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Enhancing Chinese Language Learning Through Technology and Community Engagement

This project aims to provide a robust resource for Chinese language teachers and learners, addressing speaking, listening, reading, writing, and cultural understanding. It incorporates online platforms, facilitating collaboration and sharing among students and instructors through various media, including audios, videos, and presentations. By leveraging technology, students achieve natural fluency in Mandarin and gain proficiency in communication. This initiative supports experiential learning and fosters a vibrant online community for discussion and resource sharing.

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Enhancing Chinese Language Learning Through Technology and Community Engagement

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  1. Final project By Irene Li EDFL 675 Professor： Scot Headley 08/01/2011

  2. Chinese language teaching • Content: “Introduction”, speaking, listening, reading, writing and Chinese Culture • Classroom enhance: online (wiki space) • Student: all levels

  3. Introduction • Object: • provide a strong resource for the Chinese language teachers and all learners • provide links with substantial resources concern with Chinese speaking, listening, reading, writing and culture • provide information about academic/scholarly paper in Chinese • provide an online community/discussion panel where the instructor or students can share notes with other members of the class.

  4. Media • audios, video/youtube, web-based text, PPT slides, maps, charts for presenting information and images from internet

  5. Expectations • provide an online environment that supports cooperation, creativity, resourcefulness and the love of learning by encouraging experiential learning and meaningful interaction between teachers and students. • students would learn Mandarin naturally and achieve fluency in Mandarin, advanced proficiency in reading and writing, and an intuitive understanding of cross-cultural communications. • address how new technologies can be used to meet a teacher’s main learning agenda and increase students’ understanding.

  6. Process • http://technology-enhanced-Classroom.wikispaces.com/ • http://chineseclassroom2011.wikispaces.com • http://llgchineseclassroom.wikispaces.com/.

  7. http://llgchineseclassroom.wikispaces.com/ • 10 parts: home/calendar/Chinese chacraters/Chinese culture/ Chinese grammar/Chinese songs and music/Pinyin rules/video resources/voki /web links.

  8. Power point show

  9. Video • http://www.youtube.com/watch?v=tuSy87Jo8s8&feature=related

  10. Key board play • http://www.instantspeakchinese.com/pinyin/pinyinInitials.cfm

  11. Voki Voki is a free service that allows you to create personalized speaking avatars and use them on your blog, profile, and in email messages. http://www.voki.com/create.php

  12. Conclusion • According to Valdez. G. (2004), education leaders are expected to know and utilize instructional technology because of • (1) the need to prepare students to function in an information-based, Internet-using society; • (2) the need to make students competent in using tools found in almost all work areas; • (3) the need to make education more effective and efficient.

  13. Reference • Valdez. G. (2004) Critical Issue: Technology Leadership:Enhancing Positive Educational Change. Retrieve Aug. 1st 2011 from http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le700.htm

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