speakers:

  • Keynote speaker Dr. Helena Curtain, Associate Professor, Emerita, University of Wisconsin, Milwaukee, will give the following lecture.

Building Proficiency with Deep and Rich Student-Centered Learning Tasks

What are important aspects for both teachers and learners that we must consider as we implement  proficiency-focused Chinese language programs?  Where do we need to go and how will we get there?  How can we enrich our programs with tasks that are deep and rich and motivating to our students? We will examine strategies that are always intrinsically interesting, but that also incorporate elements that are cognitively engaging and culturally connected.  This session will focus on exploring deep and rich strategies that build  both proficiency and  student engagement. Through demonstrations and hands-on activities, we will focus on practical ways to deepen activities so that they have maximum impact on our learners.

  • Dr. Hongyuan Dong, Assistant Professor, George Washington University will give the following lecture.

Meaning, Context and Prosody: Theories and Their Applications

In second language acquisition research and the teaching of Chinese as a second language, the emphasis has always been on correct tones, in order to reduce the so-called “non-native accent”. In contrast, intonation and prosody have not been paid much attention to. Actually, prosodic properties can affect a learner’s accent, on a par with tones. Furthermore, prosodic patterns are often indispensable mechanisms for distinguishing meaning. If a learner cannot use the appropriate intonation according to the specific context, it can often lead to problems with expression and understanding. Therefore in this lecture, I discuss the semantics-phonology interface and the relevant research on information structure in linguistics, but the focus of this lecture is to propose a few prosodic patterns that have different meaning structures, so that such supra-tonal characteristics can be more adequately attended to in the research and teaching of Chinese as a second language.

  • Ms. Jing Dai of the Meade High School of AACPS will give the following lecture.

Kinesthetic Chinese Classroom: Teaching and Learning through the movement

“Tell me I forget, teach me and I remember, involve me and I learn.” Confucian philosopher Xunzi’s (340 BCE-245 BCE) maxim makes a strong point of kinesthetic learning, demonstrating that true learning is achieved only through students’ active involvement. Kinesthetic learning is now defined as a methodology in which learning takes place when students carry out physical activities in response to visual, auditory, and tactile stimulations. Movements and activities promote an energizing learning environment where students’ mental and emotional growth is accomplished with physical, social, and cognitive engagement. This teaching method helps teachers move from the traditional teacher-centered lecturing to a new paradigm of teacher as “facilitator of learning” and “designer of the learning environment.” It effectively facilitates student-centered learning, ensuring that students discover their individual capabilities and spark optimal learning.

2018 Symposium of CTLA-NCR will be held on October 21.

Mark your calendar! Our 2018 Symposium will be held on Sunday, October 21, at University of Maryland. The keynote speaker this year is Dr. Helena Curtain, a world-renowned expert in language education.

Dr. Curtain is Associate Professor Emerita at the University of Wisconsin, Milwaukee, where from 1997-2005 she directed the World Language and ESL teacher certification programs and taught graduate and undergraduate courses in methodology of teaching world languages, teaching ELLs, Applied Linguistics, Second Language Literacy, Integrating Language and Content, and Seminar in Curriculum and Instruction.

We will have more information available soon here.

2018 CLASS / USC-CI Teacher Summer Institute in Beijing 暑期汉语教师研修班

2018 CLASS/南卡孔院共同举办暑期汉语教师研修班,在北京语言大学培训,截止报名日期是6月30日。目前也开放给STEM学科的美国老师,感兴趣的美国中小学老师,包括科学、数学或社会科学课老师都可以申请。并竭诚邀请中文学校的老师参加。

CLASS / USC-CI Teacher Summer Institute in Beijing

Date: July 30 through August 11, 2018

Host Institution: Beijing Language and Culture University 北京语言大学

This summer program is an intensive two-week program that will allow teachers to participate in professional development with a focus on advancing their Chinese linguistic knowledge and cultural understanding about people and places in China. All courses are specifically designed and tailored to meet the need of K-12 Chinese teachers in the US K-12 schools.

Sign up before June 30, 2018.

For details, see the following documents.