TEACHING MODERN CHINESE FICTION TO TEACHERS OF CHINESE: A MODEST PROPOSAL

Xin Ning

Rutgers University

Current Programs Related to the Training of Chinese Teachers at Rutgers

Chinese Language Teacher Certification Program at Rutgers

Master of Arts for Teachers (M.A.T.) at Rutgers

The required Credits in Literature and/or Culture : Are they Necessary for a Teacher?

New Jersey Department of Education Requirements to Obtain a K-12 Certificate of Eligibility (CE) to Teach Chinese A Bachelor's or advanced degree with a GPA of 2.75 or higher.

30-credits in Chinese language, literature, civilization and culture courses, of which at least 12 are at the 300 level or higher. These 30 credits can be acquired through one or more of the following methods. 

Undergraduate or graduate degree: If your degree is from a country other than the United States, your transcripts must be evaluated by an NJ DOE approved foreign transcript evaluation service to determine how many credits these courses are equivalent to in the US. Click here for a listing of some evaluation services. 

NYU Mandarin 16-Point Proficiency Exam: Points achieved on the proficiency exam can be worth up to 16 credits, but must be placed on a transcript, which can be done by Thomas Edison State College. Rutgers University does not offer this transcript service. 

Undergraduate 300- and 400-level courses or graduate courses in Chinese offered at Rutgers during the Academic Year and Summer Session.

3-credits in a state-approved course on second language acquisition and related methodologies.

A rating of Intermediate-High or above on the ACTFL Oral Proficiency Interview in Mandarin Chinese. It is highly recommended that native speakers of Mandarin Chinese also take an ACTFL Oral Proficiency Interview in English, for which a rating of Advanced-Low must be achieved.

Program I: Accelerated Chinese Language Teacher Certification Program

If you are a proficient speaker of Mandarin Chinese seeking a career in teaching, our professional development program is designed for you. In response to a critical need for the teaching of Chinese at the K-12 level, the Rutgers Department of Asian Languages and Cultures and the World Languages Institute have created a specially tailored, flexible curriculum that provides:

State-approved courses in pedagogy, methodology, Chinese linguistics and literature

Intensive day and evening courses taught by highly qualified faculty & experts in the field

Fulfillment of K-12 Certificate of Eligibility requirements in as little as two summers depending on prior academic background

In order to become certified to teach Chinese in New Jersey, candidates must first obtain a Certificate of Eligibility (CE) from the New Jersey Department of Education (NJDOE). After obtaining a CE, students can then seek teaching employment, and once employed, they enter theProvisional Teachers Program, which leads to standard certification.

Courses Available METHODS OF FOREIGN LANGUAGE TEACHING (K-12). (CR. 3.)

Prerequisite: 617:502.

Methods of teaching world languages to English speakers in grades K-12. Emphasis on curriculum development, uses of technology, and software applications. Review of theoretical resources. Conducted in English with language-specific group sessions.

ADVANCED TOPICS IN CHINESE LANGUAGE AND LINGUISTICS . (CR. 3.)

Select topics in Chinese linguistics relevant to the teaching of Chinese, including pronunciation and Romanization, development of the writing system, grammar, historical phonology, dialectology, and prosody.  Readings in English and Chinese. Conducted in Chinese.

CHINESE ACROSS THE CURRICULUM. (CR. 3.)

Methods, materials, and standards for teaching Chinese in a variety of disciplines in K-12 schools. Introduction of learner-centered approaches. Emphasis on intercultural awareness, task-based teaching, and application of technology. Conducted in Chinese.

TEACHING CHINESE THROUGH MODERN FICTION . (CR.3.)

Reading of works by modern Chinese writers to raise language competency and understanding of Chinese culture and history. Essay writing and translation exercises to enhance comprehension of the Chinese language. Conducted in Chinese.

GRADUATE SCHOOL OF EDUCATION Courses:(For participants in the Accelerated Chinese Language Teacher Certification Program)

TOPICS IN SECOND/FOREIGN LANGUAGE EDUCATION . (CR. 3.)

This course is specifically designed for Chinese Language Teacher candidates to foster English proficiency while focusing on the U.S. educational system.  Conducted in English.

PRACTICUM IN LANGUAGE EDUCATION I. (3 CR.)

TOPICS IN LANGUAGE EDUCATION. (3 CR.)

UNDERGRADUATE Courses:

ADVANCED CHINESE GRAMMAR . (CR.3.) Analysis and discussion of Chinese grammar. Explanation of linguistic concepts through problem-solving exercises on Chinese word formation, sentence grammar, and paragraph structure. 

READINGS IN MODERN CHINESE LITERATURE . (CR.3.)

Selections from representative literary, historical, and ideological works of modern China; emphasis on stylistic and linguistic variations. Prerequisite: 01:165:302 or 322 or equivalent. Conducted in Chinese.

Program II: The Master of Arts for Teachers (M.A.T.) in Chinese

The Master of Arts for Teachers (M.A.T.) in Chinese is primarily designed for practicing Chinese language teachers at American secondary schools who wish to further develop their professional knowledge and skills.  The program is also intended to serve the needs of native or near-native speakers of Chinese who are interested in pursuing a career related to Chinese language and culture teaching, especially at K-12 schools. It partially fulfills the NJDOE requirements to obtain a Certificate of Eligibility (CE) to teach Chinese at K-12 schools in NJ.  

The Master of Arts for Teachers (M.A.T.) in Chinese

For the M.A.T. in Chinese, candidates are expected to complete a total of thirty credits. They should normally be distributed over the following areas: nine credits in language (e.g., linguistics, grammar, writing, translation, language across the curriculum), twelve credits in literature and/or culture, six credits in methodology (taken through the World Languages Institute), and three credits in an elective that may be taken outside the department (with the approval of the graduate director). A substitute for a comprehensive examination for the M.A.T. degree can be in the form of a substantial report on an assigned topic in curricular development or on an internship. It will be read and evaluated by a committee of three faculty members. Candidates for the M.A.T. generally cannot take more than 12 credits of advanced undergraduate course work towards the degree. 

Courses Available

Graduate Courses 16:165:504 Advanced Topics in Chinese Language and Linguistics (3) 

16:165:506 Chinese Across the Curriculum (3) 16:165:510 Teaching Chinese through Modern Fiction (3) 16:165:512 Chinese Contemporary Culture and Society (3) 16:165:524 Advanced Topics in Chinese Civilization (3)

Advanced Level Undergraduate Courses 01:165:401, 402 Advanced Chinese Conversation and Composition (3,

3) 

01:165:410 The Chinese Novel (3) 01:165:412 Chinese Poetry (3) 01:165:419,420 Readings in Classical Chinese Literature (3,3) 01:165:424 The Origin and Development of Chinese Writing (3) 01:165:425 Chinese Dialects (3) 01:165:430 Advanced Chinese Grammar (3) 01:165:451,452 Readings in Modern Chinese Literature (3,3) 01:165:490 Seminar in Chinese Literature and Thought (3)

New Jersey Core Curriculum Content Standard for World Languages (2009)

“The NAEP graphic illustrates that the overarching goal of language instruction is the development of students’ communicative skills (the central “C” of five Cs in the graphic is for “communication”). Students should be provided ample opportunities to engage in conversations, present information to a known audience, and interpret authentic materials in the language of study. In addition, to develop linguistic proficiency, a meaningful context for language use must be established. The four Cs in the outer ring of the graphic (cultures, connections, comparisons, and communities) provide this meaningful context for language learning. These contexts stress (1) the teaching of culture; (2) the study and reinforcement of content from other disciplines; (3) the comparison of target and native languages and cultures; and (4) opportunities to interact with native speakers of languages. As such, the four context Cs serve as the basis for instructional activities and are fully embedded within the world languages communication objectives.”

Strand A reflects the Interpretive Mode of communication

Strand B reflects the Interpersonal Mode of communication

Strand C reflects the Presentational Mode of communication

Graduate Seminar: Teaching Chinese through Modern Fiction

Graduate Students’ Concerns and Expectations:

1. What is the use of reading fiction for their future teaching job? How to apply the pedagogical skills they learn in other courses to the reading materials in this seminar?

2. How to introduce the rather complicated texts they read in this course to their future students?

Graduate Seminar: Teaching Chinese through Modern Fiction

Course description: The aims of this seminar are: (1) to improve students’ understanding of the aesthetic characteristics as well as historical relevance of modern Chinese fiction, especially novels, from the May Fourth era to the present day and (2) to help students to independently prepare and teach modern literary texts in advanced level Chinese class. We are going to read together several important Chinese novels in the twentieth century and hold discussions on their artistic achievements and their connection with world literature, as well as how they reflect the historical and psychological changes of Chinese society and Chinese people when China entered the age of modernity. Also we will work together to try to tailor certain sections of these literary works into texts suitable for classroom use. Each student needs to select one passage from these novels, prepare it for classroom teaching independently and compose a written teaching portfolio, and finally give a demo teaching in class.

Graduate Seminar: Teaching Chinese through Modern Fiction

Class requirements:   1) Regular attendance and participation in class discussion 2) Two research papers 3) A teaching project plan, including: a) a short introduction of the author and the work b) a simplified text that fits the requirement of language

teaching c) a vocabulary list d) reading comprehension questions e) grammar / vocabulary exercises 4) An in-class demo teaching / presentation of 20 to 30

minutes

Graduate Seminar: Teaching Chinese through Modern Fiction

Required Texts:   茅盾：《子夜》 沈从文：《边城》 老舍：《骆驼祥子》   朱天心：《古都》 西西：《候鸟》 余华：《活着》

1. Teach Novels as Literal Texts E.g. 老舍 《骆驼祥子》 : Old Beijing

Dialect

拉到了西直门，城洞里几乎没有什么行人。祥子的心凉了一些。光头也看出不妙，可是 还笑着说：“招呼吧①，伙计！是福不是祸②，今儿个就是今儿个③啦！”祥子知道事情要 坏，可是在街面上混了这几年了，不能说了不算，不能耍老娘们脾气④！

Teach Novels as Literary Texts E.g. 茅盾《子夜》： Naturalism and

Symbolism

太阳刚刚下了地平线。软风一阵一阵地吹上人面，怪痒痒的。苏州河的浊水幻 成了金绿色，轻轻地，悄悄地，向西流去。黄浦的夕潮不知怎的已经涨上了，现在 沿这苏州河两岸的各色船只都浮得高高地，舱面比码头还高了约莫半尺。风吹来外 滩公园里的音乐，却只有那炒豆似的铜鼓声最分明，也最叫人兴奋。暮霭挟着薄雾笼罩了外白渡桥的高耸的钢架，电车驶过时，这钢架下横空架挂的电车线时时爆发出几朵碧绿的火花。从桥上向东望，可以看见浦东的洋栈像巨大的怪兽，蹲在暝色中，闪着千百只小眼睛似的灯火。向西望，叫人猛一惊的，是高高地装在一所洋房顶上而且异常庞大的霓虹电管广告，射出火一样的赤光和青燐似的绿焰： Light， Heat， Power！

Teach Novels as Historical/Social Texts

E.g. 朱天心《古都》 : Urban History and Cultural Memory

不管找不找得到他們，你們最終一定會走到清水街，穿越你們那時非常害怕的傳統市場，不去龍山寺，儘管Ａ的其中一名建築系男友最喜歡請你們在廟前廊柱下邊吃鹽水帶殼花生邊講該廟的歷史和建築給你們聽；既好奇又同情地走過老鴇們坐鎮的小旅社，就是清水巖了。你們從不求籤，也對廟裡的善男信女毫無興趣，你們只管走過終年白煙瀰漫的金爐，橫過山丘腰的窄窄小徑，右手邊是生滿了野草青苔的石壁或民房的磚牆，另一邊，就又是大江海口了，你們都故意忽視腳下單脊兩屋坡的閩南式斜屋頂不看，彼此一致同意眼前景色很像舊金山，雖然你們誰也沒去過。

台北龍山寺

淡水老街 ( 清水街 )

你們回家的紅樓的圍牆和鐵柵門時鎖時開，不管如何你們都進得去，兩人在庭前臨江的短垣坐定，頭上有一株苦楝、鳳凰、一叢亂竹，都擋不了任何陽光海風 , 有時那鳳凰像著了火一樣爆開一樹花海，你們又覺得像在西班牙或某些地中海小鎮了。

　　紅樓是幢米白色殖民風的建築，是上個世紀末的某名大船商的宅邸，後人不知如何處理的，其中也像人民公社似的住有一窩男生……

淡水的古蹟紅樓

Directly Introduce the Novels to K-12 and AP Classrooms

Target Students: Intermediate-High Level: Students

communicate using connected sentences and paragraphs to handle complicated situations on a wide-range of topics.

Advanced-Low Level: Students communicate using paragraph-level discourse to handle complicated situations on a wide-range of topics.

For each lesson: five 80-minute sessions OR eight 50-minute sessions

Final Project as Synthesis

1. A shortened and simplified excerpt from one novel as a usable text in an Intermediate-High Level or Advanced-Low Level Chinese class

2. Glossary, reading comprehension questions, and exercises

3. Teaching plan and demo teaching (20-30 minutes)

4. Cultural information

Sample Teaching Plan （ By Ms. Liu Liangyin)

一 . 認識作者 〔朱天心　一家人〕 Assignment to students Using assignment for students to research on the author will

provide a wide variety of materials from students presentation for discussions. This will also serve the purpose of generating interests in the topic even before going into the context of the reading material.

生平介紹 研究分享   二 . 代表作品　 作品年表 〔朱天心作品年表〕 我的最愛 風格分析   三 . 歷史背景　〔臺灣歷史簡介〕與 政治分析　

四 .　地理認知　〔臺灣地圖〕  五 .　人文環境　〔臺灣　古都〕   〔臺灣花卉與樹木〕 (風俗習慣 )  六 .　作品片段摘取欣賞  ( 略）

七 . 生字生詞 （略）   八 .　句型語法 清新如花露  --- 例：兇暴如豺狼 ; 美麗如天仙 隨它要落就落　 --- 例：隨妳要罵就罵 ; 隨她要買就買   九 .　運用練習　 --- 課堂練習 【 Adjective. 如 Noun】 　 【隨 Suject…要 Verb…就 Verb…】  

十 .　家庭作業  　 ---　課後練習   過去的 ”事物、情 景或人物” 之描述， 用以下的句型 寫一段短文 :   【那時候… .那時候… .那時候… .】 例 : 那時候我家前面有一棵大榕樹，那時候我每天都在榕樹下玩耍，那時候每天都有數不完的小石子，跳不累的小房子，還有花不完的時間等爸爸下班回家。

Bibliography “2009 Final Edited Versions of the Core Curriculum Content Standards of New Jersey, Standard 7: World Languages.” State

of New Jersey Department of Education. 2009. Web. 14 May, 2010.

“Homepage.” Rutgers World Languages Institute, Rutgers, The State U of New Jersey. n.d. Web. <http://wli.rutgers.edu/wli.php?page=chinese>. 14 May, 2010.

“Introduction.” Asian Languages and Cultures Dept. Rutgers, The State U of New Jersey. n.d. Web.

<http://www.rci.rutgers.edu/~easian/lang-culture/programs/graduate.html>. 14 May, 2010.

Liu Liangyin. Teaching Project for Zhu Tianxin (朱天心 )’s Gudu （古都 ). Final Project for the Seminar “Teaching Chinese through Modern Fiction.” Asian languages and Cultures Dept., Rutgers U. Spring 2009.

Zhu Tianxin (朱天心 ). Gudu （古都 ). Taipei: Maitian, 1997. Print.