Chinese as a Foreign Language in K-12 Education

2016 ◽  
pp. 123-140 ◽  
Author(s):  
Ke Peng
Keyword(s):  
Foreign Language ◽  
K 12

Teachers' Experience as Foreign Language Online Learners

2014 ◽  
pp. 41-59
Author(s):  
Congcong Wang
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Teacher Education Program ◽  
Foreign Language Learning ◽  
Teachers Perceptions ◽  
Technological Diversity ◽  
English Speaking World ◽  
K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers’ perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants’ responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

Options and Perspectives: A Sourcebook of Innovative Foreign Language Programs in Action, K-12

Hispania ◽  
1976 ◽  
Vol 59 (1) ◽  
pp. 183
Author(s):  
Theodore Andersson ◽  
F. William D. Love ◽  
Lucille J. Honig
Keyword(s):  
Foreign Language ◽  
Language Programs ◽  
Foreign Language Programs ◽  
K 12

scholarly journals Teachers' Experience as Foreign Language Online Learners

2014 ◽  
pp. 89-107
Author(s):  
Congcong Wang
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Teacher Education Program ◽  
Foreign Language Learning ◽  
Teachers Perceptions ◽  
Technological Diversity ◽  
English Speaking World ◽  
K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers' perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants' responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

Reforms of the Matriculation EFL Tests in China

2020 ◽  
Author(s):  
Jia Lin
Keyword(s):  
Foreign Language ◽  
Test Development ◽  
Central Committee ◽  
Educational Assessment ◽  
Ministry Of Education ◽  
Language Tests ◽  
Curriculum Instruction ◽  
Assessment Standards ◽  
Instruction And Learning ◽  
K 12

In 2013, the 18th Central Committee of the Communist Party of China initiated fundamental reforms of the Matriculation English as a Foreign Language Tests (the Matriculation EFL Tests hereafter) in order to solve problems in college admissions and K–12 education. Under the guidance of the Ministry of Education, provinces announced their specific reform plans. This round of reforms features holding the Matriculation EFL Tests multiple times per year and involving nongovernment testing companies in test development and administration. This indicates China is on the way to aligning with international educational assessment standards and practices. Meanwhile, some proposed reforms are unexpectedly deviating from the longstanding English fever and have triggered heated debates and disputes in China. Proposed reforms of the Matriculation EFL Tests reflect China’s current language policy and the trend of de-Westernization. These reforms will have both positive and negative influences on test development, the K–12 EFL curriculum, instruction, and learning. Social impacts and potential influences on social justice caused by this round of reforms also deserve attention.

Pre-Service Teachers’ Perceptions of Learning a Foreign Language Online

2012 ◽  
Vol 2 (2) ◽  
pp. 30-44 ◽  
Author(s):  
Congcong Wang
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Teacher Education Program ◽  
Foreign Language Learning ◽  
Teachers Perceptions ◽  
Technological Diversity ◽  
English Speaking World ◽  
K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study explores pre-service teachers’ perceptions of learning a foreign language online, and how such experience influence teaching linguistically, culturally, and technologically diverse students in the U.S. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course designed specifically for pre-service teachers. Surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants’ responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

The i2Flex Instructional Methodology Implemented in K-12 Classes for ESL and Foreign Language Learners

2021 ◽  
pp. 361-395
Author(s):  
Jenny E. Grigoropoulos ◽  
Heike Arnold ◽  
Christina J. Rocha
Keyword(s):  
Foreign Language ◽  
Student Learning ◽  
Language Learners ◽  
Instructional Methodology ◽  
Face To Face ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Definition Of ◽  
K 12

The intention of this chapter is to demonstrate the implementation of the innovative instructional i2Flex methodology in Elementary School, Middle School, and High School classes for young EFL, ESL, and Foreign Language learners. Within a conceptual framework consisting of the ACS educational philosophy, reference features of foreign language teaching and the terminological definition of i2Flex, the three authors will outline a detailed explanation of their methodological and educational procedures, translating the i2Flex into practice in their foreign language classes. In a common conclusion of the three study cases, the authors will critically evaluate their experiences in their classrooms and the learning outcomes. They will then give insights and recommendations on how to consolidate the mutual symbiosis between face-to-face and flexible guided student learning supported by technology, guided towards independent and inquiry based student learning, in order to create a long-term, meaningful, academic blended learning in accordance to the i2Flex methodology and practice.

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