Resources ： immersion-schools-in-the-united-states-in-2014

汉语沉浸式教学：现状、经验及趋势

連鷺役博士二零一五年七月二十日

国际主流语言教学法高级讲习班—北京

全世界学习华语的趋势

美国中文沉浸式教学项目趋势

Resources ： http://miparentscouncil.org/2013/11/20/mandarin-immersion-schools-in-the-united-states-in-2014/

Language Program:

FLEX programsForeign Language Experience Programs

Language Program:

FLES ProgramsElementary School Foreign Language Programs

Language Program: Immersion Education

Family of Immersion education One-way (Foreign language) Two-way Bilingual Immersion Indigenous Immersion

Immersion Education

"Generally speaking, at least 50 percent of instruction during a given academic year must be provided through the second language for the program to be regarded as immersion. Programs in which one subject and language arts are taught through the second language are generally identified as enriched second language programs." (p.1)

(Fred Genesee , 1987)

The differences: Time allotted for the

program/classes Intensity of program and

instruction Continuity of the program Defined by Target Population

Core Characteristics of Immersion Education

The immersion language (L2) is the medium of instruction

Students enter with no proficiency in L2

Program aims for additive bilingualism

Exposure to L2 is confined to the classroom

Teachers are Bilingual

Goals of Immersion Programs

√ Proficiency in the target language

√ Proficiency in English

√ Academic achievement

√ Intercultural competence

Goals of Immersion Programs

PROFICIENCY

SuperiorCan support opinion, hypothesize, discuss

topics concretely and abstractly, and handlea linguistically unfamiliar situation

Proficiency Inverted Pyramid

LOW

LOW

LOW

MID

MID

MID

HIGH

HIGH

HIGH

NoviceCan communicate

minimally withformulaic and rote

utterances, listsand phrases

IntermediateCan create with

language, ask and answer simple

questions on familiar topics, and handle a

simple situation or transaction

AdvancedCan narrate and

describe in all major time frames

and handle a situation with a

complication

Novice

Advanced

Intermediate

Survive and cope in the country

Limited work ability

Satisfy most work requirements

Visual Representation of Anticipated Performance OutcomesAs Described in the

ACTFL Performance Guidelines for K-12 Learners

In mt ee dr i- a t e

Intermediate

N o v i c e

Advanced

Advanced

K-4 K-8 K-12 7-125-125-8 9-10 9-12

Pre

Advanced

N o v i c e

Descriptors are based on information gathered from foreign language professionalsrepresenting a variety of program models and articulation sequences.

Descriptors are appropriate for languages most commonly taught in the U. S.

Descriptors assume a sustained sequence of Standards-based, performance-outcomelanguage instruction. © ACTFL 1998

From Foreign Language Annals 31:4 (Winter 1998), p. 484

ACTFL Performance Guidelines for K-12

Learners

Immersion Programs

Immersion in Mandarin

Research and experience has demonstrated that immersion students

often score higher on achievement tests than peers from non-immersion

programs.

√ High levels of proficiency in L1 and L2

√ Heightened mental flexibility

√ Creative thinking skills (Stewart, 2005)

Benefits of Immersion

√ Enhanced meta-linguistic awareness√ Greater communicative sensitivity (Lazaruk, 2007)

√ Positively influences achievement in other disciplines, including higher test scores in reading and math

(Stewart, 2005)

Benefits of Immersion

Two for the Price of One

Immersion Education

Language Learning is a Long Term Commitment

Harder Work for Everyone Involved

Separation of Language

Chinese Immersion Environment

It’s A Team Effort !!

Ultimate Goal: Strive for Bilingual and Bi-cultural Students

找一个朋友聊一聊 :

究竟我们希望培育出什么样的人才？


到底汉语沉浸式教学该如何进行？


有效的汉语沉浸式课堂应该是什么样子呢？

沉浸式教学的课堂

谢谢！Thank you!

Dr. Luyi Lien

[email protected]

mailto:[email protected]

融合教学内容、语言与文化：

丰富课堂的沉浸式教学方法

連鷺役博士二零一五年七月二十日

国际主流语言教学法高级讲习班—北京

我的理解是……

目标語言 :学科內容 :文化 :

沉浸式教学课堂

文化

目标语言

学科内容

在课堂上使用百分之百全中文，可能吗？

可能 -1不可能 -2也许 -3

学习目标 Belief is the Ignition Switch Make Input Comprehensible Produce Successful Experiences with

Students Craft a Print-rich, Meaningful, and Playful

Environment Plan Lessons: Integrate Content,

Language, and Culture Encourage Language Output

A Video Clip from Kindergarten Classroom (Day 1)

What did the teachers do? What were the students’ responses ?

What did the video clips show you?

Pictures Gestures Facial expressions Pronunciation Phrases/Chunks/Vocabulary Link to real life experiences Illustrate meanings

Make Input Comprehensible Use body language, visuals, realia, hands on material

to communicate meaning Solicit and draw upon prior knowledge and

experiences with new themes Use a variety of pre-reading and pre-writing activities

to make language and content more accessible Break complex information and processes into

component parts Make frequent use of comprehension checks that

demonstrate understanding Select and adapt instructional material for learners’

developmental level Establishe routines to build familiarity and allow for

repetition

Use body language, visuals, and hands on material to Communicate meaning

Solicit and draw upon prior knowledge and experiences with new themes

Use a variety of pre-reading and pre-writing activities to make language accessible

Break complex information and processes into component parts

Make frequent use of comprehension

checks that demonstrate

understanding

Select and adapt instructional material for

learners’ developmental level Establish routines to build

familiarity and allow for repetition

100% Target Language Instruction Works!

Help Students Believe In Themselves

Craft a Print-rich, Meaningful, and Playful Environment

Produce Successful Moments--Positive Reinforcement

Establish classroom procedures before teaching content

Schedule

Establish classroom procedures before teaching content

Class Routines and Procedures

Plan Lessons: Integrate Language, Content, and Culture

Culture

Language

Content

沉浸式教学课堂：日程计划

文化

目标语言

学科内容

沉浸式教学课堂：日程计划

数学学科目标：语言目标：文化目标：

Material

Content

Hands-on Material

Other Tools

位值

Learningcycle

文化目标 / 学科目标 / 语言

目标


目标


目标Hands on activities, games, centers

Lecture, classroom instruction

Informal Assessment, tests, self-check, etc.

千百十个1 1 1 1

十个3 2

千百十个

302

5237

数学实例三：小数点

Learningcycle


目标

文化目标 / 学科目标 / 语言目标


目标Hands on activities, games, centers

Lecture, classroom instruction

Assessment, tests, self-check, etc.

Culture: Stories of Abacus

Culture: Stories about the Abacus

Content, Language, Culture and, Technology

Let’s Play: Abacus and Calculator

Use the abacus and calculator to compute 1 to 10

How long does it take to get the answer?

1. Calculator2. Abacus

1+ 2+3+4+5+6+7+8+9+10= ?

沉浸式教学课堂：你来计划一下

文化

目标语言

学科内容

沉浸式教学课堂：你来计划一下

文化

目标语言

学科内容

第二课猜猜我是谁

我的家在水里，我整天游来游去。我身上有闪闪发亮的鳞片，看起来很漂亮。如果没有鳃，我就不能呼吸。猜猜我是谁？

我是一条快乐的小鱼。


我的家在树上，我整天飞来飞去。我身上有柔软的羽毛，摸起来很舒服。如果没有翅膀，我就不能飞。猜猜我是谁？

我是一只没有烦恼的小鸟。


我的家在草原上，我整天跳来跳去。我身上有个小口袋，可以带着我的孩子到处玩。如果没有强壮的后腿，我就不能跳。猜猜我是谁？

我是一只忙碌的袋鼠妈妈。

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List all the activities that you can do with this units

CLA Social Studies Science Math PE Music Art

78

CLA Standards

Standard: Reading and Literature: Word Recognition, Analysis and Fluency: The student will apply word recognition strategies to

decode unfamiliar words and will read grade-appropriate text with accuracy and fluency. The student will:

› Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural analysis.› Read aloud narrative and expository text with fluency, accuracy, and appropriate pacing, intonation

and expression. Comprehension: The student will understand the meaning of texts using a variety of

comprehension strategies and will demonstrate literal, interpretive and evaluative comprehension.

The student will:› Retell, restate or summarize information orally, in writing, and through graphic organizers. › infer and identify main idea and determine relevant details in non-fiction text.

Writing: Types of Writing: The student will compose various pieces of writing. The student will write in descriptive mode to express meaning. Speaking, Listening and Viewing Speaking and Listening: The student will demonstrate understanding and communicate

effectively through listening and speaking. The student will: Demonstrate active listening and comprehension

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Content Objectives:

Students will be able to: recognize 鱼类，鸟类，哺乳动物，两栖类，

爬虫类 . distinguish the different characteristics

among the animals in different categories expand their vocabulary of a variety of

animals Use the stances structure : “if there is

no…., I can't….” to express things

80

Science Standards

Standard: 3.4.1.1.1 Students will compare how the

different structures of plants and animals serve various functions of growth, survival and reproduction.

3.4.1.1.2 Students will identify common groups of plants and animals using observable physical characteristics, structures and behaviors.

81

Science Content Objectives

Content Objectives: Students will classify animals according

to the characteristics they share, for example: Cold-blooded or warm-blooded. Vertebrates (have backbones and internal skeletons) or invertebrates (do not have backbones or internal skeletons)

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Vocabulary: 动物分类，外观，特性，脊椎动物，软体动

物，冷血动物，温血动物哺乳类，鸟类，鱼类，爬虫类，两栖类有毛皮，鳞状皮肤，皮肤光滑，羽毛，鱼鳞，

肺，鳃，呼吸，卵生，胎生，卵胎生一样，相同，不相同，比较，类似

84

85

86

Science Class Activities





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DAILY Monday Lesson: Guess who I am? My favorite animals Main Task(s): Ask what their favorite animals by following the sentence pattern: 我最喜欢

的动物是___。____是____类动物，身上有____。它的家在____。它最喜欢吃____。 For example: T: 请你介绍一下你最喜欢的动物。 S: 我最喜欢的动物是松鼠。松鼠是哺乳类动物，身上有很多毛发。它的家在树上和地上。

它最喜欢吃坚果。 Students work on their “guess who I am?” flip books according to their

favorite animals’ characteristics. 猜猜我是谁？我是一种哺乳类动物，身上有很多毛发，还有长长的尾巴。我的家在树上

和地上。我最喜欢吃坚果。如果没有锐利的牙齿，我就不能吃东西。猜猜我是谁？

Chinese Language Arts-Writing and Reading

Chinese Language Arts-Speaking and Listening

97

Formal Assessment-writing

谢谢！Thank you!

Dr. Luyi Lien

[email protected]

mailto:[email protected]

Documents

Resources ： immersion-schools-in-the-united-states-in-2014