The Essential Chinese Language Teaching Sourcebook

Transcription

1 The Essential Chinese Language Teaching Sourcebook ****** Chinese Language Teachers Association of Greater New York *********** ChinaSprout, Inc. New York

2 The Essential Chinese Language Teaching Sourcebook By Chinese Language Teachers Association of Greater New York (In alphabetic order *****) Chief Editors (**) Wayne Wenchao He (***) and Yong Ho (**) Editors (**) Dongdong Chen (***), Vivien Chen (***), Marisa Fang (***), Robin Harvey (***), Wayne Wenchao He (***), Yong Ho (**), Zhaodan Huang (***), Dela Jiao (***), Yishen Lan (***), Susan Rui (**), Yanyu Zeng (***), Yiting Zhou (***) Advisors (**) Jianhua Bai (***), Chuanren Ke (***), Scott G McGinnis (***), Chih-Ping Sobelman (****), Frank Lixing Tang (***), Tianwei Xie (***), John Jinghua Yin (***), Phyllis Zhang (**) Contributors (**) Qingyun Fu (***), Lisa Huang Healy (***), Xueyang Gong (***), Lumin Huang (***), Shanshan Li (***), Lucy Liu (***), Jiayin Long (***), Haiwen Lu (***), Liao Mo (**), Fangming Rao (***), Jingjing Song (***), Xuan Wang (**), Yiqing Wang (***), Jie Ying (**), Yun Zhang (**), Jing Zhao (**) Copyright 2009 Chinese Language Teachers Association of Greater New York All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. Published by ChinaSprout, Inc. nd th 110 West 32 Street, 6 Floor New York, NY Tel (212) Fax (212) Printed in China First Edition,

3 Foreword A Note on Style Section 1 Becoming a Chinese Teacher 1.1. Teacher Certificate General requirements for a teaching certificate in the U.S Applying for a teaching certificate in Chinese in New York State Applying for a teaching certificate in Chinese in New Jersey Applying for a teaching certificate in Chinese in Connecticut 1.2. Becoming a Chinese Teacher Applying for a university teaching position in Chinese Applying for a K-12 teaching position Applying for a teaching position at a Chinese school Section 2 Professional Development 2.1. Curriculum Guides for Chinese Sample curriculum guides for K-12 schools Sample curriculum guides for colleges and universities Sample curriculum guides for continuing education programs Sample curriculum guides for International Baccalaureate (IB) programs AP Chinese Sample curriculum guides for Chinese schools Curriculum reference books 2.2. Professional Standards for K-12 Chinese Teachers 2.3. Teacher Training Programs 2.4. Degree Programs in Teaching Chinese M.A. programs Ph.D. programs (with an MA Component) 2.5. Professional Journals and Magazines for Teachers 2.6. Academic Conferences Conferences focused on Chinese Conference on foreign languages in general Other conferences listed by the American Council on the Teaching of Foreign Languages Other conferences listed by the National Capital Language Resource Center 38 Section 3 For School Administrators 3.1. How to Set up a Chinese Language Program or School Setting up a Chinese language program in a K-12 school

4 Setting up a Chinese school Getting your Chinese school accredited 3.2. How to recruit Chinese teachers 3.3. Grant Opportunities for Chinese Programs/Schools Section 4 For Chinese Language Learners 4.1. Study Abroad Programs 4.2. Summer Chinese Immersion Programs in the U. S Chinese Learning Magazines 4.4. Scholarship Opportunities for Students 4.5. Standards for Chinese Language Learning Section 5 Chinese Language Teaching Publications 5.1. Popular Textbooks For K-12 students For colleges and universities 5.2.Theories and Methods of Teaching 5.3. Dictionaries and Other Reference Books Popular print dictionaries and other reference books Electronic dictionaries Section 6 Computer Programs and On-line Resources 6.1. How to Handle Chinese on the Computer Chinese input method Online typing 6.2. On-line Resources for Teaching Language Skills Resources for teaching listening skills Resources for teaching speaking skills Resources for teaching reading Resources for teaching grammar Resources for teaching characters Comprehensive learning resources 6.3. Online Dictionaries 6.4. Online Programs and Distance Learning Platforms 6.5. Chinese Podcasts 6.6. Tools Voice recording and posting Pinyin conversion, Pinyin tone input Automatic translation Concordance Text-to-speech and speech-to-text Software and Hardware

5 Section 7 Multimedia Products Section 8 Proficiency Guidelines, Testing and Testing Authorities 8.1. Proficiency Scales 8.2. Tests and Testing Authorities 8.3. Test-Generating Tools 8.4. Internet-based Tests (ibt) Section 9 Professional Organizations 9.1. Chinese Teaching-Related Organizations 9.2. Professional Chinese Teachers' Associations in the U.S Confucius Institutes in the U.S. and Worldwide 9.4. Language Resource Centers in the U.S. Section 10 Major Publishers and Distributors of Chinese Language Teaching and Learning Materials U.S Mainland China Taiwan Hong Kong Singapore Section 11 Schools in the U.S. Offering Chinese Colleges and Universities K-12 Schools Chinese Schools in the U.S. Section 12 Facts and Figures Number of Chinese Language Learners in the U.S. and Worldwide Chinese in K-12 Schools in the U.S

6 Foreword There has been an upsurge of interest in learning Chinese over the last decade, both in the U.S. and around the world. At all levels, new Chinese programs have cropped up and existing programs have expanded. A great number of new teachers have joined or are joining the field of teaching Chinese as a foreign language. Along with the heightened interest in teaching and the proliferation of Chinese programs in schools, there has emerged a keenly-felt need among Chinese language professionals and administrators for guides and resources to enhance their teaching and enrich their programs. It is with this pressing need in mind that the Chinese Language Teachers Association of Greater New York undertook an indispensable task, by assembling a team of editors to compile The Essential Chinese Language Teaching Sourcebook********. The team of editors consisted of more than ten experienced Chinese teachers from various institutions, who were assisted by more than 10 Chinese graduate students, most of whom study at Columbia University and New York University. So, in every sense of the word, the book is a product of concerted and collaborative efforts. It is our hope that the comprehensive design of the book has covered all the aspects of Chinese teaching and professional development that Chinese teachers and administrators may find useful. As Chinese teaching and learning receive increasing attention, more and more resources, particularly Internet and technology-based resources, are being developed every day. While this is a boon for Chinese language teachers, the abundance of resources can be overwhelming or even intimidating. In this book we have made judicious screenings and selections of what we believe are the most useful tools and resources available today. Undoubtedly, there will be new technological tools and other resources developed by the time this book is published. It is our intention to periodically update the book to meet the needs of our colleagues in the field. The publisher also plans to publish a companion e-version of the book, which will be continually updated. Limited by space, we could do no more in this book than provide very basic descriptions and refer the users to primary sources for more detailed information. In presenting this sourcebook to our colleagues in the field, we wish to express our sincere thanks, first of all, to all the editors and contributors, who took time off from their busy schedule to work on the book, and to our advisors for their valuable insights and suggestions. All of our advisors, whose names appear on the inside cover, are veteran teachers and experts on issues relating to Chinese language teaching in the 1

7 U.S. Our gratitude also goes to the following special contributors, who wrote certain entries for the book at our invitation: Dr. Richard Simmons of Rutgers University, Mr. Christopher Livaccari of New York City Department of Education, Ms. Jizhen Sun of Fieldston School in New York City, Ms. Minwei Lu of Huaxia Schools, and Ms. Susan Serven of the Chinese Language School of Connecticut. We owe a special debt of gratitude to Prof. Yishen Lan for copyediting the book, and Ms. Robin Harvey and Mr. Christopher Livaccari for proofreading parts of the book. Finally, we would like to express our appreciation to the Board of the Chinese Language Teachers Association of Greater New York, whose enthusiastic support made this book viable and possible. It is our sincere hope that this book can be a handy reference for our colleagues in the Chinese language teaching field. Happy teaching! Wayne He and Yong Ho A Note on Style All the entries in the book are listed according to the alphabetic order of their English names and titles. If the original name or title of a product is in Chinese, English translation is provided and put in parenthesis. For example: Xinhua Dictionary of Synonyms ******* If the original name or title has both English and Chinese forms, we use both. For example: Cheng & Tsui Chinese Measure Word Dictionary ************** We use the original form of the author's name on the book if applicable. For example: Xinhua Dictionary of Synonyms ******* ******************, *****, 2004*** Cheng & Tsui Chinese Measure Word Dictionary ************** By Jiqing Fang, Michael Connelly, Cheng & Tsui Company, 2008 Both simplified and traditional characters appear in the book. We adopted the principle of *******the name goes with the owner*such that if the original source used simplified characters, we would use simplified characters. The same is true of traditional characters. 2