Joon+Chee+Tan


 * LOTEHAT Workshop Reflections **




 * **Module**
 * & Date** || **Reflection** ||
 * Module 1 and 2 22nd March || __Module 1 and 2: Teachers Standard Language Pedagogy __

__ What recent activities have you undertaken to develop your knowledge of language teaching? __

Other than the formal training of my Graduate diploma in Education majoring in Chinese language teaching, I keep up with current development in Chinese language by attending Language workshops/Conference organized by MLTAV (Modern language Teachers Association of Victoria), CLTAV (Chinese Language Teachers Association of Victoria) and EMR Chinese Networks Meeting (Eastern metropolitan Region). I am also involved in supervising Diploma of Education students. This supervision gives me opportunity to keep up with current development and language learning.

__ What sorts of language-based activities are you involved in your professional teaching? __

I read the People’s Daily Overseas Edition, other Chinese Newspapers and magazines and School Magazines produced by Chinese Language weekend schools (for example Xin Jin Shan Chinese Language School, New Century Chinese Language School). I listen to Chinese News Broadcast and watch Chinese movies. I researched language and culture materials online, particularly youtube Channels that are appropriately engaging for students. Thereby I keep up to date with the field of Chinese Education through such professional activities.

__ How do you adapt your teaching to your learners and to the material you are teaching? __

I have a good understanding of my students’ ability by making a survey of their previous exposure to the language and culture either in school or at home. After which I mentally divided the class into appropriate groups to facilitate my teaching.

__ How have you applied your recent learning to enhance your language teaching? __

I am actively engaged with the curriculum development by writing and updating the school Year 7 to 10 Curriculum Unit Course Information, Year 7 to 10 Assessment Reporting data and the Weekly Learning Plan Program according the Victorian Essential Learning Standards (VELS).

__ How do you promote interest in languages and cultures in the classroom? __

I promote interest in learning Chinese to my student by organizing tours to China and I have a sister school exchange program with China where students spend a few weeks in each other’s schools. I take year 10 students to visit the Chinese Museum, to shop and to eat at the Melbourne’s China Town. I promote Box Hill’s Chinese community festivals like Chinese New Year and the Moon cake festival to my students and I encourage them to take part in the celebrations.

__ How do you use technology in your teaching? What factors influence your decisions? __

I use both traditional materials such as textbook, workbook, pictures, magazines and printed resources as well as ICT resources to engage my students. These are supplemented by songs rhymes and role – play. I used ICT software such as Power point, Audacity, Youtube channels WEB 2 Resources such as “BBC Chinese”, “Language Online” and IPAD APPS such as “Explain Everything”, to reinforce my classroom teaching and to engage students learning. “Culture classes” such as writing calligraphy using brush, rice paper and ink 墨, Chinese Knotting 中国结， watching Chinese movies, such as “the butterfly lovers”, “Journey to the West”, are incorporated into the teaching of the language to engage students in the learning of the culture and the language.

__ How do you assess learners’ language development? How does this allow them to demonstrate their proficiency in the language and their intercultural understanding? __

Students are assessed on four skills, listening, speaking, reading and writing by conventional written tests and oral. I also observed their performance in class. Students at each level from Year 7 to 10 are also assessed on one cultural task per semester. || Q1. What is the culture of the school in which you teach? The school is a Catholic girls school with an objective of giving a good catholic education for the girls. It aims to have a good academic achievement. The school has a strong culture of teaching second languages. It has a LOTE Department and teaches 3 foreign languages, namely, Italian, French and Chinese. Chinese was added to the curriculum in 1996.
 * Module 10 22nd March ||  Module 10: Educational Theory and Practice

Language and Culture How do you use and develop your language abilities?

I develop my language abilities by attending professional workshop and extensive reading in the Chinese language. I use the language in classroom instruction, in classroom management and talking the language with back-ground students. I use the language with student teachers from Deakin, Latrobe and Monash University when I supervise them. I communicate using this language with the local Chinese community and peer contacts. I cross mark the VCE Unit 3 and 4 SACS with the Chinese teacher at Marcellin College.

What sorts of contact do you have with target language communities, personally or through reading, the media or web? I actively participate in meetings of CLTAV (Chinese Language Teachers Association of Victoria), Eastern Metropolitan Region Chinese Network and LOTE Networks N2LOTE Catholic Education Chinese Language Network. I also have informal meetings with fellow Chinese language teachers. During school term I spend every Saturday morning at a weekend school talking to other participants.

What recent activities have you undertaken to develop your language and cultural knowledge of the language you teach? 22nd March || Module 3: Learning, learners and their worlds ||
 * Accompanying 3 students in the student exchange program to our Sister school, Dongzhou Zhongxue, in Haimen Shi, Shanghai from 3rd December to 19th December 2011
 * Hosting an Exchange teacher from our sister school, Haidian Waiguo Yu Shiyan Xuexiao, Haidian Qu, Beijing in July 2010
 * Attended a one day workshop, Explore Asia at the Zoo on 16th March 2011
 * In 2009 successfully applied for an assistant teacher through the Assistants to Teachers of Chinese (ATC) program provided by Department of Education and Early childhood Development and HANBAN. ||
 * Module 3
 * || Behaviourist Learning Theories
 * || Behaviourist Learning Theories

Behaviourist learning theories states that all behavior is caused by external stimuli. Bahaviour can be shaped by positive and negative reinforcement. Teachers will need to foster repetitive knowledge and set clear objectives and steps are given. Grades will be given as a reward. In my language classroom, for example, if my objective is to require students to create writing and/or a presentation to the class, I can begin with teaching students to read aloud and write the key vocabulary of the topic. I will read aloud the words and asks students to repeat after me for several times. I will demonstrate to students how to write these words in the prescribed stroke order. When students are doing the writing task, students will be reminded that they need to read the words aloud to themselves while writing the words in their Chinese script books. Students will be reinforced in this learning by making flashcards and by going online to the relevant WEB 2.0 resource, [] for character writing and pronunciation. Tests such as spelling and matching the correct words will be given with grades as their rewards.

Cognitive and Constructivist Learning Theories

Piaget’s theory of cognitive development proposes that humans cannot be “given” information which they immediately understand and use. Instead, humans must construct their knowledge. (Piaget)

Constructivism learning theories is a learning process which allows a student to experience an environment first-hand, thereby, giving the students reliable, trust-worthy knowledge. The student is required to act upon the environment to acquire knowledge and to test new knowledge. (Wikipedia)

In my language classroom, after the students have learned the set of vocabulary on a topic by the Behaviourist learning methods, I will go through the topic in the students’ textbook illustrating how these key vocabularies are used in sentences. Then students will form group to discuss study techniques such as how to make notes, how to summarise and how to use a dictionary and with prior knowledge of the language use the set of new vocabulary to create phrases, combination of words and to make sentences. A student from each group will say aloud what they have discussed and their final product of phrases and sentences. I will then discuss with students how they can use their sentences/phrases to create a writing piece and /or a presentation to the class. I may also give students copies of pass year students’ work as models. Each student will then record the passages that they have come out with either using a computer or an IPAD. After their presentation to class, students will be required to copy the passages into their Chinese script books as repetitive script writing is essential in learning Chinese. Grades and feedback will be given as rewards. Common mistakes will be discussed in class.

This exercise from learning the key words on a particular topic to produce the end product of a writing piece and /or a presentation with my support is an example of teacher scaffolding in the classroom.

I know my students individually by talking to them and by asking them relevant questions, such as language/languages use at home, what language/languages they learn at their primary school, who they think they are and what they like and dislike. I use this knowledge to plan my teaching strategies for the class, for example if majority of the class does not have prior exposure to Chinese, my priority will be concentrated on this larger group which means that I start from the point of zero. Students with varying abilities will be given additional materials to challenge them. This strategy of catering for students with different backgrounds is both ethical and responsible as a language and culture teacher. ||
 * Module 6 23rd March || Module 6: Language learning and language awareness
 * Module 6 23rd March || Module 6: Language learning and language awareness

Task 1: My view of languages Language is conveying one person’s idea to another person by means of a system of sounds or symbols or gestures such that the other person understands. Sounds:- pronunciation, intonation and tempo; recitation and role-play Symbols:- writing characters, alphabets, punctuation Gestures:- body language and facial expression
 * Write 3 to 5 words or phrases which sum up your personal definition of language
 * For each of these give an example of something you do in class that reflects the aspect of your definition

Task 2: My view of languages Similarities:- all forms of communication Differences:- one is vocal, one is written and one is sign In class the students practice these 3 forms of communication, sounds, symbols, gestures in order to convey their ideas so that the other person understands. Activity 1:- recitation and role-play (sounds and gestures) Activity 2:- character writing, ; making sentences and writing essays and dialogues (symbols) Activity 3:- reading, responding and translating texts and listening and responding to audio (sounds, symbols, alphabets) Yes. I am adding No. 4 and No. 9 from Hangout #2 Statement about languages to show that some activities can be linked to more than one view of language. Activity 2:- character writing (symbols, power) Activity 1:- role-play (sounds, gestures, putting on another face)
 * Compare your list of definitions and activities
 * What are the similarities and differences between your definitions?
 * How do the activities relate to these views?
 * Can some activities be linked to more than one view of language?

Task 4: My view of languages I am adding No.4 from Handout # 2: “4. Having the right form of language gives you power. If you don’t have the right language, you don’t have power. You are excluded, marginalised, second class. People who have the right language can make life hell for you. They use their language to make sure you know your place (Anon)” I practise this view by teaching the correct form of language, for example: the prescribed-stroke order of character writing has to be consistently enforced because this formal method of writing system empower a learner to be able to recall and construct more character faster and accurately. Without enforcing this character writing structure and allowing learner to write in a free form style, it will limit their ability to read and write as they progress to higher level of the writing system. It also helps students when looking up the index in a dictionary where the index depends on the prescribed stroke order. I am adding No.9 from Handout # 2: “9. My language is who I am. When I speak another language it is like putting on another face (Anon)” In class during role-play, the students like to use language appropriate fillers such as in Chinese, this includes “wei”’ “aiyo“, “o”; FOR Japanese, this includes “arno”, “eto”; similar fillers in English are “Umm”, “oh”. This is akin to putting one different face.

Task 5: Working with language awareness On Handout # 3 “Investigating language form” examine the sentences and answer the questions. Strategies and analysis: pattern matching, using knowledge of grammar structure to identify the verbs and the nouns, and then plural and singular verbs On Handout # 4 “Read the cartoons and answer the questions” Strategies and analysis: recognizing the situation and context in which the word “paper” is used. Using own language, experience to do the task || Authentic Resources are published works and materials that have been edited or peer reviewed. 1.Textbooks Online textbooks require an electronic reader such as a laptop or an electronic reader. However, in the future such devices can become obsolete. Therefore a physical textbook is still desirable. 2. IPAD Applications and Online Resources These resources are complementary and supportive to teaching and learning of a subject. 3. Publication Materials (posters, advertisements, magazines, newspapers, films, videos, audio) While not specifically targeting the language learners, these resources illustrate that language is alive and is used in our daily life. So these materials could be useful supplementary resources for all learners. 4. Personal Communications People with specific languages and cultures can be useful real-life resources 5. Conferences and Workshops These are the other important resources especially for teachers. ||
 * What strategies, information, etc. did you use on each of the task?
 * What kind of analysis did you you have to do?
 * What did you need to know to be able to do the task?
 * Module 5 22nd March || ** Module 5: Resources For languages learning **
 * Module 11-14 25th May || =Module 11-14: ASSESSMENT=

Assessment tasks are activities undertaken by the teachers and their students in assessing themselves. These assessment tasks will provide feedback for the teachers and the students in their teaching and learning activities. Assessment is therefore used as an aid in the process of teaching and learning. Assessment can be classified into assessment for learning, assessment as learning and assessment of learning. Assessment for learning comprises of Pre-Assessment and Formative Assessment. During the process of learning, Pre-Assessment is essential to gather information on where the students are at and what do they know. In the Formative assessment the teachers use varieties of purposeful language activities to work with the students to obtain feedback on their progress of learning in the speaking, listening, reading and writing skills. Through observation and interpretation of students’ work, the teachers can then assess whether the students are engaging and are learning in these language activities. Assessment is ongoing for the teachers and the students during the activities. The teachers provide timely constructive verbal or written feedback, give advice on how to improve and where the student should go from here. The teachers will then provide extra time to allow students to reassess their work to meet the criteria and then students will be assessed again by the teachers so that students know they have the capabilities. Teachers check on student feedback and self-assessment to adjust their teaching practices and in the planning of future tasks that take into the account of the four teaching standards. (Educational theory and practice, Language and pedagogy, Language and culture and Ethics and responsibility) In the Assessment of learning, Summative Assessment is used as a way of assessing students’ work. Although Summative Assessment where a grade is awarded can affect students’ confidence and enthusiasm, assessment of learning is sometimes a necessary process to gather evidence that the students have learned. The evidence can be gathered by asking students to complete tasks under test condition. Then the test results can then be used to report students’ performance to the parents. Students who have made effort and have the passion to learn will feel awarded by such assessment. Under the Assessment as learning the teachers set an assessment task which aim to support, to reinforce and to monitor students learning as a goal for the students to achieve. The assessment task can be a small group or individual task. After consultation with the students, the teachers will produce a rubric as the criteria for performance. the students will use the rubric to guide their progress in learning and therefore develop the responsibility to make their own self-assessment and progress of learning. ||

**Classroom Based Investigation Planner**
 * Focus of Inquiry || Assessing speaking development using the IPAD APP “Explain Everything” to supplement classroom teaching. ||
 * Student Learning Question || How can I use data from my students using “Explain Everything” to assess their development in pronunciation and fluency? ||
 * Teacher Learning Question || What data can I gather from my assessment practice to enable me to understand the use of “Explain Everything” as a useful tool in developing students’ pronunciation and fluency? ||
 * Rationale || It is a persistent challenge to get Australian student to pronounce Chinese correctly as Chinese is a tonal language which the English speaker finds it difficult. With the advance of technology, I have decided to use IPAD application called “Explain Everything” to monitor the development of speaking skill.

“Explain Everything” is an I-Device APP that allows the recording of voice and images and also allows saving these recording to cloud services such as “Dropbox” where students can assess with an I-Device. This means that students can have extra practice at any time and this is one of the advantages of this technology. However, for this investigation project I am restricting the use of the IPAD APP over 2 days in order to control the variable of this investigation.

If this initial investigation shows that use of an IPAD APP has an advantage in improving students’ speaking skill, or students’ feedback indicating that they are motivated due to the availability of a "media presentation", then I will continue to use “Explain Everything” to provide students the chance to practise at their convenience.

What gap is the assessment addressing?

Deciding the process > The pre-test and the final assessments data will be compared to see whether there is an advantage of the use of an IPAD APP. > > Questions to address in designing the set of tasks include Step 2: Teacher explains the task to the students Step 3: Students complete the task and the teacher marks their performance and then provides feedback to the students Step 4: Teacher collates, consolidates and organizes all the data for analysis || What changes does this make to your teaching and assessment of students learning? ||
 * To develop a method of teaching pronunciation and fluency in speech using an IPAD APP over conventional classroom teaching
 * To develop my understanding of whether I should use "Explain Everything" to teach pronunciation and fluency in speech over conventional classroom teaching ||
 * Design || Design
 * Which year level do I wish to investigate and why?
 * What data will I gather?
 * What types of assessment tasks will provide data for this inquiry?
 * Deciding on the tasks
 * Because the focus is developmental, the design will include two assessment tasks undertaken over the period of 5 weeks. The two assessment tasks are based on a single passage. The first assessment task will be the pre-test which will be given after the passage will be taught in class and then I will record and rate each of their speaking skill.
 * Then the class will be divided randomly into two equal groups of students. One group will have access the pre-recorded passage read by native Mandarin speaker with the correct pronunciation created using the"Explain Everything" IPAD APP. The other group of students will not have the "media presentation". The second and final assessment will be made on both group of students by recording and rating each of their speaking skill again after 3 or 4 days.
 * What passage will I use for this pronunciation and fluency study?
 * Who will provide the exemplary pronunciation and fluency to be recorded in “Explain Everything” for use by the IPAD group?
 * Under what conditions will the students do the tasks?
 * What sort of follow up do I need to make once the students are given the recorded "media presentation"
 * Do I need feedback from the students?
 * How am I going to carry out the assessment?
 * Will I include students’ self evaluation?
 * Deciding on the data to be gathered for the task
 * deciding on the criteria to judge performance
 * deciding on the interval between the two completion of the two assessment tasks
 * assessment using a rubric scale for pronunciation and fluency
 * students’ evaluation of the experience
 * students’ evaluation of their improvement in speaking skill ||
 * **Implementation** ||
 * Step 1: Teacher develops the task, assessment and feedback pro forma and student evaluation pro forma. The teacher seeks feedback from colleague and then finalises the design
 * Analysis & Reporting ||
 * Analysis || Analyse the full data set to see if there are any patterns in the data ||
 * Reporting || : What conclusions did you draw about how your students’ pronunciation and fluency are developing? How did you record and assess pronunciation and fluency? ||
 * Evaluation || Reconsiders strengths and limitations of the tasks. What changes would you make? ||
 * Implications
 * Budget Proposal $1,500.00**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * IPAD 3 || students listen to the original speech and to record their speech || 2 || $540.00 || $1080.00 ||
 * IPAD 2 || students listen to the original speech and to record their speech || 1 || $400.00 || $400.00 ||
 * itune card || to buy App Explaing Everything || 3 || $ 20.00 || $20.00 ||
 * ||  ||   ||   || $1,500.00 ||

Eg. confident, unsure, mixed || Possible ways to address gap || “ 她 (tā) 没 (méi) 来 (lái) ”. Then I will say, “ 现 (xiàn) 在 (zài) 上 (shàng) 课 (kè) ” before I begin the lesson. In between lesson, I will say phrases like “ 你 (nǐ) 们 (men) 懂 (dǒng) 了 (le) 吗 (ma) ？ / 请 (qǐng)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 跟 (gēn)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 我 (wǒ)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 读 (dú). <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">/ 再 (zài)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 来 (lái)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 一 (yī)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 遍 (biàn) ！ <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 重 (zhòng)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 复 (fù)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">/ 安 (ān)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 静 (jìng) ！ <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">” In revision classes I will ask questions like “ 你 (nǐ)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 们 (men)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 看 (kàn)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 到 (dào)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 什 (shén)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 么 (me) ？ <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">/ 还 (hái)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 有 (yǒu)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 什 (shén)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 么 (me) ？ <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">/ 你 (nǐ)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 觉 (jiào)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 得 (dé)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 怎 (zěn)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 么 (me)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 样 (yàng) ？ <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">/ 为 (wéi)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 什 (shén)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 么 (me) ？ <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">”                                    |||| As a native speaker of Chinese I am confident of my capability. However I have to consciously choose my vocabulary so that I can get across my message /instruction to  my non background students. || Increase the language use progressively especially in senior class and sometimes if possible up to 100% at some VCE class || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap ||
 * **// Reflections on Language Specific Annotations //**
 * ** Classroom Language Use ** ||
 * Language Feature |||| How consistently I use this |||| Examples from my Practice |||| How I feel about my capabilities
 * Using the Chinese language to start off the class, in between lesson, to finish off the lesson and in revision lesson(s) of units/topics learned. I also talk to background girls using the Chinese language. |||| Every lessons and in revision lessons |||| At the beginning of lesson I will greet students with “ 早 (zǎo)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 上 (shàng)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 好 (hǎo) ， <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 同 (tong)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 学 (xué)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 们 (men)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> ” and they will reciprocate with “ 早 (zǎo)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 上 (shàng)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 好 (hǎo) ， <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 陈 (chén)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 老 (lǎo)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> 师 (shī)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> ”. Then I take the roll calling their names in Chinese (each students is given a Chinese name which is the transliterations of their English names), students will say, “ 到 (dào)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> ” ， <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> or if someone is absent, the class will say
 * ** Language Use Outside the Classroom ** ||
 * Language Feature |||| How consistently I use this |||| Examples from my Practice |||| How I feel about my capabilities || Possible ways to address gap ||
 * Being an active speaker I constantly use the Chinese language with friends who speak the language. I use it with shopping in the local Chinese community. I use it when I am traveling in Asia. I use it when I am writing emails to teachers at our sister schools in China. |||| I use it regularly at home and when the needs arise. |||| I use the Chinese language to have meetings with the principals and use Chinese to communicate with the staff and the students at our sister school in Shanghai when I was there for 3 weeks from 3rd December to 19th December 2011. |||| Competent but lacking the opportunity to use the language and to get response in the language all the time because of the fact that I am living in an environment where Chinese is not the primary communication language || I must make a greater effort to talk in the language in and outside the school environment and to travel to Asia more often. ||
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * The Principle of Character Writing System
 * 1) The Chinese character is written in a certain prescribed order of strokes. A stroke is a single unbroken line drawn from the time the pen is set to paper until the pen is lifted from the paper. As a general rule of thumb, a horizontal stroke is written from left to right, a vertical stroke is written from up to bottom, other rules are horizontal stroke before vertical stroke ( 十 ) ； top stroke before bottom stroke ( 三 ) ； left stroke before right stroke （人）； outside stroke before inside stroke （月）； inside stroke before sealing stroke ( 四 ) ； and middle stroke before side stroke （小）.


 * 1) Hanyu Pinyin System

The Pinyin system was developed in China in the 1950s. It has 28 initials (consonants) and 38 finals (vowels). Like other Romanisation schemes it uses the Latin alphabets to phonetically transcribe Chinese sounds. It provides a phonetic guide to pronunciation) It is not only used to assist non – background Chinese to read characters, it is also taught in primary schools in China to assist students in learning standard Chinese pronunciation and new characters.  The four tones in the Pinyin system are important and required a lot of practice as when a character word is pronounced wrongly, it will have a different meaning.  For example:  汤 (tāng)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 糖 (táng)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 躺 (tǎng)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 烫 (tàng)     soup sugar recline burn  It is also important to remember that when a 3rd tone is followed by another 3rd tone, it is pronounced as a second tone,  For example:  你 (nǐ)<span style="font-family: 'Calibri','sans-serif'; font-size: 21.3333px;"> 好 (hǎo)<span style="font-family: 'Calibri','sans-serif'; font-size: 21.3333px;">.


 * 1) Sentence Pattern

The verb 是 (shì)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(is, to be ) is one of the main verbs in the Chinese language. A sentence in which the predicate is composed of the verb <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 是 (shì)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">and another word or phrase is known as a “ <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 是 (shì) <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">sentence ”. The pattern “ <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">A 是 (shì)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> B ” <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> is one of the most basic sentence pattern in the Chinese language. In this pattern <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">A <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">is equated with <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">B <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">. For example, 他 (tā)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 是 (shì)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 我 (wǒ)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 妈 (mā)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 妈 (mā). <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">( <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">He is my mother) In this example the “ 是 (shì)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">sentence ” is used to equate one set of nouns or pronouns with another set of nouns or pronouns. It thus cannot be used with an adjective. For example: 我 (wǒ)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 是 (shì)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 好 (hǎo). <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Or <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 我 (wǒ)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 是 (shì)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 忙 (máng). <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">is incorrect. I am well I am busy In this example, 是 (shì)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">is replaced by either <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 很 (hěn)<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">or <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 真 (zhēn)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">, <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> hence one should say 我很好 or 我很忙. |||| All that is taught through my formal Chinese Education. I have 12 years of Formal Chinese Education. |||| I have to learn to find suitable vocabulary and materials to teach the language to non-background language learners. |||| Go online to research materials for non-background language learners. || Feature In the VCE study design, students are expected to be familiar with the main characteristics of the five kinds of writing styles, that is, personal, informative, persuasive, evaluative and imaginative. Students are also required to be familiar with the structure of written common text types such as letter, diary, speech, story, newspaper article, magazine article and report. |||| What I know about it
 * ** Explicit knowledge of language use ** ||
 * Language

I am a VCE Chinese teacher and I have taught VCE Chinese since 1999. |||| What I need to learn about it

I need to have a good knowledge of the main characteristics of the writing styles and the common text-types. |||| Possible Ways to Address Gap

Constantly update VCE courses within the framework of the VCE design. || Feature In the Chinese language, different words are used to greet people who are older or younger than oneself. For example, a younger person will use the word “ 您 (nín)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">” <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">meaning “you” to address the older person; and use “ <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 你 (nǐ)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">” <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">meaning “you” to address younger person.
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * Language

In a traditional Chinese family, a system based on respect has been developed to uphold the family in a harmonious relationship. Under this system, one does not call elder members of the family by their given names but uses forms of address or titled instead. This form of address or Kinship Terminology is very precise and will indicate whether the person referred to is older or younger than oneself, whether they belong to the same or a different generation, whether they are female or male and whether decent is traced through the paternal or maternal lines. For example, as a mark of respect within the family and depending on which region of China one is from, within the family a grandchild will use different words to address their grandparents. For example, “paternal grandfather” will be called “ 爷 (yé)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 爷 (yé)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">” ， <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">” <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">paternal grandmother” as “ <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 奶 (nǎi)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 奶 (nǎi)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">” ， <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">” <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">maternal grandfather” will be called “ <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 外 (wài)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 公 (gōng)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">” <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">or <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> “ 公 (gōng)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 公 (gōng)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">“ <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">or <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> “ 姥 (lǎo)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 爷 (yé)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">”, “ <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">maternal grandmother” as “ <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 外 (wài)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 婆 (pó)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">” <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">or “ <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 婆 (pó)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 婆 (pó)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">” <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">or “ <span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 姥 (lǎo)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;"> 姥 (lǎo)<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">” ； <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">and so on and so forth for aunties, uncles and cousins. |||| What I know about it

I grew up in a traditional, three generations under one-roofed Chinese family. |||| What I need to learn about it I need to know more about the different regional provincial use of this address system of kinship within a family. |||| Possible Ways to Address Gap

Talk to people who are from different part of China and to visit more provinces in China. ||
 * ** Personal Professional Learning Program **
 * Ø Goals, objectives & timeline for future learning ||
 * Ø Goals, objectives & timeline for future learning ||

SECTION A: Discuss these questions with your table group Microsoft Power Point 2007 for slides presentation to reinforce vocabulary and reading; Audacity (audio) for recording of voice to use for listening tests and to supplement reading for slides presentations; Web 2.0 resources such as BBC Chinese, Languages online for enforcing topics learn in class; IPAD Application: Explain Everything (audio) for recording voice and images. || More interaction
 * ICT PLAN **
 * What ICT resources have you used in your classroom?
 * // From an intercultural perspective //, how did it promote:
 * active construction ** of learning/ideas
 * active construction ** of learning/ideas

Young learners are fast learner when they comes to technology, therefore they can make connection quicker for languages and cultures using ICT.
 * making connections ** with prior learning, new knowledge, across languages and cultures

Make use of school “Dropbox” for students to submit their works; teacher’s feedback is also given via this “Dropbox”; students email other students in the sister school in China.
 * interaction ** between learners/users of the language

ICT such as “skype” promotes communication between learners/users of the language.
 * reflection ** on language learning and use

Within the ICT resources, there is a cultural component to educate learners about cross cultural communication for example, some videos show conversations with sub-titles will not just translate the conversation but also will convey the cultural context in which the conversation occur. || IPAD promotes the sharing of information so it can be used for group activities such As writing a story where each student contributes one or two sentences one after the other. The negative effect of learners being able to share information is that they will email each other the solution for the exercises. As an educator we have to think of methods of encouraging the use of IPAD without the negative side effect. || Personally- laptop and IPAD
 * responsibility ** for learning and for appropriate communication across cultures ?
 * Making connections: E.g. interaction between Learners.
 * What ICT resources (equipment and programs) do you have access to: Personally? At school? What do your students have access to?

At school students: Year 7, 8, 11 and 12:- laptop

Year 9 and 10:- laptop and IPAD || Engage: BBC Chinese and Language online
 * What opportunities could you create for your students: to ENGAGE with ICT? to CREATE with ICT?
 * What opportunities could you create for your students: to ENGAGE with ICT? to CREATE with ICT?

Create: Power point presentation; use of audacity to record sound/voice; use Cartoons

Story Maker to create story and dialogues with images; Matching Game maker 1.4 and Memory Game Maker 3.1 to create games. || This is another form of presentation of language to engage student interest. || More use of IPAD in class especially at Junior levels. || Students prefer ICT over textbook learning, for example, using an electronic dictionary instead of a physical dictionary. In my teaching, when learners are given a task to write a piece of writing, it has been noticed that some learners will use automated translation web site, such as Google translate, to generate their writing. This use of technology does not translate accurately all the time resulting in sentence pattern and vocabulary that are wrong. || SECTION B: MY GOALS Set yourself some goals for your use of ICT in your classrooms. Start small and build up, but do challenge yourself. talk to other teachers on what are the useful IPAD applications; ICT Support at school. || Attend P D on IPAD Applications, Internet research and discuss with other teachers; ICT Support at school. || I will be familiar with some IPAD APPS and may be able to begin to use one or two to produce classroom resources; ICT Support at school. || J McCulloch 2008
 * How would this enhance your teaching of your language?
 * How would this enhance your teaching of your language?
 * What technology would you like to incorporate into your classroom/lessons?
 * What technology would you like to incorporate into your classroom/lessons?
 * What technology do your students prefer? What implications does this have for your teaching?
 * What technology do your students prefer? What implications does this have for your teaching?
 * What ideas for ICT projects do you currently have?
 * To summarise or to make notes and to write sentences in students IPADs so that they can access them to complete tasks such as filling in the blanks and to write essays
 * To use WEB 2.0 Technology, [], to reinforce their learning of stroke order and sound of individual character
 * Using internet resources to complete their culture projects for example traditional Chinese families and festivals . ||
 * Using internet resources to complete their culture projects for example traditional Chinese families and festivals . ||
 * By the end of next week:
 * Resources (including how you will get help if needed): ||
 * By the start of Term 3:
 * Resources (including how you will get help if needed): ||
 * By the end of Term 3:
 * Resources (including how you will get help if needed): ||