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Language Instruction. A Comparison of China and the United States Olympia Kyriakidis and Regula Schmid. Introduction.
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Language Instruction • A Comparison of China and the United States • Olympia Kyriakidis and Regula Schmid
Introduction • The need to acquire world languages is not new. Historical documents indicate that individuals and whole communities around the world have been compelled to learn additional languages during the preceeding two millenia for a variety of reasons - colonization, trade and intermarriage, etc. • Today the world is facing growing needs to learn other languages at unprecedented rates for numerous reasons including: growing globalization in business and commerce, voluntary movement between countries, and a revolution in telecommunications.
Past Language Instruction in the US • World language instruction occurred in heritage or weekend schools • Foreign language taught at high school and college levels • Shift in recent decades • Bilingual Education - Immersion Programs • Global economy has fueled greater increase and interest in recent years - primarily in Spanish and Mandarin Chinese
Types of language programs • Two-Way Immersion • One Way Immersion • Bilingual Education • World Language Instruction • Heritage Weekend Instruction • Trilingual Models
Two-way immersion • Two-way immersion programs are a blend of foreign language immersion and developmental bilingual education • Ideally half the students in each class are members of the majority language group (e.g. English speakers) and half are the members of a minority language program ( e.g. Spanish speakers). • Designed to promote bilingualism and biliteracy in both groups of students
One-way immersion • Also referred to as foreign language immersion programs • Students are taught academic subjects and literacy skills through a second language as well as through their native language • Amount of instruction at which grades varies from program to program and school to school
World Language Instruction • World language standards in America are emerging at the national and state levels • Traditionally taught at the high school and college levels, increased need has brought world language instruction to middle school and elementary school levels. • Taught during the school day or outside of the school day
Heritage Schools • Emerged from a desire of various cultures to develop language and literacy of their native languages for subsequent generations • Occur mostly as after-school or weekend programs. • Frequently occur in places of worship or local schools • Star-Talk program is an example in San Diego
Trilingual Program • Popular in other areas of the world, like Europe - trilingual programs are unique in America • In America most use a combination of immersion and enrichment • Riverview International Academy is an example of a trilingual program
Best Practices • Despite the type of language programs, research helps identify best practices in language instruction in the US: • The teacher speaks and instructs only in the target language • Visual graphic organizers (pictures and charts) and realia (actual objects) are key in helping students make meaning • Vocabulary development and activating prior knowledge are essential before starting a lesson • Movements and gestures help students follow along and make meaning
Future of Language Instruction • The future need and demand for world language instruction will continue to grow in the United States • Some states, like Utah, are mandating world language instruction in every school. • Research will continue to show the effectiveness of different models • Technology will play a major role in helping provide additional opportunities for instruction and practice
RiverviewInternational Academy • One-way immersion model- Beginning in kindergarten students are immersed in Spanish (90%) and provided Mandarin Chinese enrichment • New program beginning in the fall - Kindergartners will be immersed in Mandarin Chinese in (50% Mandarin Chinese, 50% in English) • The goal is for Riverview students to be trilingual and triliterate by matriculation of high school - Students will be able to communicate with 80% of the world.
Teaching of foreign language in China - Historical perspective • During the second half of the 19th century, instruction was held in Chinese and other languages in military, foreign language, and missionary schools. • In 1949, China wanted to enhance literacy for Han Chinese (Mandarin speaking population) a simplified script and a national dialect, Putonghua • 1950’s there was a major initiative making minority languages into written languages. English started to become the foreign language taught replacing Russian.
Teaching of foreign language in China - Historical perspective • During the Cultural Revolution 1966 - 1976 China ceased foreign language instruction -In 1978 foreign language instruction was reinstated • In the 1990s, bilingualism gained popularity: Han Chinese learning English and for the minority language Chinese learning Mandarin. • In 2003, the English was written as a foreign language into the school’s curriculum and in 2006 a college requirement • Minority students need to learn Mandarin Chinese and English - essentially trilingualism
Language Instruction in China • The need and demand for foreign language (primarily English) instruction has increased greatly in the past decades in China and has played a major role in China’s curriculum reform • Western teaching theories - primarily the role of constructivist theory has played a large role in on-going debate of the best format for the teaching of English
Types of Programs • TEFL programs - Many begin as early as third grade in most public schools. Compulsory in middle school and written in to the curriculum. • Immersion programs- Two- way programs in placed like Shang-Hai where there are large groups of native English speakers. There are also one-way, private immersion programs • Private English tutoring programs after school and on weekends
What are Best Practices for Teaching English in China? • Smaller class sizes vs. larger class sizes • Primary vs. Secondary • Teacher centered - Student centered approach • Communicative language approach - direct approach • Constructivist theory (Western approach) - Traditional approach (ex. academic language and memorization)
Future of Language Instruction • Continuous sharing and exchanging of teachers, ideas, theories, and best practices • On-going research studies to evaluate effectiveness of programs • The role of technology will continue to provide new and unique models of instruction, as well as individualized opportunities for practice.
Examples • Primary Experimental School #1 in Fujo - Enrichment beginning in grade 3 - Students spoke English very well in middle school • International School in Beijing - English Immersion beginning in kindergarten
Conclusion • Both the Unites States and China recognize the increased need for effective world language instruction in a global economy • Communities and individuals who can speak English and Chinese will have economic advantages in the future • We can learn the best approaches for teaching world languages form an exchange of teaching philosophies, teachers, curriculum, best practices, technologies, and ideas- • We can learn from each other!
Contact information • Regula Schmid - Principal at Johnson Elementary School- schmidregula@gmail.com • Olympia Kyriakidis - Principal at Riverview International Academy - olympia@sdcoe.net
Round Table Questions • What is currently happening with foreign language instruction in China theory and practice in China? • Which models and strategies are most effective for teaching English in China? • What teaching strategies for language instruction did you see being utilized at Riverview? • What are similarities and differences between language teaching strategies in China and the US? • What professional development around language instruction is offered in China?
