New York, NY
March 27, 2010
Marjorie Hall Haley, PhD - GMU
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Panelists:
Marjorie Hall Haley, PhD ([email protected])
Rachel Grant, PhD ([email protected])
Jin Ji ([email protected])
Jing Feng ([email protected])
Marjorie Hall Haley, PhD - GMU
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
The recipient of generous grants from the
Freeman Foundation and STARTALK, a large
urban university's instructors, students, and
teachers form a panel that highlights the impact
of two highly successful summer institutes
designed to focus on interactive approaches to
teaching Arabic and Chinese. This session
focuses on highly effective tools used in
addressing pedagogical issues inherent in less
commonly taught languages. Presented in
English with examples in Arabic and Chinese and
of interest to postsecondary educators.
Marjorie Hall Haley, PhD - GMU
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

You will hear from two teacher educators in
GMU’s Multilingual/Multicultural Education
program in the Graduate School of Education
and two students who completed or will
complete the Master’s of Education in
Chinese language licensure.
We will share our respective experiences of
the past two years having been the recipient
of two generous grants: The Freeman
Foundation and Startalk
Marjorie Hall Haley, PhD - GMU
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Each panelists will speak approximately 15 minutes and the
remaining time will be left for Questions/Answers
Dr. Marjorie Hall Haley – Overview and background on our
Chinese and Arabic Licensure Programs 2007-2009
Jin Ji – “What I learned most!” Will share her experiences in both
the summer institutes and how the influenced her becoming a
skilled teacher
Dr. Rachel Grant – “Addressing the needs of Chinese pre-service
teachers through collaborative action research.” Will examine two
case studies based on the work of two summer institute
participants and
Jing Feng – “Liven Up Teaching Arabic and Chinese through the
Theory of Multiple Intelligences.” Will share her research
initiatives that were born out of time spent in the summer
institute as well as developing an interest in brain-compatible
theory and Chinese teaching and learning
Marjorie Hall Haley, PhD - GMU
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
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
Received our first grant , “Creating a Supply of
K12 Chinese Teachers.” Three year grant
designed to increase the numbers of fully
licensed/certified Chinese teachers in the U.S.
First year spent revising courses and preparing to
accept students in cohorts of 10 who would
matriculate as full time students
Worked collaboratively with GMU’s Modern and
Classical Languages to interface on mutual
program issues
Hired a Chinese Language Licensure Program
(CLLP) Coordinator – responsible for outreach
and networking with larger Chinese community
Marjorie Hall Haley, PhD - GMU
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

Year # 2 of Freeman Grant – maintained
initiatives and continued recruiting students
Received Startalk grant for summer institute,
“Liven up Teaching Arabic and Chinese
through the Theory of Multiple Intelligences”
Marjorie Hall Haley, PhD - GMU
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

3rd year of Freeman Grant
Received second Startalk grant, “Interactive
Approaches to Teaching Arabic and Chinese in U.S.
Schools: Making the Transition”
Marjorie Hall Haley, PhD - GMU
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“Utilizing Startalk and Freeman Grants
to Close Instructional Gaps in Arabic
and Chinese Teaching: Transitioning
to Learner-Centered Instruction”
June 28 – July 16
George Mason University
Marjorie Hall Haley, PhD - GMU
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http://www.flickr.com/photos/gmu_startalk/sets/
Marjorie Hall Haley, PhD - GMU
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


2009 research projects – during the summer
institute a research protocol was develop to
examine the impact of this work
2010 – part two of the research agenda will
continue
Articles underway – There are currently three
articles in progress or submitted to refereed
journals. The two panels presented at this
conference will submit research papers to the
NECTFL Review.
Marjorie Hall Haley, PhD - GMU
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Part I
1. What have you been able to use from
information learned in the summer institute?
No.
Interactive & cooperative learning structures
Kegan pedagogy
Rally Robin coach
Multiple intelligences application/differentiated teaching instructions
Performance-based assessment
Integrate technology
percentage %
1
2
3
4
5
6
Comments
#
%
10
7
4
2
2
1
37
25.9
14.8
7.4
7.2
3.7
40
35
30
25
20
15
10
5
0
1
2
3
4
sequence number
number of comments
5
6
percentage of comments
Marjorie Hall Haley, PhD - GMU
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2. What challenges have you faced in implementing
collaborative, learner-centered instruction and/or
assessment?
Comments
Classroom management
Different levels of students
It’s hard to use target language to instruct
Time controlled
The real environment to implement
Technology
#
9
4
4
3
3
2
%
33.3
14.8
14.8
11.1
11.1
7.4
7
Assessment
1
3.7
8
Classroom activities
1
3.7
percentage %
No.
1
2
3
4
5
6
35
30
25
20
15
10
5
0
1
2
3
4
5
sequence number
number of comments
6
7
8
percentage of comments
Marjorie Hall Haley, PhD - GMU
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3. Were you able to overcome these challenges,
if so how?
No.
1
2
3
4
5
6
Yes
Different teaching strategies
Clear instructions
On-going assessment
Authentic materials
Student center activities
Comments
#
12
3
2
1
1
1
%
44.4
11.1
7.4
3.7
3.7
3.7
7
8
9
Kagen ideas
With the classroom teacher’s help
The balloon game
1
1
1
3.7
3.7
3.7
10
Not yet
9
33.3
percentage %
50
40
30
20
10
0
1
2
3
4
5
6
7
sequence number
number of comments
8
9
10
percentage of comments
Marjorie Hall Haley, PhD - GMU
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4. What are your perceptions now about your role as an
Arabic/Chinese teacher? In what ways have your
ideas/perceptions changed?
No.
1
2
3
4
5
6
7
Comments
Instructor, guider, helper
Gain new strategies from teaching experiences
Target language strategies
Add more fun activities in class
Learn new strategies from workshops
Not only teaching language, but also involving culture
#
5
3
2
2
2
2
%
18.5
11.1
7.4
7.4
7.4
7.4
Through communication with students
1
3.7
percentage %
20
15
10
5
0
1
2
3
4
5
sequence number
number of comments
6
7
percentage of comments
Marjorie Hall Haley, PhD - GMU
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5.
What other kinds of professional development do you feel
you need to transition to US teaching?
No.
1
2
3
4
5
6
percentage %
7
Learn more US culture
Classroom management
Differentiated instruction
Training on technology
US school system
Child development
Comments
#
5
3
3
3
2
2
%
18.5
11.1
11.1
11.1
7.4
7.4
More workshops
1
3.7
35
30
25
20
15
10
5
0
1
2
3
4
5
sequence number
number of comments
6
7
8
percentage of comments
Marjorie Hall Haley, PhD - GMU
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Marjorie Hall Haley, PhD - GMU
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703-993-8710
Marjorie Hall Haley, PhD - GMU
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