Chinese Language Instruction and Technology Integration
Schedule
I. Goals & objectives
- Through systematic readings, facilitator lectures, hands-on collaborative and individual tasks, teaching demonstrations, discussions, and presentations, participants will develop an understanding of the research-informed pedagogical principles of backward curricular goal-setting strategies and theme-based and TBLT classroom implementation
- Through well-designed teaching demonstrations, class observations, hands-on teaching practice, mentor guidance, and reflection sessions, participants will learn to use a variety of classroom procedures and techniques for implementing terminal tasks and pedagogical tasks.
- Through hands-on technology and pedagogy workshops and group projects, participants will acquire skills and techniques for teaching technology-enhanced and thematic-based TBLT online and offline courses at all proficiency levels
II. Pre-workshop (May 19, 26, June 9)
Prior to the Reading club, everyone will choose to be a member of a working team. They will decide on a theme with 3-4 subthemes from a pool of available authentic materials at a focused level. Each team member will choose a piece of materials (relevant to one’s subtheme) in the form of authentic video or online article to work with. The materials can be either chosen from the URI Authentic Material Box (AMB)or one’s own choosing.
- Reading club activities (Three weeks: 5/19/26-6/9/23)
| Dates | Focal activities and lead professors and lecturers | Reading materials prior to the meeting and guided activities |
| 5/19/23 7:00 pm EST | Lectures & discussions (7:00-8:00 pm) 1. Introduction to task-based language teaching (TBLT) principles and procedures: Why and how TBLT should be incorporated and implemented in daily class instruction (30-35 minutes) 2. Q & A (25-30 minutes) Dr. Marta Gonzalez-Lloret (University of Hawai‘i at Mānoa) Reading questions (Q1 and Q2 are on Article 1 and Q3 is on Article 2） 1. What are the main differences between the PPP method and TBLT? 2. How can we tell if a classroom activity is a task and not an exercise (considering the 4 dimensions presented on pg. 9-11 and Ellis & Shintani’s (2014) criteria on pg. 17) 3. What are some of the advantages of a TBLT methodology for language learning? Hands-on activities (8:00-8:40 pm) 1. Analyze a piece of target authentic materials in term of its theme, subthemes, subtopics, topical elements (20 minutes) 2. Convert topics into authentic tasks (20 minutes) ** Dr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI) | Reading folder*: 1. Van den Branden, K. (2022). How to teach an additional language: To task or not to task? John Benjamins Publishing Company. （Chapter 1）(Required) 2. Jackson, D. O. (2022). Task-Based Language Teaching (1st ed.). Cambridge University Press （pp. 1-22）(Required) 3. Jin, Hong Gang (2018) 主题导入教学法的理论基础、设计原则及其呈现方法（A thematic approach to CFL lesson design: Theories, design principles and presentation techniques. ）In International Journal of Chinese Language Education 国际中文教育学报，Hong Kong， Vol 2, pp. 1-27. (Optional) Toolbox： 1. 真实任务/主题导入分解程序 (Procedures for deconstructing authentic tasks in a thematic unit) 2. 真实任务/主题导入组织分解图参考样本 (Samples of graphic organizers of deconstructed tasks/thematic units for IC V3 L7 & L8) 3. 任务与话题的转换范例 (Examples of transformation from topics to tasks) |
| 5/26/23 7:00 pm EST | Lectures & discussions (7:00-8:00 pm) 1. TBLT performance guidelines and CFL classroom implementation (30-35 minutes) 2. Q & A (25-30 minutes) Dr. Yuan, Fangyuan (US Naval Academy) Reading questions 1. To what extent and in what way are the three modes of communication (interpersonal, interpretive, and presentational) matched to the four language skills (listening, speaking, reading and writing) , the terms that we are more familiar with? 2. The ACTFL position statement sets the goal of 90% or more target language use in the classroom. What does it mean by "language use'? Can you define it and provide examples? 3. What should be taken into consideration when we develop a lesson plan on a thematic topic that is beyond everyday topics (e.g., “science and technology” in AP course/exam)? Hands-on activities (8:00-8:40 pm) 1. Identify/design authentic tasks from the chosen authentic materials (20 minutes) 2. Deconstruct authentic tasks into a set of task framework (20 minutes) Dr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI) | Reading folder: 1. ACTFL Performance Descriptors （Required） 2. Jin, Hong Gang (2016). 从语言组块研究谈语言定式教学法 (Teaching in chunks: An approach from the perspective formulaic sequences). In Journal of International Chinese Language Education（国际汉语教育）, 2016 (1), pp. 22-36, Beijing China. (Optional) Toolbox： 1. 三种沟通模式的真实任务范例 (Samples of authentic tasks across 3 communicative modes) 2. 任务实施操作单样本及检查单 (Samples of specifications for authentic task implementation and its check-list) 3. 任务框架活动单样本及检查单 (Samples of specifications for task framework activities & its check-list) |
| 6/9/23 7:00 pm EST | Lectures & discussions (7:00-8:00 pm) 1. The importance of deconstructing tasks in TBLT and use of deconstructed task elements to develop language use abilities (30-35 minutes) 2. Q & A (25-30 minutes) Dr. Jin, Hong Gang (Hamilton College) Reading questions 1. What are major contributions of the deconstructed TBLT to the field of TBLT? Where do the two approaches overlap and where do they differ (mention at least two points)? 任务分解教学对任务教学的贡献在于哪里？两者的联系和区别主要表现在哪几点上（至少谈两点）？ 2. What are the similarities and differences in deconstructing a topic and a task? Which one takes extra steps to complete the process?主题解构和任务解构过程有什么相同与不同之处？哪一种过程需要更多一步程序完成？ 3. Name a few facilitative functions of deconstructing tasks into its three key elements for developing learners’ task abilities? 分解真实任务的内部结构为基本三元素对任务能力发展有什么辅助作用？ Hands-on activity (8:00-8:40 pm) 1. Deconstruct authentic tasks into task framework and its associated task essentials (20 minutes) 2. Select and design teaching procedures for task framework and task essentials (20 minutes) Dr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI) | Reading folder: 1. Jin, Hong Gang (to appear) 任务分解教学：利用分解后任务三元素培养学习者的语言使用能力（Deconstructing tasks in TBLT: Using deconstructed task elements to develop L2 learners’ abilities to use language）(Required) 2. Jin, Hong Gang (2018) “提问互动法续论：语言课堂教师提问的实施程序、策略及应用技巧” (Teacher’s questions: Procedures, strategies, and techniques), in Journal of CFL Research in Taiwan (台湾华语教学研究), Vol.16, pp. 3- 20. (Optional) Toolbox： 1. 任务要素练习设计范例 (Samples of task essential design) 2. 任务框架练习设计范例 (Samples of task framework design and procedures) 3. 任务要素的课堂提问 PPT制作 (Samples of PPT design of task essentials) 4. 任务要素的教师提问单制作 (Samples of TQs for classroom interaction on task essentials) |
*All reading materials will be sent to participants before 4/24/2023. Toolbox samples will be sent to participants in early May, 2023.
- Online URI program orientation (6/12/2023)
- Workshop schedule
- Rules and regulations
- Housing, meals, and tours among other logistics
- Postworkshop arrangements & group projects
III. Workshop (June 18-25, 2023）
- Daily workshop content and timetable
| Workshop dates | Daily focus & major activities |
| Sunday, 6/18/2023 | Participants’ arrival on campus On-site welcome meeting and campus tour (evening) |
| Monday, 6/19/2023 | Theme 1: Thematic-based TBLT Tech workshop: (By URI Professors) • Available technical tools and their pedagogical functions: pros and cons • 3 sets of toolboxes for TBLT teaching and their application in the classroom Pedagogical workshop: (By Dr. Jin, Hong Gang) • Key principles and procedures of the backward design for TBLT in a thematic unit • Identify and decompose thematic topics into subtopics and transfer them to authentic tasks Class observation • How a task-essential session is designed and implemented at the URI Flagship Program • What types of procedures and techniques are used to initiate classroom interaction and help lay the foundation for task framework? Preparation for hands-on teaching: • Content analysis of the target lesson and learners’ background • Task essential PPT design and interactive TQ planning • Transition to task framework Welcome dinner |
| Tuesday, 6/20/2013 | Theme 2: Design and implement Task essentials Tech workshop: (By URI Professors) • Technological & pedagogical tools and techniques for task essentials from Toolbox 1 • Hands-on design and implementation of one’s own project Pedagogical workshop: (By Dr. Jin, Hong Gang) • The dual roles of teacher questions (TQ) in interaction for task essential instruction • 6 sets of TQs and their related techniques • How to combine activities of task essential with task framework Hands-on classroom teaching 1: • Task essentials and task framework for a class of two students (each person teaches 25 minutes) |
| Wednesday, 6/21/2023 | Theme 3: Design and implement task framework Tech workshop: (By URI Professors) • Technological & pedagogical tools and techniques for task framework (small group activities) from Toolbox 2 • Hands-on design and implementation of one’s own project Pedagogical workshop: (By Dr. Jin, Hong Gang) • Small group activities: principles, procedures, and techniques (Functions, forms, and subtopics) • A variety of commonly used small group activities for task framework Class observation: • How to engage students in task essential and task framework activities Hands-on classroom teaching 2: • Task essentials and task framework for a class of two students (each person teaches 25 minutes) Group strategies and reflection: • Group meeting on exchanges of unit design ideas Local excursion/group meal |
| Thursday, 6/22/2023 | Theme 4: Design and implement authentic tasks Tech workshop: (By Dr. Tseng, Miao-Fen) • Technological & pedagogical tools and techniques for authentic tasks (group activities/projects/performance) from Toolbox 3 • Hands-on design and implementation of one’s own project Pedagogical workshop: (By Dr. Jin, Hong Gang) • Authentic task design principles and implementational procedures: integrated tasks across three communicative modes • Samples of commonly used authentic tasks and their does and don’ts A brief introduction to the URI Flagship Program by the URI Flagship Director: • Overall curricular set-up and its achievements |
| Friday, 6/23/2023 | Theme 5: TBLT curricular blueprint, technological and pedagogical toolboxes and their applications Tech workshop: (By Dr. Tseng, Miao-Fen) • Continuation on designing and implementing authentic tasks • New theories, new trends, and new technological tools for future technology-mediated language teaching (TMLT). Pedagogical workshop: (By Dr. Jin, Hong Gang) • Thematic-based TBLT & its assessment: IPA • Thematic-based TBLT Blueprint and Toolboxes for public use • Plans for group projects beyond the workshop (meeting times and presentation date) Class observation: • How URI teachers design and implement authentic tasks • How students’ engagement is implemented, and outcomes are achieved Program wrap-up |
| Saturday, 6/24/2023 | A field trip to Boston’s China town: How TBLT is incorporated in a field trip |
| Sunday, 6/25/2023 | Departure from the URI campus |
- Daily activity schedule
| Date/time Monday- Friday | Activities | Location | Notes |
| 8:00-8:50 | Class observation 1 (two classes at the same time) | TBA | Observation sheets to fill out |
| 9:00-9:50 | Class observation 2 or hands-on teaching with a team member | TBA | Reflection on observation or teaching: My two take-aways |
| 10:00-12:00 | Technology workshop | TBA | Bring your chosen materials to work with |
| 12:00-1:30 | Lunch break | ||
| 1:30-3:30 | Pedagogical workshop | TBA | Bring your project to work on the details |
| 3:30-4:00 | Group work, projects | Work with your team | |
| 4:00-6:00 | Reflection, tours, group meals, and local excursions | TBA | Write or record your reflections |
| 6:00-7:30 | Dinner |
IV. Postworkshop (July 2-Sept 20, 2023)
- Online team meeting to discuss your project (July)
- Team report and reflection
- Public presentation (Tentative date: 9/15/2023)
Field trips
Local excursions will include Beavertail Lighthouse in Jamestown, RI, Narragansett Beach, and Boston’s Chinatown.