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Teaching Chinese to Speakers of Other Languages (TCSOL) Standards

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Title: Teaching Chinese to Speakers of Other Languages (TCSOL) Standards


1
Teaching Chinese to Speakers of Other Languages
(TCSOL) StandardsAn Introduction
  • Lening Liu
  • Columbia University
  • Symposium on Asia Columbia University
  • In the Curriculum Sept.28, 2007

2
1. Background
  • A. Shortage of quality instructors
  • B. Establishment of new departments or programs
  • in Teaching Chinese as a Second Language or
  • Foreign Language
  • C. The lack of guidelines for curriculum
    designing
  • and degree requirements
  • D. The lack of high quality tests on teachers
  • linguistic and pedagogical abilities.
  • E. The lack of standards that are compatible with
  • the instruction of other languages

3
2. Organizers and Writers
  • Organizer The Office of Chinese
  • Language Council International (Hanban)
  • B. Writing team headed by Prof. Jun Liu
    (University of Arizona). Members are from Peking
    University, Renmin University, Beijing Language
    and Culture University, Beijing International
    Studies University and Columbia University.

4
3. Process
  • Step 1 An outline was drafted by Prof. Jun
  • Liu
  • Step 2 A small group of scholars were
  • invited to comment on the outline
  • Step 3 The outline was revised
  • Step 4 Members of writing team were appointed
  • Step 5 Each member was assigned to writing a
  • chapter

5
  • Step 6 All chapters were put together by
  • Prof. Jun Liu
  • Step 7 Consulting experts inside and
  • outside China (Beijing and New York)
  • Step 8 Inviting more scholars to revise the
  • text
  • Step 9 Presenting the text to an approval
  • committee
  • Step 10 Further revision

6
4. Structure and Content
  • A. modules

Module 2 Second language acquisition and
strategies of foreign language learning
Module 1 Language knowledge and skills
Module 3 Methods and approaches of Chinese
Instruction
Module 5 Professionalism
Module 4 Chinese culture and
cross-cultural communication
7
  • B. Standards within each module there are a
  • number of standards. For instance
  • Methods and approaches of teaching Chinese
  • to speakers of other languages
  • Standard one teaching approaches,
  • methods and techniques
  • Standard two testing, assessment and
  • evaluation
  • Standard three curriculum development
  • syllabus design, classroom instruction,
    teaching book selections and materials
  • supplement

8
  • C. sub-standards under each standard there a
    number of sub-standards For instance, under
    testing, assessment and evaluation
  • concepts and principles of testing,
    assessment and evaluation
  • types of testing
  • process and method of designing tests

9
  • D. Content of sub-standard under each sub-
    standard there are three items
  • basic concepts (testing, assessment and
    evaluation fact
  • judgment, value judgment, etc.)
  • basic principles (teachers should master
    different kinds of
  • assessment methods teachers should adjust
    their teaching
  • methods based on the outcome of
    evaluation, etc.)
  • skills (teachers should be able to use
    appropriate methods of
  • assessment they should be able to tell the
    advantage and
  • disadvantage of different assessment
    methods, etc.)

10
  • TCSOL

module
module
module
module
module
standards
standards
standards
standards
standards
Sub-standards
Sub-standards
Sub-standards
Sub-standards
Sub-standards
concepts principles skills
concepts principles skills
concepts principles skills
concepts principles skills
concepts principles skills
11
5. Whats Next
  • a. designing exams based on these
  • standards
  • b. designing curriculum based on these
  • standards
  • c. setting up degree requirement base on
  • these standards
  • d. setting up criteria for teaching certificate

12
6. Conclusion
  • TCSOL is a comprehensive set of standards. It
    may serve as guidelines for Chinese teachers
    education and training, particularly for
    curriculum designing and degree or certificate
    requirements. It, however, is very general. For
    applicants with different background, the
    recommendations proposed by the Ad Hoc joint
    committee are much more helpful.
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