Creating a Chinese Dual-language Program Collaboratively (Q2) Speakers: Eleanor Liu, Ellen Park, Angela Wang

1. “Creating A Chinese-English
Dual Language Program
Collaboratively”
NCLC Conference Presentation
April 24, 2010
Presenters:
Ellen Park, Principal, Wedgeworth Elementary
Angela Wang, Teacher, Cedarlane Middle School
Eleanor Liu, Teacher, Wilson High School
Hacienda La Puente Unified School District, California
http://sites.asiasociety.org/nclc2010/?p=39
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2. Mandarin Chinese
Dual Language
Programs at
Wedgeworth
Elementary
Principal: Ellen Park
CDLP Teachers:
Mi-Li Au Yeung & Christine Lin
2

3. ELLEN PARK,
PRINCIPAL
 24 Years as an Educator:
 Principal at Wedgeworth Elementary since 2007
 Educator at LAUSD for 21 Years:
• Assistant Principal for Pre K- 5 at Wilton Place
(Korean and Spanish Dual Language Programs)
• Bilingual/English Learners Coordinator
• Title VII/Dual Language Coordinator
• 14 Years as a Classroom Teacher,
including the Korean DLP Classes
Active Leader in the Community

4. 4

5.  HLPUSD: The largest school district in the
San Gabriel Valley, serving more than 79,000
students with 32 schools
 CA Distinguished School & Honor Roll
Awards
 K – 5 with 295 Students (from 235 in 2008)
 74% E.L. Students
 52% Asian (111 Chinese-Americans)
 34% Hispanic/Latino
 6% Caucasian
 8% Other (Filipino, Pacific Islander, Korean, Etc.)
 Non-Title I School
 1 Special Day Class (Autistic), Speech, Dr. Barbara
Psychologist & RSP Program Nakaoka,
Superintendent
5

6. 2009 – 2010 Slogan:
“Team Up for
Excellence!”
“Team up to meet and exceed the
expectation that all kids
can/must learn and excel.”
Visit Our School Website:
www.hlpusd.k12.ca.us/wedgeworth
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7. SOARING TO
2008 API: 930 HEIGHTSAPI: 919!
NEW 2009
WITH API!
2008 Goal: 950
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8. 8

9. WEDGEWORTH
MANDARIN CHINESE-ENGLISH
DUAL LANGUAGE PROGRAM
 How It
 All Started
 Present
 Future
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10. How do we
HISTORICAL BACKGROUND know this is
the best for
of Dual Language Programs our kids?
 DLPs have been in existence for 50 years in the U.S. and
in Canada.
 During the mid-1960s, Dade County Public Schools in
Miami, FL, developed two 50/50 Spanish DLPs.
 In the „70‟s, programs were formed in 3 other districts –
Washington D.C., Chicago and San Diego, CA .
 As of 2009, there are over 340 DLPs throughout the
nation.
 DLPs are found in 29 of the 50 states.
 They are offered in 8 languages: Spanish, French,
Cantonese, Korean, Navajo, Japanese, Mandarin and
German
 Approximately 200 schools implement a DLP in
California (89 districts; 5 languages):
http://www.cal.org/twi/directory
(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)
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11. How do we
“ARE DLPs SUCCESSFUL?” know this
is the best
Thomas and Collier’s Study for our
kids?
 Study focused on educational programs was
published by Thomas and Collier in 2002 from their
research in 1996 to 2001. It focused on student
outcomes from 8 major different programs for
English Learners: English mainstream, ESL taught
through academic content, 50/50 Transitional
Bilingual Education, 90/10 TBE, 50/50 One-way
Developmental Bilingual Education, 90/10 OWDBE,
50/50 Dual Language Education & 90/10 DLE.
 Key Research Findings: “Students in the dual
language program significantly outperformed their
comparison groups in other educational programs.”
 CST Data: “Higher ELA and Math Scores on CST
Testing”
(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)
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12. How do we
“ARE DLPs SUCCESSFUL?” know this
is the best
Other Research Findings for our
kids?
 “Native language proficiency is a powerful
predictor of the rate at which second language is
acquired.” (Hakuta, 1990)
-DLP Implication: “Students in a DLP make more
rapid progress in second language acquisition than
their peers in other educational programs.”
 “Even though there is no age limit in the acquisition
of a second language, it is ideal to begin foreign
language instruction at elementary school.”
(Schwarze, Curriculum Commissioner, CDE)
-DLP Implication: “Students in a DLP start
acquiring second language oral and written skills
along with their first language beginning in
Kindergarten.”
(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)
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13. How do we
“ARE DLPs SUCCESSFUL?” know this
is the best
for our
Other Research Findings, Continued kids?
 “Developing proficiency in 2 languages is associated
positively with greater cognitive flexibility and
awareness of language, which contributes to academic
achievement. ” (Cummins, 1996)
-DLP Implication: “Students in a DLP attain high levels
of literacy in both English and another language since
learning a new language develops critical thinking
skills specific to language studies.”
 “Skills and knowledge learned in the native language
transfer to English and vice versa (Krashen).”
-DLP Implications: “All subjects are taught in both
languages; All students receive instruction in L1, daily;
No repetition of content; No translation; Skills are
transferred globally – skills and knowledge learned in
one language transfer to another language.”
(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)
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14. Is This
What We
Really
Want for
Our
Students?
 Bilingualism: High levels of proficiency in
English and Mandarin Chinese
 Bi-literacy: High levels of academic
proficiency in English and Mandarin Chinese
 Multicultural Competence: Understanding of
different cultures and develop positive inter-
group relations and self esteem.
 Teachers will acquire the knowledge to develop
Chinese and English language proficiency. They will
collaborate, plan, develop, organize, and train for
enrichment programs, curriculum, computer
technology, and assessments.
 Parents will be active participants in the education of
their children
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15. Creating CDLP
Collaboratively
At Wedgeworth,
HLPUSD
 See It, Study It, and Believe It!
 Other District‟s Successful DLPs & Classroom Visitations Since
2008: Glendale USD, LAUSD & San Diego USD
 District‟s Full Support:
 Meetings with the Superintendent, Secondary School/Chinese
Program Administrators, and the Board of Education Members
 Consultation by Dr. Ping Liu, CSULB Professor
 Adult Ed for After School Chinese Program
 Capacity/Recruitment:
 Excellent Teachers! (EdJoin & District HR)
 Commitment from the Parents/Students: Meetings, Flyers,
Orientation, Interviews, Assessments, & Etc.
 Community:
 Reporters/Newspapers
 Hsi-Lai Temple
 UCLA for Donations and Future Projects
15

16. Creating CDLP
Collaboratively
At Wedgeworth,
HLPUSD
 Public Announcements: District-wide,
Reporters, Community Newspapers, Flyers,
Word of Mouth…
 Pre-Enrollment Forms
 “Come and Meet Our Teacher(s) and the
Principal Day”: Q & A, Goals, Expectations,
Interviews, Pre-Assessments for Students
 Sign Contract of Commitment
 Balance Number of Language Groups (50:50)
 Maintain a Waiting List
 Process Volunteer Forms and TB Tests
 “Meet and Join the PTA”
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17.  Kindergarten and 1st Grade
 Followingthe Dual Language Program‟s
50/50 Program:
 Designed to develop and implement a Chinese
instructional program for English-speaking/non-
Chinese students.
 Chinese students maintain and develop primary
language skills while serving as role models for the
English speaking students in the program.
 50% English & 50% Traditional Mandarin Chinese
Instructions
 50% Mandarin Chinese-speaking & 50 % Non-
Chinese/English-only Students
 Promote academic excellence and competency in
all subjects
17

18. How Would It
Help Our
Students,
School, District,
and
Community?
Students will:
 Become Bilingual, Bi-literate and
Bicultural at the End of 5th Grade
 Learn to Speak, Read and Write in English
and Mandarin Chinese
 Achieve Higher Academic Achievement
 Become Critical and Creative Thinkers
 Develop Friendship and Increased
Cultural Sharing and Understanding
 Meet Language Requisites for High
School, IB Program and University
 Have Increased Job Opportunities in the
Future/Become Global Leaders
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19. Other:
 Build and Strengthen K-12 Collaboration
 Capacity-building Professional Development
 Strong Support and Collaboration from Both
English-only and Chinese-speaking Parents
 Increased Parent and Community
Involvement
 Increased Enrollment
 Visit Us! CDLP Sample Flyer on Our
Website:
http://www.hlpusd.k12.ca.us/wedgeworth
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20. What are We
Using That
Works?
 Follow the Same State and District Standards
 Language Arts:
 Houghton Mifflin
 Chinese Book Adoption – Mei Zhou Hua Yu,
Chinese Language Arts in America (Visited by the
Publisher/Author; New Kinder Curriculum)
 Math: Harcourt Brace & Teacher-Developed
Materials
 Social Science: Scott Foresman
 Science: Scott Foresman
 Character Education by WestEd & GATE Programs
 Standards-based Assessments & Report Cards in
Both Languages: Teacher-Created and Dr. Ping Liu,
CSULB Professor/Advisor for ASLA in „09
20

21.  2 Classes:
 1 Kindergarten : Full Day; 20 Students
 1 First Grade : 20 Students
 Percent of Instruction in Each Language: 50/50
 Students: 50% Mandarin Chinese; 50% Other
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22.  8:00-9:45 Chinese (Language Arts/Math /Science)
*9:00-9:30 Library (Wednesday)
 9:45 – 10:05 Recess/Snacks
 10:05 – 10:30 English Language Arts
 10:30 – 11:00 ELD/ELA
 11:00 – 11:30 English Language Arts
 11:30 – 12:20 Lunch
 12:20 - 12:40 ELA
 12:40 - 1:30 Math/Science/Social
Science/Art/Too Good
for Drugs/Char. Ed.
*1:03 Thursday Early Dismissal
 1:30 - 2:00 P. E.
 2:00 – 2:11 Clean up/Dismissal
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23.  8:00 - Chinese Language Arts
 9:15 - Math, Science, Social Studies & Chinese Culture
 9:15 - Math
 10:05 - Recess
 10:25 - ELD
 10:55 - English Language Arts
 11:40 - Lunch
 12:30 - English Language Arts
 1:50 - Science, Social Science,
Too Good For Drugs,
Art and P.E. in Chinese
 Total CLA time: 105+21=126
 Total ELA time: 45+80=125
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24.  AfterSchool Chinese Class/Extended Day Program:
Every Tuesdays and Thursdays for 90 Min. Each
Emphasis on Oral Language and Chinese Culture
 Culmination Activities
 Chinese New Year’s Day Assembly
 Computer Lab:
Word Processing
Intervention Programs
Internet:
E-mail to Schools in
Taiwan and China
Research Projects
24

25.  Bilingual Instructional Aide/University Interns/
Parent Volunteers
 Homework/Intervention Programs (Teacher
Volunteered Hours)
 2:30 to 4:00 P.M. on Selected Days
 Homework Assistance and Intervention
 Summer School Programs for Chinese Language
Arts and Cultural Activities:
 Partnership with the Youth Science Center on Campus
 So. CA Council of Chinese Schools and Loyola Marymount
 Super Institute After School Program
 Dismissal to 6:00 P.M.
 Homework, Chinese Instructions & Tutoring
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26.  District’s Training in All Subjects & BTSA Training
 PLC Training: Data Analysis, Setting Goals,
Implementing Action Plans, and RtI/Intervention
 Thinking Maps and Fetzer Writing
 Training with Dr. Ping Liu:
 Chinese Language Arts Standards
 Chinese Benchmark Assessments
 Progress Report Cards
Best Practices in Math, Social
Studies and Science
 Multicultural Activities
 Computer Instructions
 Chinese Conferences
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27.  PTA and School Events
 Advisory Committee Members
 Parent/Community Meetings
 Parent Volunteer Programs
and Appreciation Days
 Parent Center
 Parenting Education Classes
 ESL Distance Learning Programs
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28. “CDLP Parent Orientation”
“STAR Reports/Standardized Testing”
“Tackling the Homework Dilemma”
“Communicating w/Your Child’s Teacher /Your Child”
“Goal Setting and Time Management”
“College Admission Requirements”
“Surviving the Adolescent Years”
“Nutrition and Your Child”
“Internet Safety”
Distance Learning ESL/Citizenship Education
Data Chats & Parent Conferences
Surveys at the End of the Year
28

29.  Youth Science Center for Science, Computer Lab,
& Summer Programs
 Hsi-Lai Temple for Tutorial Programs, Chinese
Classes for Adults and Students, & Entertainment
 Chinese American Parent Association for Chinese
Cultural Activities
 Greater Chinese Language Church for Donation
 CSULB, Loyola Marymount & UCLA
 Sam‟s Club/Wal-Mart for Grants
 Individual Donations to PTA
 Local Businesses for Donations
29

30.  Add More Classes/Up to 5th Grade+
 Improve Instruction & Materials
 Write Grants (i.e., FLAP)
 Continue to Partner Up!:
Collaborate with Secondary Schools and
Universities
Other Districts &/Schools (USA/Abroad)
CollegeBoard China Trip Opportunities
Business/Community Partners
 Increase Teacher Training Opportunities
 “Explore China/Taiwan” for Students, Teachers
and Parents
30

31. 31

32. What
Next?
32

34.  Grades: 6, 7, and 8
 Theory Basis: Stephen Krashen’s theory
of 2nd language development and
acquisition
34

35.  Communication
 Cultures
 Connections
 Comparisons
 Communities
35

36. 36

37.  Silent Period/Beginning
 Early Intermediate
 Intermediate
37

38.  This Wheel Chinese Language and Culture
Program, a 12-week rotating schedule at Cedarlane
Middle School will be on the following first two
stages:
Beginning and Early Intermediate stages where the
teaching and learning of basic interpersonal and
communications skills (the BICS) are focused.
38

39.  Are the language skills needed for social
situations.
 It is the day-to-day language needed to
interact socially with other people.
 L2 Chinese learners of the Beginning
Stage in my class receive BICS-content as
comprehensible input.
39

40.  ni hao 你好! zao shang hao 早上好!
 ni hao 你好! zao shang hao 早上好!
 ni hui shuo zhong wen ma 你會說中文吗？
 wo hui 我會. ni ne 你呢?
 wo ye hui 我也會.
 ni hui shuo ying wen ma 你會說英文吗？
 wo hui 我會. ni ne 你呢?
 ni hui shuo xi ban ya wen ma 你會西班牙文說吗？
 yi dian dian 一點點. ni ne 你呢?
 dui bu qi 對不起. wo bu hui 我不會.
 mei guan xi 没關係.
40

41. oni jiao shen me ming zi? 你叫什麼名字？
owo jiao. 我叫_____.
oni ne 你呢?
oni ji sui? 你几歲?
owo 12 sui 我 十二 歲 . ni ne 你呢？
oni ji nian ji 你几年級?
owo 6 nian ji 我六年級. ni ne 你呢?
owo 7 nian ji 我七年級.
41

42. 42

43.  Letthem know that making a mistake is
part of the learning process.
 While this can easily facilitate a student’s
language skill particularly of
pronunciation and BICS skills.
43

44.  Mortar Word #9 九 Inform/tong zhi/通知 /通知
 Mortar Word #12 十二 Paraphrase /shi yi/释义/釋義
 Mortar Word #13 十三 Deduce/ tui lun /推论/推論
 Mortar Word #14 十四 Persuade/ shui fu/说服/說服
 Mortar Word #16 十六 Sequence/ xu lie/序列/序列
44

45. 45

46. The Goal
To better serve as a significant bridge for a
consistent and coherent Chinese
teaching and learning within the
Hacienda La Puente Unified School
District, California
46

47. 47

48. Presented by Eleanor Liu, Teacher

49.  Our Chinese program started in 1989.
 Considering the need of scheduling of all
courses students have to take, and of the
average number of students required for
every class on campus, we cannot offer
different classes for heritage students
and non-heritage students respectfully.
49

50.  The Chinese courses we offer are
Chinese 1,
Chinese 2,
Chinese 3, 3H,
Chinese AP,
Mandarin High Level , 1st year
(literature),
Mandarin High Level, 2nd year
(composition).
 In total, we have 11 sessions, about 300
students.
50

51.  Toaccommodate the situation that
some students attend FLAP
afterschool Chinese program in
elementary, or the wheel elective
program in middle schools, but others
don’t, all incoming freshmen (9th
graders) interested in studying
Chinese need to take the placement
test before they graduate from middle
schools.
51

52.  Based on the result of the placement
test, freshmen who cannot write any
Chinese characters , even though
they can speak, are placed in
Chinese 1 classes.
 Other freshmen will be placed in one
of the other 6 levels of Chinese
classes.
52

53.  Moststudents will take 2 - 3 years of foreign
language.
 IB students are required to take 4 years.
 ELD students usually will focus in English in
their freshmen year -- with 2 periods of
English a day , thus will take the highest 2
levels of Chinese in their junior and/or
senior years, to meet the graduation
requirement, and the requirement of college
admission.
53

54.  Chinese 1 & 2: Hanyu for Beginners 漢語
Hanyu, Intermediate Level,
Stage 1, Stage 2
 Chinese 3 & 3H: Taiwan Today 今日台灣
 Chinese AP: Taiwan Today,
Beyond the Basics 樂在溝通
 Mandarin HL: Beyond the Basics
China’s Peril and Promise
中國的危機與希望
54

55.  Pinyin
 Vocabulary
 Text
 Reinforcement
 Content -based knowledge
55

56.  Providea booklet of handout with the
pinyin of all possible combinations of
consonants and vowels, and tones.
 Spend 2 to 3 weeks at the beginning of
the program on pinyin.
 Listening, reading, and written tests.
56

57.  Analyze the structure of each character,
explain the embedded meaning.
 Notes: introducing
the pinyin, definition,
phrases and sentences that contain this new
term.
 Vocabulary list: with pinyin and definition.
The pinyin will be covered later for the
purpose of reading test.
57

58.  Word cards: w/o pinyin, posted on the
wall all the time for Chinese 1 & 2.
Students can look for the terms that they
have learned yet might have forgotten.
 Written tests: dictation, filling in the
blanks.
58

59.  Always start with dialogues. If the textbook
doesn’t provide dialogues, teacher makes
one, and includes the new vocabulary in it.
 Studentspractice reading the dialogues like
role-play.
 Studythe text from the book, answer
questions.
 Reading test in groups and written test on
the text.
59

60.  Syntax and grammar practices: do varieties
of worksheets, like :
cloze exercise on new terms,
synonyms, antonyms, homonyms,
lists of easily mistaken characters,
reading comprehension on
advertisements, passages,
unscramble sentences,
sentence-making,
translation, etc.
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61.  Speaking practice:
 Do role-play presentation in front of the class,
from student-written scripts or from scripts
provided by teacher;
 Do oral presentation as part of projects.
 Typing (Chinese word processing)
 Writing practice:
 Describing series of pictures
 Completing open-ended stories
61

62.  Journal
writing: once every 2 weeks, with
prompt assigned.
Goals: Ch 2: 250 characters
Ch 3: 400 characters
Ch 3H: 500 characters
 Calligraphy practice: a few times each
semester.
62

63.  Cultural projects:
 Students draw topics,
 Do research online,
 Make power point files for oral presentation,
 Post the summary and pictures on
construction paper,
 Share the products with the class.
63

64. Always add supplemental material to enrich the
content knowledge in Chinese. For Examples:
 On distances, teach metric system and English
system.
 On numbers, teach the way to memorize the
time in Chinese, the way to say fractions and
decimals.
 Give some word problems for them to explain
the steps and answers in Chinese.
 On waters, besides the difference of and 洲,
teach all five oceans and seven continents, etc.
64

65.  Provide
the Chinese terms of
geographical features and have students
do mapping.
 Onbiology, teach parts of plants in
Chinese.
 On body parts, besides the outside parts,
also teach the inner organs and systems.
65

66.  On festivals, teach both the traditional custom
and the modern custom.
 In studying the text, often have students think
about the cause and effect (positive and
negative).
 On history, teach the names of Chinese
dynasties, important features, and have students
do double timeline: one side on important events
in Chinese history, the other side on important
events in western history.
66

67.  On philosophical concepts, introduce
China’s major traditions of Confucianism,
Maohism, Daoism, Legalism, and Buddhism.
 Our school cooperates with a high school in
China to run a language and cultural
exchange program since 2004. Our
students have the chance to visit China in
summer to get some beneficial experience
and different perspectives.
67

68.  Written assignment 40 %
 Written tests 40 %
 Reading tests 12 %
 Participation 8%
68

69.  Chinese 1: A, B, C promote to Chinese 2
D, F repeat Chinese 1
 Chinese 2: A promote to Chinese 3H
B, C promote to Chinese 3
D, F repeat Chinese 2
 Chinese 3, 3H: A, B, C promote to
Chinese AP
D, F repeat Chinese 3
 Chinese AP: advance to Mandarin
High Levels
69

70.  For3 years in a row, we have 100% passing
rate on the Chinese AP Exam.
 Inyears to come, after students in the dual
language program come to high school,
they will qualify to skip the lower level
Chinese courses and take SAT subject test
in 9th grade. To cope with this group of
students, the content-based curriculum will
be modified to provide an authentic
Chinese-only academic studying
environment.
“THANK YOU! 謝謝大家”
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