Three Milestones:Teacher StandardsLearner Standards

Curriculum Standards

国家汉办The Office of Chinese Language

Council International

Introduction

• With its recent rise to prominence on the global stage, China has begun to claim a major share of the international spotlight. Accompanying this growth in world attention, the Chinese language has rightfully been viewed as a vital tool for understanding and networking with Chinese individuals, institutions, and enterprises.

Urgent Needs

• The enormously practical value of learning Chinese has accordingly begun to be grasped by national governments and ministries of education, global businesses, and private citizens. For this reason, there is an urgent need to train an unprecedented number of highly qualified teachers to meet the growing and diverse demands of the world’s Chinese language learners.

Three Standards

• In response to this emerging imperative, we have developed a comprehensive series of systematic and scientific standards for teaching Chinese to speakers of other languages (TCSOL). Namely, we have developed the following three standards:

1. Standards for Teachers of Chinese to Speakers of Other Languages (TCSOL)

2. Chinese Language Proficiency Scales for Speakers of Other Languages (CLPS)

3. International Curriculum for Chinese Language Education (ICCLE)

TCSOL Standards

• TCSOL Standards, in both its scope and content, draw heavily from the most recent research on second language acquisition and teaching methodology as well as from a wide range of practical teaching experience gained from instructors in all teaching contexts and with learners at all proficiency levels.

I. Language Abilities and Skills

II. Culture and Communication

Ⅲ. SLA and Learning Strategies

Ⅳ.Teaching Methodology

Ⅴ. Professionalism

Five Domains in the TCSOL Standards

Ten Standards in TCSOL1) Chinese Language Abilities and Skills2) Foreign Language Abilities and Skills3) Chinese Culture and Cultural Comparisons4) Intercultural Communication5) Second Language Acquisition and Learning Strategies6) Chinese Language Teaching Methodology7) Testing and Assessment8) Curricula, Syllabi, and Teaching Materials9) Technology-Enhanced Language Teaching10) Professionalism

Flexibility of the TCSOL Standards

• TCSOL is meant to be the benchmark for teacher knowledge, abilities and skills in teaching Chinese as a second or foreign language. Given highly varied teaching contexts, mixed teaching levels, diverse students needs, and different teaching objectives, a number of context-specific variations will subsequently be developed based on TCSOL domains and standards.

TCSOL Framework Target

6 Methodology

1

Chinese Language Abilities

5SLA

8

Curricula,Syllabi, &Teaching materials

7

Testing& assessment

3

Chinese culture

4

Intercultural communication9

Technology

10Professionalism

HIERARCY OF INSTRUMENTALITY

#SLA

CORE STANDARDS

INFORMING STANDARDS # SLA

SUPPORTING STANDARDS

#6: TEACHING METHODOLOGY

#1 CHINESE LANGUAGE & SKILLS #5 SLA AND LEARNING STRATE GIES

#7: TESTING AND ASSESSMENT

What do the students know? #8: ASSESSMENT What have the students learned? How do you know?

#9: TECHNOLOG Y

#10: PROFESSIONAL

LEARNING

#3: CHINESE LANGUAGE AND

CULT URE #4: INTERCULTURAL COMMUNICATIO N

#2: FOREIGN LANGUAGE & SKILLS

TCSOL Standards in Practice

• Context-driven: CFL vs. CSL• Level-specific: Beginning, Intermediate,

and Advanced• Core-definition: Graded• Performance Indicators: Problem-

solving, case studies, and task design

TCSOL Guidebook

• Introduction• Basic Concepts• Skills and Abilities• Annotated Bibliography• Resources

8.5 Teachers should understand and be able to describe the scope and sequence of the Chinese textbooks they use in the classrooms.

8.5.1. Be familiar with the criteria for textbooks

Problem-solving:Teacher Wang is puzzled about which textbook to use when the principal asked him to decide on the teaching materials. What are the basic criteria should Teacher Wang rely on in his decision-making?

8.5 Teachers should understand and be able to describe the scope and sequence of the Chinese textbooks they use in the classrooms.

8.5.1. Be familiar with the criteria for textbooks

Case-analysis:Miss Zhang is not happy with the textbook for Chinese 101, but the decision was made by her coordinator, Mr. Zhou. One day, she complained about the difficulty level of the textbook to Mr. Zhou who was deeply unhappy. Mr. Zhou wanted to defend his decision. What are the things he could have possibly said?

8.5 Teachers should understand and be able to describe the scope and sequence of the Chinese textbooks they use in the classrooms.

8.5.1. Be familiar with the criteria for textbooks

Task Design:You’ve been using a new textbook for a semester. By the end of the semester, you want to know the students’ feedback on the textbook. Please design a questionnaire (about 10 questions) that you believe can best reflect different aspects of the textbook.

Training and Certification

• Training models• Testing models• Certification models

Process of TCSOL Standards Development

• Product the China Office International (Hanban). • Leadership by Lin Xu, Jianfei Ma, and Jialu Xu• Designed by a special Task force • Contribution from more than 100 scholars and

experts• More than 20 twenty meetings, workshops, and

roundtable discussions • Feedback from more than 300 scholars, experts

and teachers