CLTA newsletter May 2019

CLATTDFDFA 

 

 

 

CLTA NEWSLETTER 

Chinese Language Teachers Association (USA) 

May 2019 | Volume 43 | Number 2 

CLTA Annual 

Meeting 

An Interview with 

Prof. Jing-Hua Yin 

Undergraduate 

Chinese Major 

ISSUE 

HIGHLIGHTS 

1

CLATTDFDFA 

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about recent developments in the profession by publishing personal and institutional news and placement 

information. The newsletter is published online three times a year (in January, May and September*). An email 

will be sent to active members announcing the online publication of the newsletter. 

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white or in color, and each ad can be formatted in .jpg or .pdf under 1 MB. Submit ads online by filling out 

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your job announcement and make the payment online. A job announcement will not be made until paid. 

CLTA 

Newsletter 

Chinese Language Teacher 

Association of USA 

CLTA HEADQUARTERS 

CLTA Headquarters 

c/o Dept. of Modern Languages 

Carnegie Mellon University 

5000 Forbes Ave. 

Pittsburgh, PA 15213-3890, U.S.A. 

Email: clta@andrew.cmu.edu 

Chinese Language Teachers Association- 

USA: 

http://clta-us.org 

CLTA Newsletter Archive: 

http://newsletter.clta-us.org 

2

CLATTDFDFA 

CHINESE LANGUAGE TEACHERS ASSOCIATION 

Elected Officers 

President 

Fangyuan Yuan 袁芳远 

U.S. Naval Academy 

Immediate Past President 

Baozhang He 何宝璋 

College of the Holy Cross 

Vice President 

Yi Xu 许怡 

University of Pittsburgh 

Appointed Officers 


Sue-mei Wu 吴素美 , Executive Director 


Journal Office 

Dana S. Bourgerie, CSL Journal Editor 

Brigham Young University 

Journal Office 

Prof. Scott McGinnis 馬思凱 , CSL Associate Editor 

Defense Language Institute-Washington Office 

K-12 Publication Office 

Wenxia Wang 王文霞 (editor) 

Williams Learning Solutions 

Newsletter Office 

Yang Xiao-DeSai 萧旸 (editor) 

San Francisco State University 

Home Page Office (Webmaster) 

Jun Da 笪骏 

Middle Tennessee State University 

Committees 

Steering Committee 

Fangyuan Yuan (P) 袁芳远 

Yi Xu (VP) 许怡 

Baozhang He (IPP) 何宝璋 

Hsin-hsin Liang (Board) 梁新欣 

Yongping Zhu (Board) 朱永平 

Sue-mei Wu (ED) 吴素美 

Awards Committee 

Zhang Jie 张洁 (Chair) 

The National Collegiate Chinese Honor 

Society 

Zhiqiang Li 李智强 (Chair) 

Nominating and Election Committee 

Yongping Zhu 朱永平 (Chair) 

Media and Publicity Committee 

Lung-Hua Hu 胡龙华 (Chair) 

Membership Drive Committee 

Shijuan Liu 刘士娟 (Chair) 

Regional Associations Committee 

Hsin-hsin Liang 梁新欣 (Chair) 

Conference Committee 

Shuai Li 郦帅 (Chair) 

Fund-Raising Committee 

Mingquan Wang 王命全 (Chair) 

Professional Development Committee 

Chan Lü 吕婵 (Chair) 

K-12 Working Group 

Cilei Han 韩慈磊 (Chair) 

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Table of Contents 

Letter from the Editor .........................................................................................................................3 

Letter from the President .....................................................................................................................5 

Letter from the Executive Director .......................................................................................................7 

News from CLTA 2019 Annual Meeting ............................................................................................ 14 

A Transition ............................................................................................................................................... 8 

书法课程或成为未来中文项目之青睐 ................................................................................................. 14 

2019 CLTA Annual Conference Report .................................................................................................. 15 

Featured Articles of the Issue ...............................................................................................................9 

An Interview with Professor Jing-hua Yin ................................................................................................... 9 

求索之路 ................................................................................................................................................. 17 

Research Frontiers ............................................................................................................................ 21 

Language Learning Early Career Research Grant Awarded to CLTA Member ..................................... 24 

News and Announcements 

Call for Paper: CLTA-NCR Decennial Symposium 2019 ....................................................................... 25 

Scholarship Support Available for Chinese/Japanese Teacher Training Program ................................... 26 

Scholarships Available to Study Intensive Chinese or Japanese ............................................................... 26 

2019 UVA STARTALK Program ........................................................................................................... 27 

JCWS 稿约 .............................................................................................................................................. 29 

Book News 

Current Studies in Chinese Language and Discourse ............................................................................... 31 

Chinese Literacy Learning in an Immersion Program .............................................................................. 32 

Interaction in Mandarin Chinese and English as a Multilingua Franca..................................................... 33 

Classroom Research on Chinese as a Second Language .......................................................................... 34 

Studies on Learning and Teaching Chinese as a Second Language.......................................................... 35 

A Thematic Dictionary of Contemporary Chinese .................................................................................. 36 

Particle Verbs in English .......................................................................................................................... 37 

《求实商务汉语》第二版 ..................................................................................................................... 38 

Advertisements 

【月涵學堂】2019 暑期華語教學學分班招生訊息 ............................................................................ 39 

今日世界面面观 ..................................................................................................................................... 40 

Hopkins-Nanjing Center .......................................................................................................................... 41 

台大國際華語研習所 ICLP ................................................................................................................... 42 

Mandarin Institute Startalk Online Pre-AP Program................................................................................ 43 

ALLEX foundation .................................................................................................................................. 44 

Jobs ................................................................................................................................................. 45 

1


Visiting Professor of Chinese (San Diego, CA) ........................................................................................ 45 

Lecturer in Chinese (Iowa City, IA) ......................................................................................................... 45 

Visiting Assistant Professor of Modern Chinese Literature and Culture (Iowa City, IA) .......................... 46 

Flex Chinese Instructor Florida Certified (FL) ......................................................................................... 46 

Visiting Assistant Professor of Chinese (Easton, PA)................................................................................ 48 

China Program Coordinator (Omaha, NE) .............................................................................................. 48 

Lecturer in Chinese (Notre Dame, IN) .................................................................................................... 49 

Mandarin Chinese Teachers at K-12 Private Schools (USA) ................................................................... 49 

Visiting Instructor in Mandarin Chinese (Birmingham, AL) .................................................................... 50 

Professor in Applied Language Sciences / Bilingualism and Communication (Hong Kong) ................... 50 

Assistant Professor in Applied Language Sciences / Bilingualism and Communication / Chinese 

Linguistics / Translation and Interpreting (two posts) (Ref. 19032114) (Hong Kong) .............................. 52 

Program Coordinator (San Francisco, CA) .............................................................................................. 53 

Full-time Lecturer in the Chinese Language Program (Philadelphia, PA) ................................................ 57 

Chinese Lecturer – Part-Time Renewable (Lexington, Virginia) .............................................................. 57 

Associate Professor in Linguistics and Applied Linguistics (Shanghai Jiao Tong University) ................... 57 

Chinese Language Teaching Assistant (Lancaster, PA) ............................................................................ 59 

Assistant Teaching Professor of Chinese (Winston-Salem, NC) .............................................................. 59 

Full-time Lecturer of Chinese (Knoxville, TN) ........................................................................................ 60 

Project Coordinator at Confucius Institute at Cleveland State University (Cleveland, OH) ..................... 61 

Lecturer Pool – Mandarin Language – East Asian Languages & Cultures (Berkeley, CA) ....................... 62 

Resident Director in China (Bellevue, WA)............................................................................................. 63 

Visiting Assistant Professor of Chinese (Worcester, MA) ........................................................................ 63 

Visiting Assistant Professor or Instructor, Chinese Language Pedagogy and Linguistics (University Center, 

MI) ........................................................................................................................................................... 63 

Chinese Teacher (Fort Worth, TX) ......................................................................................................... 64 

Chinese Language Fellow (Poughkeepsie, NY) ........................................................................................ 64 

Instructor of Chinese (Calgary, Alberta, Canada) ..................................................................................... 65 

Mandarin Chinese Teacher – IMMEDIATE OPENING (Westwood, MA) .......................................... 65 

Educational Director/Head of School – NY & NJ (New York, NY) ........................................................ 66 

Journal updates 

世界汉语教学 ................................................................................................................................ 68 

International Chinese Language Education Volume4, 2019 (No. 1) ...................................... 69 

CHINESE LANGUAGE TEACHING METHODOLOGY AND TECHNOLOGY ............... 70 

台灣華語教學研究 ........................................................................................................................ 72 

2

CLTA NEWSLETTER January 2019 

Letter from the Editor 

Yang Xiao-Desai 萧旸 

San Francisco State University 

各位同仁 , 

又一度樱花盛开 , 又一季年会盛况。从华盛顿特区到华盛州顿西雅图 , 四月已经成为学会同 

仁欢聚畅谈的时节。感谢华盛顿大学的梁霞老师为本期封面提供了摄影和题词 ,“ 正是一年 

春好時 , 綠也不肥 , 紅也不瘦 ,” 为我们留住了早春四月的蓝天白云 , 娇花暖阳。 

本期时讯报导了年会的例行换届选举以及会议亮点。新当选的学会主席袁芳远老师在主席来 

信栏目中介绍了理事会的新成员和新变化。今年最大的变化 , 是学会的总部从佛蒙特大学迁 

到了卡内基梅隆大学。新任执行主席吴素美老师和前任印京华老师已经开始通力合作 , 确保 

总部的顺利平稳交接。我们非常感谢印老师多年来为学会做出的贡献 , 也非常荣幸他能在卸 

任之际接受 Media & Publicity Committee 的采访 —— 本期的深度报导 (featured article) 中 , 大家 

将读到印老师为学会服务多年的经验与轶事 , 感想与愿景。 

本期另一篇深度报道来自德州理工大学的王彦林老师 , 她在《求索之路》里介绍了本科中文 

专业从无到有的开设过程。相信王老师这种筚路蓝缕 , 以启山林的经历 , 一定能引起各位同 

仁的共鸣。此外 , 我们要祝贺获得 Language Learning Early Career Grant 的肯塔基大学柯思慧 

老师 , 以及诸多新著 , 新书出版的同事。祝大家研究顺利 , 教学顺心 , 生活顺畅 ! 

萧旸 

旧金山州立大学 

3


4


Letter from the President 

Fangyuan Yuan 

袁芳遠 

Dear friends and colleagues, 

It is my privilege and honor to have this 

opportunity to serve as the elected President of the 

Chinese Language Teachers Association, USA 

(CLTA) for 2019–20. I have been in the field of 

Chinese teaching and learning in the U.S. for 

about two decades as a teacher, researcher, and 

material developer and have served on the CLTA 

Board of Directors over the past four years. In a 

large sense, CLTA is my home for my career 

development and professional growth. Serving as 

President is a way to repay what I have received 

over the years. 

Under the leadership of past Presidents, Executive 

Directors, Board of Directors, and Appointed 

Officers, and with the support of all CLTA 

members, we have made a stride in accomplishing 

the CLTA mission of promoting the study of 

Chinese language and culture in an international 

context. We have held two successful annual 

conferences independently in 2018 and 2019. As 

the new President, I am fully aware of my 

responsibilities and possible challenges and 

prepare to devote my energy and enthusiasm to 

continuing our legacy. I am grateful that we have a 

strong team of Board of Directors including 

Professor Yi Xu, the elected Vice President, and 

appointed officers, including Professor Sue-Mei 

Wu as the new Executive Director, to whose 

continued support I will be able to rely on during 

my term. The following is the CLTA working 

structure in 2019-2020: 

Steering Committee: 

Fangyuan Yuan (President) 袁芳远 

Baozhang He (Immediate Past President) 何 

宝璋 

Sue-mei Wu (Executive Director) 吴素美 

Yi Xu (Vice President) 许怡 

Hsin-hsin Liang (Board member) 梁新欣 

Yongping Zhu (Board) 朱永平 

CLTA Sub-Committees: 

Award Committee: Zhang Jie 张洁 (chair) 

Conference Committee: Shuai Li 郦帅 (chair) 

Fundraising Committee: Mingquan Wang 王 

命全 (chair) 

Honor Society: Zhiqiang Li 李智强 (chair) 

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K-12 Working Group: Cilei Han 韩慈磊 

(chair) 

Media and Publicity Committee: Lung-Hua 

Hu 胡龙华 (chair) 

Membership Committee: Shijuan Liu 刘士娟 

(chair) 

Nomination Committee: Yongping Zhu 朱永 

平 (chair) 

Professional Development Committee: Chan 

Lü 吕婵 (chair) 

Regional Association Committee: Hsin-Hsin 

Liang 梁新欣 (chair) 

It is somewhat a relief for me that CLTA is 

operating in the capable hands of these leaders. 

For example, as more K-12 teachers attend 

our annual conferences, how to better serve 

their interests has become a new topic. To that 

end, a new working group has been set up and 

will explore options to foster a stronger 

connection between university and K-12 

teachers. To attract more regional associations 

to be part of CLTA, the Regional Association 

Committee has set up specific dates for the 

submission of the professional development 

funds. The Media and Publicity Committee is 

drawing up plans to enhance CLTA influence 

and visibility in the national and international 

communities in Chinese language teaching. 

The Fundraising Committee has started to 

explore new directions for raising funds for 

the Association. The Awards Committee has 

made proposals pertaining to the better use of 

the awards funds; and etc. 

One of our top priorities for the Association 

leadership is to prepare and organize CLTA 

annual conferences. Thanks to the hard work 

of Professor John Jing-Hua Yin, Executive 

Director (2015-2019), Professor Zhijun Wang, 

Program Chair, and Professor Nian-Ping Bi, 

Workshop Coordinator, and Professor 

Baozhang He, our immediate past President, 

we have just successfully held the 2019 Annual 

Conference in Seattle. In the coming year, we 

will be holding another annual conference of 

our own, for our own, and by our own in the 

first weekend of April, 2020 in Washington 

D.C, which will be the time for our members 

to get together to exchange ideas and share 

findings in research and practices. 

Meanwhile, we will continue to partner with 

ACTFL and contribute in organizing the 2019 

ACTFL Annual Conventions and World 

Language Expo to be held in Washington DC 

in November; we will continue to develop 

working relationships with other Chinese 

language teaching organizations in the U.S. 

and in the world; we will work more closely 

with regional associations, develop more 

special interest groups, and encourage more 

colleagues to join our Association. 

I am confident that working with my colleagues on 

the Board of Directors and at the CLTA 

Headquarters, CLTA will continue to provide 

leadership, scholarship, and service to the field 

and to all our members. I look forward to working 

with you and for you throughout the year and to 

seeing you at the 2020 Annual Conference next 

April in Washington D.C. 

6


Letter from the 

Executive Director 

Sue-mei Wu 

吴素美 

I am honored to be appointed as 

CLTA’s new Executive Director, and I am in great debt to the trust of the 

President, Steering Committee members, Board of Directors and the members 

who have provided me with this great opportunity to help run the CLTA HQ. I 

am very lucky to succeed all the previous Executive Directors who have been 

great models for how to run and manage the HQ efficiently and effectively. In 

particular I would like to take this chance to express my sincere thanks and 

appreciation to Professor John Jing-hua Yin who has worked very hard and 

successfully run the HQ for almost 5 years. To make sure the migration of the 

HQ was as successful and smooth as possible, Professor Yin has been very 

helpful and patient as he guided and instructed me in all the details to get ready to 

serve our members. 

Welcome to the New CLTA HQ located at Carnegie Mellon University in 

Pittsburgh. HQ is the HOME for everyone. Our HQ will work together to provide 

the best services for our members under the professional guidance and outstanding 

leadership of president Yuan and her dream team of Board of Directors and 

appointed officers. We are all ears, so please feel welcome to send us any concerns, 

comments or suggestions to help our CLTA, our BIG family, grow and develop in 

a happy, positive and successful direction. Contact information is below: 

EXECUTIVE DIRECTOR 执行长 / 秘书长 

Sue-mei Wu 吴素美 , Ph.D. 

Teaching Professor of Chinese Studies 

Director, MA in Applied SLA 

Dept. of Modern Languages 


Tel: 412-268-5949 

Fax: 412-268-1328 

E-mail: suemei@andrew.cmu.edu 

Website: http://xinterra.com/suemeiwu 

7


This year CLTA headquarter is moving from 

University of Vermont to Carnegie Melon 

University. We present here an interview 

with the outgoing Executive Director, 

Professor Jing-Hua Yin, as well as a letter 

from the Executive Director, Professor Sue- 

Mei Wu. 

Our sincere thank you to both! 

The CLTA WEBSITE 网址 

http://www.clta-us.org 

CLTA HEADQUARTERS 总部 


c/o Dept. of Modern Languages 


5000 Forbes Ave. 

Pittsburgh, PA 15213-3890, U.S.A. 

Email: clta@andrew.cmu.edu 

8


Featured Articles of the Issue 

An Interview with 

Professor Jing-hua Yin 

9


1.Could you tell us a few things about your professional life as well as your personal life 

that you are willing to share with CLTA members (current projects you are working on, 

your hobbies and favorite food, etc.) 

Some teachers told me that they could easily tell 

that I am from Beijing because of my Beijing 

accent. It is true that I was born and grew up 

in Beijing. I received my English language 

education at Beijing Foreign Language School, 

where I learned British English first and then 

switched to American English, as its retroflex r 

caused me no trouble to pronounce. My 

professional life consists of two segments: 

teaching English as a foreign language in China 

in 1980’s and teaching Chinese as a foreign 

language in the United States since 1990’s. In 

Fall 1988, I was accepted into the Graduate 

School of Education at the State University of 

New York at Buffalo. In May 1995, I got my 

PhD in Foreign Language Education, and I was 

hired as a lecturer of Chinese by the University 

of Oregon for Academic Year 1995-1996 and 

then as a visiting assistant professor of Chinese 

by the College of William and Mary for 

Academic Year 1996-1997. In Fall 1997, I 

started to teach Chinese language and 

literature at the University of Vermont. As I 

continued to teach, my position changed from 

a visiting position to a tenure-track one, and 

then to a tenured one. I was promoted to the 

associate professorship in 2006 and then to the 

full professorship in 2012. In Fall 2007, the 

Department of Asian Languages and 

Literatures was founded, and I have been 

appointed to head the department in addition 

to the Chinese language program since then. 

With the language education I have received 

and with the language teaching experiences I 

have acquired, I am keenly aware of two facts 

and two related presumptions: 1) Foreign 

language teaching theories are mostly based on 

the teaching of an Indo-European language 

such as English, French, and Spanish as a 

10


January 2019 

foreign language; therefore, when teaching 

Chinese, an non-Indo-European language, as a 

foreign language, we must not simply follow 

suit, and the characteristics of different learning 

aptitudes; therefore, to increase teaching 

effectiveness, they must not be taught with the 

same teaching approach. What would be the 

approach that is suitable for those students who 

fall into the middle section of the normal 

distribution curve? This is the question that I 

have been trying to find an answer to. The 

teaching approach that I have come up with 

can be stated in Chinese as 语文分治 , 分进合 

击 , 节奏诵读 , 整体输入。I have had this 

approach put into teaching practice for some 

years. Fundamentals of Chinese Characters, 

published by Yale University Press, and 

Practical Rhythmic Chinese, published Foreign 

Language Teaching and Research Press, are 

two books yielded from my endeavors. In 

October 2018, Essential College Chinese (ECC) 

Book 1 was published by Beijing Language and 

Culture Press & Phoenix Tree Publishing Inc., 

and ECC Book 2 will be published later this 

year. I have incorporated the teaching 

approach into Essential College Chinese. I 

hope that more teachers will be interested in 

joining me in finding out if this teaching 

approach is a good answer to the above 

question in the years to come. 

My personal life and my professional life have 

inevitably influenced each other, yet the 

influence has been positive, reinforcing, and 

rewarding. Before Diana Yiqing Sun and I 

were married, she had already started to teach 

Chinese at Washington University in St. Louis. 

I was a doctoral student writing my dissertation 

and a part-time instructor teaching English as a 

second language at St. Louis University. In the 

summer of 1993, she went to teach Chinese at 

Middlebury Chinese Summer School, and 

when I joined her as a family member at 

Middlebury the next summer, thanks to 

Professor Scott McGinnis, the lead teacher of 

the first-year Chinese then, and Professor 

Richard Chi, the director of the Chinese 

Summer School at the time, I was also hired to 

teach Chinese there. They virtually had me 

started my Chinese language teaching career in 

the United States. Diana joined the Chinese 

language faculty at the University of Vermont 

in the year of 2000 and has been my colleague 

since then. We have two children, a daughter 

and a son, and we are fortunate that even 

though they were born and grew up in the 

United States, they have successfully inherited 

their mother tongue. They have been speaking 

Chinese with us ever since they first learned to 

speak. When we taught at Middlebury Chinese 

Summer School in late 1990’s and early 2000’s, 

when we attended CLTA annual meetings 

during the ACTFL conventions in early 2000’s, 

and when we took our students to study abroad 

in China in summer, they were with us. They 

insist on us speaking Chinese to them as they 

would feel wired if we speak English to them. 

Our aged parents in China are particularly 

happy as their grandchildren can communicate 

with them in Chinese freely. We, as parents 

who take Chinese language teaching as our 

profession, feel that nothing can be more 

gratifying than the fact that our children have 

no trouble in listening, speaking, reading, and 

writing in Chinese and enjoy communicating 

with us in Chinese. 

I have to say that your interview question about 

my professional life, personal life, and even my 

hobbies and favorite food is somewhat like the 

one raised to a movie start or a singing star, but 

I am just a Chinese language teacher who spent 

some years serving CLTA. Do I actually 

already have fans who want to know my 

personal life and even my hobbies and favorite 

food? Anyway, I have tried and will continue 

to try to cooperate with you just in case there is 

indeed the need to help some of our members 

satisfy their curiosity about their former 

executive director. My hobbies are listening to 

Chinese music performed with western musical 

11


instruments (as you may have heard playing 

during the dinner time of our past two CLTA 

annual conferences), watching travelogue 

shows, and traveling. My favorite food is sticky 

rice balls with sesame filling and taro dipped in 

sugar. 

2.What is life like for you right now, having stepped down from the most indispensable 

position in CLTA as its Executive Director in the past four years? 

Although I have stepped down from the 

executive director position, I know that it will 

take a while for the new executive director to be 

in full control of all duties and responsibilities. 

I need to make sure that the transitional period 

is smooth. The executive director baton must 

not be dropped. It is obvious that I will 

eventually have more time than before, but 

most of the time has already been demanded 

and will be consumed by my teaching and 

administrative duties at my university. I am 

sure that I will also have a little more time to 

spend with my family and for my hobbies. 

Having stepped down from the position of 

CLTA’s executive director does not mean that 

I will disappear from CLTA. As a life-time 

CLTA member, I will continue to participate 

in and contribute to CLTA academic and 

professional activities. 

3.CLTA has been on its own feet for a couple of years now. Could you share your 

thoughts on the outcome of the transition? What advice do you have for Prof. Sue-mei 

Wu, CLTA’s new ED, to help her ease into her new role? 

To me, CLTA has always been on its own feet 

since it was founded in 1962. If you meant that 

CLTA has been able to hold its own annual 

conference independently for a couple of years, 

then that is true. It is important for CLTA to 

continue to be a co-organizer or partner 

organization for ACTFL conventions and to 

work with ACTFL. After all, CLTA shares the 

same goal as that of ACTFL. Many of our 

members still would like to attend ACTFL 

conventions so as to be able to exchange ideas 

with professionals of other languages. Holding 

CLTA’s own annual conferences, on the other 

hand, is academically, professionally, and 

financially necessary for CLTA’s further 

development. I am glad that CLTA is now able 

to do both, and because CLTA starts to hold its 

own annual conferences, CLTA is financially 

more capable than four years ago to fund the 

events and projects CLTA would like to have. 

I am sure that Professor Fangyuan Yuan, the 

2019-2020 CLTA president, and the 2019- 

2020 Board of Directors, as well as the CLTA 

presidents and the boards in the years to come, 

will continue to develop CLTA on a healthy 

track and carry out CLTA’s mission with 

confidence. 

I would like to take this opportunity to thank 

the CLTA presidents of the past five years, 

Professor Hongyin Tao (2014), Professor 

Chengzhi Chu (2015), Professor Helen Shen 

(2016), Professor Chao Fen Sun (2017-2018), 

and Professor Baozhang He (2018-2019), for 

their confidence and trust in me as well as their 

leadership in guiding our organization to carry 

out its missions. I am also grateful to the Board 

of Directors and appointed officers during the 

years of my term as the executive director for 

their work and cooperation. I would like to 

particularly thank Ms. Alice Wang, CLTA 

financial assistant, and Professor Alan Peterka, 

12


CLTA Web developer, for their diligent work 

and professional assistance to me. They are my 

“left and right arms” and part of my “brains”. 

I would also like to take this opportunity to 

thank my predecessors, Professor Yea-Fen 

Chen, Professor Cynthia Ning, and others, for 

their services to CLTA and the ground work 

they had laid for me to continue to work and 

build on. Last but not the least, I would like to 

thank all CLTA members for their support to 

CLTA. 

Now, we are all pleased and thankful that 

Professor Sue-mei Wu has accepted the offer to 

be the next CLTA’s executive director. It is 

healthy and beneficial for CLTA to have 

younger and capable Chinese language 

teaching professionals to lead and take of it. 

Professor Wu is very talented and fully capable 

of taking care of CLTA as its executive director. 

I have been communicating with her about 

matters to be taken care. If you still want me to 

provide advice to her, I will say what I might 

have already said to her: Know the CLTA 

Bylaws well and know the executive director’s 

role well. The executive director is not a 

decision maker, but a decision facilitator and 

implementor. 己欲达而达人 . A problem is 

doubled when kept but reduced at least in half 

when shared. Being an excellent language 

teacher, a good mother, and a good wife, 

Professor Wu will be an excellent executive 

director for CLTA with support from all of us. 

4.CLTA 会员之中 , 中小学教师的比例目前还是偏低 , 我们知道您十分关心 K-12 老师的培训 

和交流。请问您对这次新成立的 K-12 Working Group 有哪些期许和建议 ? 

近 30 年来 , 美国中、小学的中文教学发展 

得很快。但是 , 中、小学教师在 “ 教什么 ” 

和 “ 怎么教 ” 这两大问题上比大学老师面临 

的困难更多。不少大学教师肩负研究的责 

任 , 更偏重理论和教学实证的研究 ; 而中、 

小学老师还负有管理和教育学生的责任 , 

更需要偏重于教学的实际操作。中、小学 

是学生打基础的阶段 , 打什么样的基础就 

决定着学生的中文学习是否能顺利地进入 

更高一级阶段的中文学习。中文基础打不 

好 , 抱怨中文难学的学生会增多 , 半途而 

废的学生也会增多。中文教学在中、小学 

阶段长达 10 多年。应该分成初小、高小、 

初中、高中四个阶段。私立和公立学校有 

很多不同之处。根据不同类型的学校和不 

同的阶段 , 应该分类、分阶段地研究 “ 教什 

么 ” 和 “ 怎么教 ” 的问题。“ 教什么 ” 又涉及到 

怎么衔接的问题。“ 怎么教 ” 还涉及教学心 

理学和教学法的问题。此外 , 中文教育还 

有 “ 精英教育 ” 和 “ 普及教育 ” 之分。问题很 

多。建议 “K-12 工作组 ” 分类分阶段组织在 

职的中小学老师 , 先侧重研究不同阶段和 

不同类型学校 “ 教什么 ” 的问题 , 取得一些 

共识后 , 再研究 “ 怎么教 ”。还应该组织热 

心中、小学教学研究的大学老师参与进来 , 

为大、中、小学中文教学的衔接把关。然 

后还可根据 “ 教什么 ” 制定出中文教师学会 

认可的标准 , 并编制相应的标准化测试。 

总之 , 应该以中文的 “ 普及教育 ” 为重 , 不 

以片面追求 AP 中文考试得高分为目标 , 而 

以如何打好声调、汉字、基本语法基础 , 

让更多学生具有扎实中文基础而能在进入 

大学后继续学习中文为目标。以上建议仅 

供参考。该做什么 ,“K-12 工作组 ” 可能早 

有计划。预祝 “K-12 工作组 ” 工作卓有成效。 

- 完 - 

13


News from CLTA 2019 

Annual Meeting 

书法课程或成为未来中文项 

目之青睐 

在 CLTA 本届主席何宝璋教授、执行长印京华教授、新任 

主席袁芳远教授、许怡教授、吴素美教授的精心组织 

下 , 美国中文教师学会于 4 月 5-7 日在西雅图成功举办 

了第二届 CLTA 年会。这次学术大会海内外教育工作者、 

科研专家云集 , 对美国乃至国际中文教学进行了短暂但 

富有成效的探讨。会议中的一个议题是 , 在当前美国中 

文项目发展、入学人数都面临挑战的形势下 , 教育工作 

者应该采取哪些措施来扭转当前的不利局面、促进中文 

项目的稳定和持续发展。关于这一议题 , 参会的许多中 

文项目负责人 ( 如秦希贞、叶丽娟、陈广艳、刘瑶、李 

惠文 ) 在报告各自的策略时特别指出 , 当前大中学生对 

中国书法存在广泛的兴趣 , 而且中国书法是语言和文化 

的重要内容之一 , 中文项目、中文教师应努力中国书法 

融入到中文教学中。美国中文教师学会会员中的资深书 

法教师 ( 陈曼丽、吴凤涛、陈雅芬、孙怡清、李煜、王 

春梦 (Bonnie Wang)、李惠文等 ) 也聚集在一起 , 针对 

书法教师如何顺应当前形势、进行了广泛、深入的探 

讨 , 大家一致认为 , 大家应该在课程设计、教材编纂、 

师资培训、活动组织等几项工作上开展实质性的研讨、 

实践 , 而且要充分利用美国书法教育学会这一平台 , 开 

展宣传、培训、交流、研讨等活动。 

图一陈曼丽、吴凤涛、李惠文在交流 

图二李惠文在 CLTA 年会上呼吁重视书法教育 

图三部分书法教师合影 

14


2019 CLTA 

Annual 

Conference 

Report 

Thanks to the dynamic participation and generous support from 

members and friends of CLTA, the 2019 CLTA Annual Conference 

was another success. Teachers and scholars from all over the world 

convened at Hilton Seattle Airport & Conference Center from April 

4 to April 7 2019. 

This four-day event is the second CLTA annual conference since its 

separation from ACTFL. It attracted more than 330 teachers and 

scholars from the United States, Canada, Asia, and Europe. The 

conference program hosted 4 workshops, 121 individual 

presentations, 33 panels, and 23 teaching demos. 

Professor Chaofen Sun from Stanford University delivered a keynote 

speech on adjectives in Chinese grammar. Publishers and immersion 

programs set up shops in the Exhibit lounge, showcasing their latest 

publications and program features. 

At the general membership meeting, Professor Baozhang He, CLTA 

president and Immediate Past President (IPP), introduced the new 

CLTA president Professor Fangyuan Yuan (P), new Vice President 

Professor Yi Xu (VP), new Executive Director (ED) Professor Suemei 

Wu, and two board members newly-elected into the Steering 

Committee: Professor Hsin-hsin Liang and Professor Yongping Zhu. 

15


Professor Jinghua Yin, CLTA’s extraordinary Executive 

Director for the past four years, passed the baton to Professor 

Sue-mei Wu. Professor He thanked Professor Yin for his 

selfless contribution and outstanding work. Kudos to 

Professor Yin! 

Professor He also shared the exciting news that CLTA 

continued to work closely with our partner associations in 

Europe and Asia and extended a hearty welcome to their 

representatives, Professor Minkang Zhou from European 

Association for Chinese Teaching ( 欧洲汉语学会 ) and 

Professor Yeng Seng Goh from Asia-Pacific Consortium on 

Teaching Chinese as an International Language ( 亚太地区 

国际汉语教学学会 ). 

The 2020 CLTA annual conference will be held at Hilton 

Washington Dulles Airport on April 3-5, 2020! We look 

forward to seeing you there. 

16


德州理工大学中文专业创建心得 

王彦琳 

Assistant Professor of Practice, Chinese and Applied Linguistics 

Coordinator of Chinese Program 

Department of Classical and Modern Languages and Literatures 

Texas Tech University 

yanlin.wang@ttu.edu 

中文项目网站 

https://www.depts.ttu.edu/classic_modern/chinese/index.php 

17


地理坐标 

拉伯克 (Lubbock), 一个偏安德克萨斯州西 

北隅的城市 , 人口 24 万。 

所处校园 

德州理工大学 Texas Tech University。本校成立于 1923 

年 , 为公立大型研究型大学 , 由 12 个院系组成 ,2018 

年秋季注册学生人数 3.8 万人 , 教师近 1800 人。近期 

因男篮挺入全国大学篮球联赛总决赛而声名鹊起。 

18


项目简介 

本校古典和当代语言和文学系于 2006 年开设中文课 , 长期没有专职中文师资 , 由 

2-3 名应用语言学硕士专业学生担任助教 , 轮流由其他外语教授担任负责人 , 处于 “ 三不 

管地带 ”( 不管生源人数、不管教学质量、不管课程建设 )。中文可满足学生外语学分需 

求 , 也设有中文辅修 (minor), 选课人数 30-50 人。 

2016 年秋我被聘为 Visiting Assistant Professor 负责中文项目 ,2018 年底 “ 语言和文 

化 ”(Languages and Cultures) 学士学位下的 “ 中文和区域研究 ”(Chinese and Area 

Studies) 本科方向批准招生。截止到 2019 年春 , 中文项目有教授 1 名 , 助教 3 名 , 中文 

选课人数接近 90 人 , 中文本科学生 4 人。 

创建过程 

从我任职到中文本科项目批准 , 前后用了 1 年时间准备和申请。中文本科专业创建 

过程如同 “ 创业 ”, 上游需要筹措资金 ( 获得学校和院系的支持 ), 中游需要打造产品 ( 项 

目设计、课程建设及申请 ), 下游需要市场推广 ( 各种花式校内校外线上线下的宣传推 

广 )。 

在我系 , 西班牙语有博士点 , 德语、法语、古典语和应用语言学有本科和硕士点 , 

还有美国手语和俄语的本科方向 , 中文是名副其实的小语种 , 处于在夹缝中求生存 , 在压 

力下谋发展的状态。2016 年秋季入职以后 , 我对中文项目进行了全面的调查研究 , 以数 

据为基础 , 详细分析了目前中文项目存在的问题 , 提出了解决的方案以及未来的发展方 

向。在此报告基础上 , 我向系里提出了创建中文本科专业申请。院系对我的提议给与了积 

极肯定和大力支持 , 就如同注入了天使资金 , 在信息传递、课程申请和人员配置上给与了 

实质性支持。 

2017 年春季开始 , 我开始了解本科专业的申请流程。我系已有 “ 语言和文化 ” 

(Languages and Cultures) 学士学位 , 按照学院规定 , 在现有的学位下增加新的专业方 

向 , 只需要学院 (College of Arts & Sciences, 本校最大的学院 ) 的学术专业委员会 (Arts 

and Sciences Committee on Academic Programs, ASCAP) 的批准。在和 ASCAP 委员会的主 

席商讨以后 , 我决定先完善课程设置 , 再提交本科方向申请。 

我校中文课程课型单一 , 除了四门初、中级语言课 , 就只有一门可重复的独立研究 

课程可满足学生的中文辅修要 

求。我为项目设计的是语言课和 

内容课相结合的课程大纲。为了 

弥补语言课的不足 , 我申请开设 

了 “ 高级中文 ” 课 , 每学期讲授不 

同内容 , 如 “ 高级口语 ”、“ 高级 

写作 ”、“ 报刊阅读 ” 和 “ 电影和中 

文 ”, 此外还申请了 “ 商务汉语 ” 

上和下。内容课为英文授课 , 课 

程有 “ 中国文化 ”、“ 汉字和书 

法 ”、“ 中文语音 : 历史、发展和 

19


比较 ”、“ 中国文学和电影 ”、“ 中文语法 ” 等。另外 , 为了丰富选修课 , 系主任和我还联系 

了其他院系的课程 , 如哲学系的 “ 亚洲哲学 ”、政治系的 “ 亚洲政府和政策 ”、英语系的 “ 美 

国亚裔文学 ”、历史系的 “ 当代中国 ”、甚至农学系的 “ 当代中国的政府和市场 ” 以及 “ 中国的 

国际农业贸易 ”。我还申请了留学中国的暑期班 , 让学生有机会亲身体验中国文化 , 在真 

实语境中使用和提高中文水平。这一系列的课程申请结束后 , 中文项目的课程框架就初步 

搭建起来了。除了中文语言知识外 , 学生也能获得其他相关领域的知识 , 这样的课程框架 

也符合我们的专业名称 “Chinese and Area Studies”。 

在课程申请批准以后 , 我开始着手申请中文本科专业方向。这一阶段 , 主要集中在 

撰写准备各种申请材料、草拟四年修课样本、敲定必修课和选修课等。在这一年中 , 我几 

乎参加了每一个月的 ASCAP 会议 , 陈述答辩每一门课的申请和专业申请。 

有了院系支持 , 也有了产品 , 接下来就是市场营销了。市场推广工作从 2016 秋天 

我入职时就开始了。对中文项目的宣传我从以下几个方面切入 : 校内、媒体、社区和高 

中。在校内 , 为了提高曝光率 , 我们抓住机会参加各部门各院系组织的各种文化宣传活动 

介绍中文项目和中国文化。为了提高学生学中文的积极性 , 提高凝聚力 , 我们每个学期组 

织一次大型活动 , 如拼音大赛、汉字比赛、演讲比赛、书法大赛、中华美食比赛、中文卡 

拉 OK 比赛等 , 从另一方面让学生看到自己的学习效果和成绩。中文俱乐部也免费为学 

生提供中文辅导 , 进行文化宣传。我还四处寻找工作机会转发给学生 , 让学生明白学中文 

是有就业市场的 ; 在网上 , 我们利用脸书和院系网站介绍中国文化、宣传中文活动 ; 在高 

中 , 我们举办中文课后班 , 免费教中文和中国文化。这样的立体宣传很快就初见成效了 , 

两年内 , 中文选课人数从原来的 40-50 人激增到近 90 人 , 仅仅 3 个月就有 4 名学生选择 

中文做本科专业。 

心得体会 

从无到有的过程是痛并快乐着的。痛的体验是牺牲了自己的周末和业余时间 , 是 

牺牲了陪伴家人的时间 , 是无数个通宵达旦的挑灯夜战 , 是在短时间内高效工作带来的 

肩背酸痛。然而 , 结果是令人欣喜和快乐的 , 快乐欣喜的是选课率接连攀升 , 是中文项 

目的好口碑 , 是学生自然流露出对中文课的喜爱 , 是逐渐增多的学生专业学生 , 是自我 

价值实现的成就感。 

然而 , 我也深知 , 这只是一个开端 , 我仅仅是搭建了一个框架 , 还有更多的实质 

性的工作需要大量的人力、物力和精力的投入 : 我们需要更多的专业师资、助教的教学 

质量有待提高、课程还需要进一步完善和充实、宣传工作还需要深度和广度、学生毕业 

就业出口还需要打开 ……。所有这些工作仅凭我的单打独斗是绝不可能完成的。除了院 

系的支持 , 幸运的是我加入了 CLTA-SIG 汉语二语研究群。在过去的日子里 , 群里的老 

师给与我极大的、无私的帮助 , 分享了他们宝贵的项目创建和课程设置经验供我借鉴学 

习。我所认识的中文老师们 , 大多 “ 十八般武艺样样精通 ”, 个个身怀绝技 , 经验丰富。一 

有问题 , 大家帮忙回答 ; 一有资料 , 大家共同分享。为了北美的中文教学事业发展 , 群 

策群力 , 共同努力。“ 路漫漫其修远兮 , 吾将上下而求索 ”, 中文项目发展之路也是漫 

漫长路 , 需要上下求索。在此分享我浅薄的心得和体会 , 供有兴趣的老师参考。祝福每 

一个中文项目都能繁花似锦、硕果累累 ; 祝福每一位中文老师都有心之所往、梦想成 

真 !- 完 - 

20


Research Frontiers 

Zhai, L. (2019). Illuminating the Enactment of High-Leverage Teaching Practices 

in an Exemplary World Language Teaching Video Library. American Educational 

Research Journal. https://doi.org/10.3102/0002831218824289 

In response to the American Council on the Teaching of Foreign Languages’ 

initiative and the gap existing in identifying high-leverage teaching practices 

(HLTPs) in world language teaching, this study investigated and decomposed 

HLTPs in a video corpus of exemplary world language teachers. Specifically, this 

study clarified the definitions of some identified HLTPs and proposed one new 

practice—building connections to other content areas to promote students’ 

communicative competence. The proposed HLTP was broken down into 

component micro-practices and instructional moves illustrating the ways in which 

practices were enacted in particular classroom contexts. 

Luo, H., Li, Y., & Li, M. (2019). Heritage language education in the U.S.: A 

national survey of college-level Chinese language programs. Foreign Language 

Annals, 52(1), 101-120. 

This study reports the results of a national survey of Chinese as a heritage language 

(CHL) education in U.S. colleges and universities. Of the 619 institutions to which 

the initial survey was sent, 246 responses were received, of which 51 institutions 

were identified as having a separate CHL track. A follow-up survey investigated 

CHL instructors’ views on existing teaching materials, challenges, successful 

experiences, and needs for professional development. In addition to providing a 

general picture of college-level CHL education across the U.S., this paper also 

identifies urgent issues that need to be addressed for CHL education. 

21


Ke, S. & Koda, K. (2019). Is vocabulary knowledge sufficient for word meaning 

inference? An investigation of the role of morphological awareness in adult L2 

learners of Chinese. Applied Linguistics, 40(3), 456-477. 

This study investigated the role of the learner’s sensitivity to a word’s 

morphological structure (referred to ‘morphological awareness’ or ‘MA’ hereafter) 

as additional support that enhances multi-character word-meaning inferencing in 

adult learners of Chinese as a second language. A set of paper-and-pencil tests was 

administered to 56 English-speaking learners of L2 Chinese, measuring their L2 

vocabulary knowledge, MA, and word-meaning inferencing ability. The results are 

as follows: L2 vocabulary knowledge contributed directly and consistently to 

inferring the meanings of multi-character words. Yet, L2 vocabulary knowledge was 

not the sole predictor of L2 word-meaning inferencing; L2 MA made an additional 

unique contribution. Last, L2 MA contributed indirectly to L2 word-meaning 

inferencing through the mediation of L2 vocabulary knowledge. 

Lai, C., Qi, X., Lü, C., & Lyu, B. (2018). The effectiveness of guided inductive 

instruction and deductive instruction on semantic radical development in Chinese 

character processing. Language Teaching Research. 

This study compared the effectiveness of deductive instruction and guided 

inductive instruction for developing semantic radical knowledge of Chinese 

characters. The evaluation was conducted through a quasi-experimental 3-week 

intervention involving 46 intermediate learners of Chinese as a foreign language 

(CFL). The results indicated that guided inductive instruction generated 

significantly greater gains in learners’ use of radical information for radical formmeaning 

mapping and for Chinese character recognition and inferencing. This 

study further found that the effectiveness of inductive instruction in strengthening 

radical form-meaning mapping varied for semantic radicals of different complexity 

levels. These findings suggest that instructors should apply guided induction in 

teaching semantic radicals, but also be flexible in varying instruction in response to 

the complexity of semantic radicals. The findings suggest that the inductivedeductive 

nature of instruction and the complexity of semantic radicals are 

important variables to consider in future research on the learning and instruction of 

Chinese characters. 

Zhu, Weihua. 2019. The practice and perception of unexpected topic switching in 

Mandarin Chinese. Acta Linguistica Academica, 66(2), 1-25. 

This paper combines a model of context, practice, and perception with a 

discursive-interactional approach to investigate the moral order of the practice and 

perception of unexpected topic switching in everyday context, using data derived 

from recorded mundane conversations in Mandarin and playback with native 

Chinese speakers in mainland China. Results show that the speakers initiate, react 

to, and perceive unexpected topic switching as a part of appropriate interactional 

norms. The uncovered analyst understandings, participant understandings, and 

metaparticipant understandings indicate the influence of the sociocultural context, 

interactional context, and personal context on the practice and perception of 

unexpected topic switching. 

22


Huang, T. & Lammers, J. C. (2019). A qualitative inquiry of video learning: 

Learning internalization, understanding social realities, and reflecting on challenges. 

Journal of Chinese as Second Language (CSL). May. in press. 

本文研究视频学习中文此普遍现象 , 是一篇定性的个案型研究。中文学习 

不是一个大同的过程 , 而是个性化十足的文化碰撞。因此视频学习的过程 

中有跨文化的挑战也有多元化发展的机遇。对迥异的视频学习 , 教师必须 

引导。 

Huang, T. (2019) Effects of visual aids on intermediate Chinese reading. Reading 

in a Foreign Language. October, in press. 

多媒体的现在 , 图画是否能帮助中级阅读 ? 这是一篇定量实验研究 , 用被 

试间和被试内四种组合来假设验证图画效果。画对中文中级故事阅读有帮 

助 , 但是组图也不是越多越好。其效与性别、策略、背景、测试都有关。 

Xiao-Desai, Y. (2019). Heritage learner pragmatics. In Taguchi, N. (ed.) 

Handbook of SLA and Pragmatics (pp.426-478). New York: Routledge 

This chapter critically reviews a nascent research area, heritage learner pragmatics, 

and systematically appraises the recent literature, based on a thematic analysis of 

empirical studies over the last ten years (2007–2017). The chapter offers an 

overview of the research scope and methods, and synthesizes the main findings 

according to essential questions regarding heritage pragmatic competence. It 

highlighted four key notions in heritage learner pragmatics - contextuality, hybridity, 

bidirectionality, and learner agency - and calls for a braoder examination of 

pragmatics in heritage language context. 

Xiao-Desai, Y., Wong, K., & Magriney, C.. Utilizing social networks in language 

classes – Perception, production, and interaction. Journal of the National Council 

of Less Commonly Taught Languages 24, 121-170 

This action research paper explores three aspects of the findings: students’ 

perception, language production, and language interaction. Between 2009 and 

2016 the authors incorporated Facebook into their Chinese curricula in three 

higher education institutions and subsequently analyzed its affordances and 

implications. The discussion focuses on not only the utilization of SNSs as 

educational tools to engage Chinese learners in innovative and collaborative ways 

but also helpful suggestions for teachers to enhance instructional outcomes through 

SNSs. Specific attention is given to create a pedagogically effective, privacy-ensured, 

and userfriendly social network project with Facebook, which is applicable to other 

SNSs and similar digital platforms. 

23


Language Learning Early Career Research 

Grant Awarded to CLTA Member 

In May 2019, Dr. Sihui Ke of the University of Kentucky received a Language 

Learning Early Career Research Grant to support her research project with the 

title “Does writing system matter? Validating the simple view of reading in adult 

second language learners.” The overall goal of the research is to expand current 

understanding of to what extent decoding and linguistic comprehension 

contribute to adult L2 reading comprehension, as well as the impact of the 

distance between first language (L1) and L2 writing systems. It investigates the 

SVR in adult L2 English learners of three different L1 writing system 

backgrounds with matched L2 proficiency, and whether SVR is applicable to 

adult L1 English-speaking learner reading in L2 Chinese, whose L1 and L2 are 

typologically distant. In many parts of the world, L2 reading competence is 

required for gaining access to formal education; thus, promoting scientific 

research on L2 reading development in diverse languages is of utmost 

importance. This research entails various linguistic, cross-linguistic, and 

construct analyses, which are applicable to L2 reading studies that involve 

combinations of different languages. Moreover, the findings of the research will 

provide implications for promoting evidence-based best practices by improving 

our understanding of English and Chinese reading development in college-level 

foreign language learners in the U.S 

Sihui (Echo) Ke is an Assistant Professor of 

Second Language Acquisition at the 

University of Kentucky, where she teaches in 

the MATESOL (Teaching English to 

Speakers of Other Languages) and MATWL 

(Teaching World Languages) programs. She 

received her Ph.D. in Second Language 

Acquisition from Carnegie Mellon 

University. Her professional areas of interest 

include second language reading and 

biliteracy development, and foreign language 

assessment and instruction. She has published research articles in Applied 

Linguistics, Language Awareness, Modern Language Journal and System. Dr. 

Ke has won a research award as part of ACTFL’s 2018 Research Priorities 

Initiative, and a Language Learning Early Career Research Grant in 2019. She 

has trained foreign language program instructors as well as EFL and ESL 

teachers. She invites you to visit her website at http://www.sihuike.com/. 

24


Call for Paper: CLTA-NCR Decennial Symposium 2019 

National Capital Region (CLTA-NCR) Decennial Symposium 2019 

This year marks the 100th anniversary of the May Fourth Movement, when modern Chinese intellectuals 

embarked on major linguistic reforms including the exhaustive promotion of Baihuawen (“vernacular 

writing”). Now a century later, Chinese as a Critical Language faces new opportunities and challenges in 

the context of globalization and rapid technological advancement. This year is also the tenth anniversary 

of the Chinese Language Teachers Association – National Capital Region (CLTA-NCR), which, drawing 

on the DC metropolitan area’s strengths, has become a major regional organization for Chinese language 

professionals. To celebrate both events and to further enhance the cultural exchanges between China and 

the US, we are organizing a symposium on Saturday, October 19, 2019 with the theme “From 

Baihuawen to Critical Language: One Hundred Years of Chinese Language Education”. 

We are pleased to have Prof. Chih-p’ing Chou of Princeton University as our keynote speaker, and Prof. 

Mei Kong of University of Maryland as our invited speaker. They will deliver talks in the morning 

sessions of the symposium. The afternoon sessions of the symposium will feature individual and panel 

presentations. 

We cordially invite researchers, experts, language professionals, and anyone interested to participate and 

present their research at the CLTA-NCR Decennial Symposium 2019. The presentation can be on any 

topic related to Chinese language education in both K-12 and college settings, e.g., pedagogical 

challenges and solutions in teaching Chinese characters, curriculum articulation and connection between 

K-12 and higher education, teacher training and classroom management, second language acquisition, 

linguistic research, etc. We especially welcome proposals that address the two conference themes, i.e. 

Baihuawen and Critical Language. 

Keynote speaker: Prof. Chih-p’ing Chou, Princeton University Invited speaker: Prof. Mei Kong, 

University of Maryland, College Park Conference Venue: University of Maryland, College Park 

Important Dates: 

· Proposal deadline: Tuesday, August 20, 2019 

· Notification date: Sunday, September 1, 2019 

· Conference date: Saturday, October 19, 2019 

Submission of proposal: 

· The length of the abstract, including the title and keywords, should not exceed 300 English words or 

450 Chinese characters 

· Please include at least three keywords in the abstract to help us assign reviewers. 

· Send the abstract to dc2019proposal@gmail.com in either WORD or PDF format. 

· Note that your abstract file itself should be strictly anonymized, containing no identification 

information. 

· In the body of the email text, please specify the author(s) and affiliations. 

Symposium Website: https://clta-ncr.org/symposia/ For Questions: 

Please contact the symposium review committee at dc2019proposal@gmail.com 

25


Scholarships Available to Study 

Intensive Chinese or Japanese at 

Washington University in St. Louis this Summer with 

the ALLEX Foundation 

Study Chinese or Japanese: 

http://www.allex.org/summer 

The WUSTL-ALLEX Intensive Chinese and Japanese 

Institute will offer intensive beginning level classes in 

Japanese and Mandarin Chinese at Washington 

University in St. Louis for seven weeks this summer. 

Each class meets for 2 hours per day, 5 days a week for 7 

weeks. The course is intensive and requires 3-5 hours of 

mandatory self-managed study per day. 

This program is designed to train students to speak and 

listen to Chinese or Japanese, and to introduce students 

to reading and writing the language. At the end of the 

course students will be expected to perform in all four 

skills—speaking, listening, reading and writing—at a 

basic level of proficiency. Students will not only learn to 

speak the language; they will also develop an 

understanding of Chinese or Japanese interpersonal 

behavior. The ultimate goal is to teach students not just 

to speak Chinese or Japanese, but to function 

successfully in Chinese or Japanese culture—to present 

yourself as an intelligent person in the culture using the 

language. Students will learn to speak and perform 

correctly in a variety of social situations. 

Scholarships are available. 

For more information please visit: 

http://www.allex.org/summer or call 98-401-0085 

K-16 Chinese language teachers may wish to consider 

participating in a summer workshop that includes 

Chinese pedagogical focus and comprehension-based 

communicative language teaching. A blog post with brief 

information and links to registration and full details of 

eight such programs, hosted by a variety of organizations, 

and mostly held in the US (with one in France) between 

April and August, 2019, can be found at: 

Scholarship Support Available for 

Chinese/Japanese Teacher Training 

Program 

Sponsored by Washington University in St. Louis 

and the ALLEX Foundation [www.allex.org] 

Washington University in St. Louis and the 

ALLEX Foundation will again offer an intensive 

teacher training program for Chinese and Japanese 

instructors this summer from mid-June to early- 

August. The WUSTL-ALLEX Chinese & Japanese 

Teacher Training Institute is an intensive course 

for current language teachers or those who plan to 

enter the field. The program provides the 

foundation for future instructors to teach Chinese 

or Japanese and gives substantial tools to current 

teachers to reinforce and strengthen their 

programs. It is a hands-on course, and effective 

methodology in teaching Chinese and Japanese to 

North Americans is emphasized over a theoretical 

analysis of the language. 

Mari Noda (Ohio State University) is Academic 

Director; Ginger Marcus (Washington University 

in St. Louis) serves as On-Site Academic Director. 

Faculty have included Masayuki Itomitsu (Linfield 

College), Cornelius Kubler (Williams College), Yu 

Li (Williams College), Rachel Wayne (Ohio State 

University), Liao Hao-hsiang (MIT), Kanako Yao 

(Washington University), Yongfang Zhang 

(Wofford College), and many others. 

Successful graduates will receive credits from 

Washington University and a certificate of 

completion. 

Significant substantial scholarship support is 

available. 

For more details on the course and registration 

information please visit the ALLEX Website: 

http://www.allex.org/teacher-training/overview/ 

http://tprsforchinese.blogspot.com/2019/02/chineselanguage-teacher-training.html 

Diane Neubauer 杜雁子 , diane-neubauer@uiowa.edu 26


2019 UVA STARTALK Program 

TEACHERS Teach ONLINE ($600 Travel) and STUDENTS Learn ONLINE ($25 Gift card & 

Certificate of Excellence) 

The 2019 Virginia STARTALK Chinese TEACHER/STUDENT Academy celebrates its 12th anniversary 

this year and marks its4th year in leading national pioneering work on online teaching and learning in 

Mandarin Chinese at the University of Virginia (UVA). The program is led by Professor Miao-fen Tseng 

(Founding Director of the Institute of World Languages and College Board AP Chinese Consultant) and 

Dr. Yan Gao (2017 ACTFL Distant Learning Award Recipient). We welcome college faculty, secondary 

school instructors, and rising 9th-12th graders to join UVA STARTALK this summer. Please see 

information about the TEACHER and STUDENT programs below and help circulate the information to 

interested Chinese language educators and students. 

2019 UVA STARTALK TEACHER Program 

DATES: 

ONLINE training: June 17-28 & July 15-18, 2019 

ONSITE training: July 1-13, 2019 

LOCATION 

University of Virginia (Charlottesville, VA) 

The hometown of the 3rd US President, Thomas Jefferson 

PROGRAM FEATURES 

Teach Chinese language & culture ONLINE 

Receive intensive training and practicum experience 

Apply research-endorsed best practices to teaching 

Compile a comprehensive teaching E-portfolio 

Earn up to five graduate credits in teaching Chinese as a foreign language 

Explore historic and cultural heritage at Thomas Jefferson’s hometown 

PROGRAM FEES & TRAVEL REIMBURSEMENT 

Teacher participants do not need to pay program fees and will receive up to $600 as travel 

reimbursement. Those who plan to obtain credits will pay tuition at their own expense. 

APPLICATION DEADLINE: Spots are awarded based on rolling admission and will be filled up 

very fast. Please visit theprogram website at http://startalkuva.as.virginia.edu by coping and pasting 

the link to complete the online application. 

FURTHER INFORMATION: Please visit the program website http://startalkuva.as.virginia.edu to 

learn more about the program and read about the experience of participants from previous years. 

QUESTIONS: Send us an email at uva-startalk@virginia.edu for further questions. 

2019 UVA STARTALK STUDENT Program 

DATES 

July 5 - July 6, 2019: one-hour online orientation in the morning each day 

July 8 - 18, 2019: one-hour online learning in the morning per day except Sunday, July 14 

27


LOCATION 

ELIGIBILITY 

Students learn online at wherever convenient in different geographical regions in the US. 

Rising 9-12th graders who have completed Level II, III or the equivalent. They should be 

able to use simple sentences to exchange ideas on some familiar topics about school, family, 

and life experiences. 

CLASS SCHEDULE 

The program offers two online sessions: 9:30-10:30AM & 11:15AM-12:15PM in the Eastern 

Standard Time. Selected students will be placed into one of the two synchronous sessions and 

be fully committed to 2-3 hours of self-paced asynchronous learning per day.CLASS SIZE 

Class size is extremely small and catered to individual needs. The ratio of teacher to students 

is 1:1. 

INSTRUCTORS 

Teachers have demonstrated excellence in teaching Chinese language and culture in postsecondary 

and secondary schools in the U.S. They are selected excellent teachers in the 

Virginia STARTALK Chinese Teacher Academy. 

PROGRAM FEE 

GIFT CARD 

Students do not need to pay any program fee. All costs are covered by the program. 

Students who fully participate in the program and complete the participation requirements 

will receive a gift card at the amount of $25.00 after the end of the program. 

CERTIFICATE OF EXCELLENCE IN LEARNING 

The program offers no credits but well recognizes efforts in excellent learning. Those who 

fully participate in the program, successfully complete curricular requirements, and 

demonstrate a strong desire to exert full potential in learning will receive a Certificate of 

Excellence in Learning after the end of the program. 

APPLICATION DEADLINE 

The deadline is April 22, 2019. Spots are awarded based on rolling admission. Please visit 

the program website athttp://startalkuva.as.virginia.edu by coping and pasting the link to 

complete the online application. 

FURTHER INFORMATION: Please visit the program website http://startalkuva.as.virginia.edu to 

learn more about the program and read about the experience of participants from previous years. 

QUESTIONS OR COMMENTS 

Send us an email at (uva.startalk.students@gmail.com) for further questions. 

28


JCWS 稿约 

Journal of Chinese Writing Systems is an international, peer-reviewed journal focusing on indepth 

research of Chinese writing systems and encompassing a broad theoretical scope. It is 

sponsored by the Center for the Study and Application of Chinese Charac ters (CSACC), East 

China Normal University (ECNU), and published in partnership with SAGE Publishing. Journal 

of Chinese Writing Systems publishes both the English language articles and the Chinese language 

articles. The journal welcomes original articles, review articles, book reviews, comments, 

correspondence on research and applications of Chinese writing systems, which include modern 

Chinese characters, ancient scripts, Dongba scripts, and Shui scripts, etc., as well as the 

comparative studies on hieroglyphs of Ancient Egypt and Mesopotamia. The journal is dedicated 

to the studies of morphology, i.e. the structure, formation and function of the scripts, symbols; the 

studies of interrelation between writing systems and the language, as well as the cogniti on and 

acquisition of Chinese characters. 

Please submit articles online via https://mc.manuscriptcentral.com/cws. 

AIMS AND SCOPE 

Chinese writing systems, different from the alphabetical systems of Europe and America, which are 

often a natural part of language studies, turn out to be an independent academic concern. Chinese 

writing systems become a crucial factor in the construction of Chinese language, literature, 

philosophy, psychology, etc.. It is the fundamental influential element for all humanity stu dies 

concerning China. 

Chinese writing systems are different in many aspects from major writing systems of western 

languages, with complex structures and the employment of thousands of individual characters. The 

research of them will reveal the diversity of the usage of symbols to record a language, thus makes 

them the important objects of investigation in the field of language studies. 

Journal of Chinese Writing Systems is the first journal published which especially and 

systematically focuses on the Chinese writing systems, in an attempt to promote the understanding 

of Chinese writing and build a platform for the studies of related fields. 

The journal welcomes articles within the scope as below: 

· modern Chinese characters, ancient scripts 

· writings of Chinese minorities, e.g. Mongolian, Dongba scripts , etc. 

· comparative studies on hieroglyphs of Ancient Egypt and Mesopotamia and on other Asian 

writing systems 

· semiotic concerns of Chinese writing systems 

· cognition and acquisition of Chinese characters 

· the cross-disciplinary studies between Chinese writing systems and ancient history, ancient 

documents, archeology are also encouraged. The philosophical concerns of symbol and 

meaning are particularly welcome. 

《中国文字》Journal of Chinese Writing Systems, 为华东师范大学中国文字研究与应用中 

心主办的国际学术期刊 , 由英国世哲出版公司 (SAGE) 发行 , 一年四期 , 中英文各两期。本 

刊主要刊发中国文字 ( 包括汉字和少数民族文字 )、世界其他表意文字 ( 如域外汉字和古埃及 

圣书文字等 ) 的理论研究文章以及文献、考古、历史、民族学等领域内和汉字相关的研究论 

文、书评等学术文章。 

29


《中国文字》目前发表下列类型的文章 : 

· 原创文章 (Original Article) 

· 研究综述 (Review) 

· 书评 (Book Review) 

· 读者来信 (Letter to the Editor) 

2018 年起 , 本刊不再接受纸质稿或电子邮件投稿 , 唯一投稿平台为 : 

https://mc.manuscriptcentral.com/cws, 具体操作方法详见《网上投稿指南》。本刊实行严格的 

双向匿名审稿制度 , 为保证学术研究的原创性与严谨性 , 中文来稿需特别注意如下事项 : 

1. 必须使用规范的简化字 , 少量有特殊需要的字符除外。少量集外字可用图片形式插 

入 , 确保比例适当 , 正常显示。如稿件使用了特殊字库 , 请以附件的形式附上所使用 

的字库。请使用中国大陆发行的字符集 ( 如 windows 系统自带的宋体 simsun、楷体 

simkai、黑体 simhei 或方正字库等 ), 请勿使用台湾地区的字符集 ( 如 PMingliu、 

Mingliu 等细明体 )。 

2. 中文稿件篇幅一般在 10000 字以内 , 过长文章请先联系编辑部 , 或可连载。中文摘要 

300 字以内 , 关键词最少 3 个 , 最多 5 个。文后附英语标题、摘要、关键词。 

3. 文中引用、参考文献标注方法及全文格式 , 需符合本刊《中文稿件引文标注规则》和 

《中文稿件格式规则》, 否则稿件将被退回。 

4. 网络投稿时 , 至少上传 “ 匿名正文 ” 和 “ 标题页 ” 两个 word 文档 , 不能上传 PDF 

格式文档。 

“ 匿名正文 ” 应包括以下内容 : 标题、摘要、关键词、正文、注释、参考文献及英文标题、摘 

要、关键词。匿名正文用于双盲评审 , 不能包含任何个人信息。 

“ 标题页 ” 必须包括以下内容 : 中文标题 , 作者姓名、机构名、通讯作者及联系地址、电子邮 

箱 , 英文标题 , 英文作者姓名、机构名 , 英文通讯作者及联系地址。 

文中图片 (jpg 格式 , 高分辨率图片 )、所用罕用字体的 ttf 格式文件等 , 作为附件上传。 

5. 网上投稿后 , 作者可在网络投稿平台查询审稿进度和结果。自投稿之日起两个月内 , 

编辑部会通过系统告知作者录用与否。其间 , 请勿来函来电垂询。对决定采用的稿 

件 , 编辑部有权进行修改。 

6. 坚决杜绝剽窃、一稿多投 ( 包括局部改动后投寄其他报刊或公开出版的会议论文集 ) 

等学术不端行为。稿件发表前 , 作者需与出版方签订正式版权协议。 

我们热忱欢迎国内外学者不吝赐稿 ! 

《中国文字》编辑部 

30


Current Studies 

Nin EChinese W B OLanguage O K I Nand F ODiscourse 

R M AT I O N 

Discourse studies / Pragmatics / Sino-Tibetan languages 

Cu rren t St u d ies in Ch in ese Lan gu age an d 

Discou rse 

Global context and diverse perspectives 

Bryan t U n iversit y / Th e U n iversit y of Syd n ey 

Th is volu m e feat u res a d iscou rse em p irical orien t at ion from d iverse p ersp ect ives an d 

variou s m et h od ologies, in w h ich n arrat ives, in t erview s, su rveys, an d large -scale d at ab ases 

or self-creat ed w rit t en an d sp ok en corp ora are em p loyed an d an alyz ed t o gain a b et t er 

u n d erst an d in g of n ew d evelop m en t s an d ch an ges in Ch in ese lan gu age an d d iscou rse. 

Au t h ors em p loy u p d at ed ap p roac h es from a variet y of fi eld s, in clu d in g ap p lied lin gu ist ics , 

fu n ct ion al lin gu ist ics , corp u s lin gu ist ics an d sociolin gu ist ics , t o d escrib e t h e st ru ct u re 

of Ch in ese lan gu age an d d iscou rse an d t o ex am in e it s crit ical issu es , m an y focu sin g on 

glob aliz at ion -in d u ced lan gu age d evelop m en t s an d c h an ges. Wit h an em p irically-b ased 

d iscou rse/socio -cu lt u ral ap p roach, t h is collect ion m ak es v alu ab le con t rib u t ion s t o researc h 

on Ch in ese lan gu age an d d iscou rse an d serves as a sou n d referen ce for Ch in ese researc h ers 

an d ed u cat ors in d iverse fi eld s su c h as Ch in ese lan gu age an d d iscou rse, Ch in ese lin gu ist ics 

an d lan gu age ed u cat ion , Ch in ese m u lt icu lt u ralism , an d m ore. 

Table of contents 

Contributors 

Chapter 1. Chinese discourse from diverse 

perspectives: An introduction 

Yun Xiao and Linda Tsung 

Chapter 2. New words in contemporary 

Chinese language use: Linguistic 

features and formation processes 

Yun Xiao 

Chapter 3. Usage based language change and exemplar 

representations in Beijing Mandarin Chinese 

Liang Tao 

Chapter 4. Contextual variations of internal 

and external modifications in Chinese 

requests: c Effets of power and imposition 

Shuai Li 

Chapter 5. Some interactional functions of Yinweiclauses 

in Mandarin Chinese conversation 

Xiaoting Li and Jie Luo 

Chapter 6. Preliminaries to delicate matters: 

Some functions of “I say to you” sequences 

in Mandarin Chinese conversations 

Ni-Eng Lim 

Chapter 7. Chinese near-synonyms jian 

( 建 ), zao ( 造 ), gai ( 蓋 ) ‘to build’ revisited 

Chenhsuan Huang 

Chapter 8. Constraints on the collocational behaviors 

of Chinese near-synonyms: A corpus-based analysis 

Jia Yang 

Chapter 9. Genericity and sentences with an 

AP state complement in Mandarin Chinese 

Fei Ren 

Chapter 10. Kinship metaphors in the 

Chinese construction A shi B zhi fu/mu: 

Biology and culture as conceptual basis 

Lin Zhu 

Chapter 11. a The classifict ion of 

Chinese time expressions from Systemic 

Functional Linguistics Perspectives 

Linda Tsung and Lubei Zhang 

Chapter 12. Being a Kam in China: 

Ethnic identity in narratives 

Wei Wang, Lisong Jiang and Meishu He 

Chapter 13. Specialised corpora for Chinese 

language education in Singapore 

Hock Huan Goh, Jinzhan Lin and Chunsheng Zhao 

Index 

JO H N B E N JA M I N S P U B LI S H I N G C O M P A N Y 

www.benjam ins.com 

31


Chinese Literacy Learning in an 

Immersion Program 

By Chan Lü 

This book examines one-way foreign language immersion 

education in the United States. It provides a clear and rich 

description of a Chinese (Mandarin) immersion program, its 

curriculum, instructional materials, assessment activities, 

parental involvement and student outcomes. The author 

analyses two studies that document the development of the 

students’ reading skills in English and Chinese, and the progress 

of their vocabulary knowledge, lexical inference, and reading 

comprehension in Chinese. In addition, this book contextualizes the program in its eco-system, 

including its neighbourhood, school, and the school district, and discusses the importance of 

school leadership, parental involvement, neighbourhood support and language acquisition 

planning in making an innovative school program successful. Its concluding chapters offer 

recommendations for program- and classroom-level practices and suggest pathways for future 

research on biliteracy learning in Chinese one-way immersion programs. 


1. Introduction 

2. One-Way Immersion and Mandarin Immersion in the United States 

3. Theoretical Framework, Literature Review, and the Current Project 

4. Pacific Elementary School 

5. Chinese Language, Orthography, and Learning to Read 

6. Properties of School Chinese 

7. Oral Language, Phonological Awareness, Word Reading, and Passage Reading Comprehension in 

Grade 2 

8. Morphological Awareness, Vocabulary Knowledge, Lexical Inference, and Text Comprehension in 

Chinese in Grade 3 

9. Implications for Chinese Literacy Learning and Instruction in Chinese OWI Programs: A Proposal 

10. Recommendation for Program-Level Practices and Future Research Agenda 

32


Interaction in Mandarin Chinese and 

English as a Multilingua Franca 

By Weihua Zhu 

This book proposes a model of context, practice, and perception, which 

shows the importance of understanding language use and perception in 

context. It provides an overview of previous research on the pragmatics of 

Chinese and English as a multilingua franca (EMF) in varying contexts. It 

argues that context is socioculturally shaped, interactionally constructed, and 

personally related. Context can influence and be established by the practice 

and perception of communicative acts. The book also manifeststhe interplay 

of context, practice, and perception of extended concurrent speech for strong disagreement by native 

Chinese speakers in spontaneous conversations in Mandarin and EMF. 


Introduction 

Chapter 1 Context and (im)politeness 

Chapter 2 Understanding Chinese (im)politeness in context 

Chapter 3 Pragmatics of English in multilingual contexts 

Chapter 4 Practice in Mandarin Chinese 

Chapter 5 Practice in English as a multilingua franca 

Chapter 6 Perceptions of extended concurrent speech for strong disagreement 

Chapter 7 Perceptions of disagreement and overlapping 

Chapter 8 Context, practice and perception 

33


Classroom Research on Chinese as a 

Second Language 

Edited by Fangyuan Yuan, Shuai Li 

This collection brings together a series of empirical studies on topics 

surrounding classrooms of Chinese as a second language (L2) by drawing on 

a range of theoretical frameworks, methodological strategies, and pedagogical 

perspectives. Over the past two decades, research on classroom-based 

second language acquisition (SLA) has emerged and expanded as one of the 

most important sub-domains in the general field of SLA. In Chinese SLA, 

however, scarce attention has been devoted to this line of research. With 

chapters written by scholars in the field of SLA—many of whom are 

experienced in classroom teaching, teacher education, or program 

administration in Chinese as a second language—this book helps disentangle the complicated relationships 

among linguistic targets, pedagogical conditions, assessment tools, learner individual differences, and 

teacher variables that exist in the so-called "black-box" classrooms of L2 Chinese. 


1. An Overview: Classroom Research and Chinese as a Second Language (Fangyuan Yuan and Shuai Li) 

Part I: Efficiency of Form-Focused Instruction and Task-Based Teaching 

2. The Effects of Tone Training on Tone Perception Accuracy in Chinese Language Classrooms (Yen- 

Chen Hao and Jennifer Li-Chia Liu) 

3. Differential Effects of Recasts and Metalinguistic Prompts on the Acquisition of Chinese Wh-questions 

and Classifiers (Yu Wu) 

4. Effects of Task Repetition on the Interlanguage Development of Chinese Aspect Marker Le (Fangyuan 

Yuan) 

5. Effects of Explicit Instruction on Chinese Syntactic Complexity in Repeated Story Retelling Tasks 

(Qiaona Yu) 

6. The Effects of Online Writing on Heritage Language Anxiety – A Bayesian Analysis (Yang Xiao-Desai) 

Part II: Interlanguage Development and Classroom Teaching and Learning 

7. Radical Awareness Development of L2 Chinese Learners in the U.S.: Comparing Heritage Learners and 

Non-Heritage Learner (Tianxu Chen) 

8. Understanding Learners’ Vocabulary Profiles in L2 Chinese Classrooms (Haomin Zhang) 

9. Development of Pragmatic and Grammatical Awareness in L2 Chinese Classrooms (Li Yang) 

10. Measurement Quality and Rating Scale Functioning of a CSL Classroom Assessment Instrument (Shuai 

Li, Yali Feng, and Ting Wen) 

Part III: Teachers’ Perceptions, Practices, and Professional Development 

11. K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment (Zheng Gu, Yanjiang 

Teng, Xuexue Yang, and Dongbo Zhang) 

12. Teaching Chinese at American Charter Schools: Identity and Classroom Teaching (Wenhao Diao and 

Hsuan-Ying Liu) 

34


Studies on Learning and Teaching 

Chinese as a Second Language 

Edited by Xiaohong Wen, Xin Jiang 

This book represents the current advances in the field. It 

showcases theoretically motivated empirical studies and diverse 

methods used for a better understanding of how Chinese language 

is acquired as a second or foreign language. This contributes to L2 

acquisition research in general and L2 Chinese specifically. 

Furthermore, this research is useful for teachers seeking to 

understand their students’ learning processes and adjust their pedagogical approach for more 

effective instruction. The book bridges the gap between research and instruction by providing 

pedagogical implications rooted in empirical findings. 


1. Research in Second Language Acquisition of Chinese: An introduction (Xiaohong Wen) 

2. Heterogeneity of Early Language Experiences and Word-knowledge Development in Chinese 

as a Heritage Language Learners (Haomin Zhang and Keiko Koda) 

3. Requests in Chinese by Heritage and Foreign Language Learners (Xiaohong Wen) 

4. Context and Chinese Colloquial Idiom Comprehension (Yu Li) 

5. L1 Influence on Coherence-building Skills in L2 Chinese Reading (Liu Li) 

6. Processing Relative Clauses in Chinese as a Second Language (Yun Yao) 

7. An Inter-Tonal Effect in Second Language Chinese Contour Tones (Hang Zhang) 

8. L2 Acquisition of ZaiP by Native English Speakers (Yang Zhao and Tingna Liu) 

9. Functional Perspective of Chinese Learners’ Language Use on Social Media (Shenggao Wang) 

10. Student-teacher Goal Alignment: Conceptualizing, Measuring, and Determining Its Effect on 

Interaction and Motivation (Zhongqi Shi, Xiaodong Lin, and Ruobing Wei) 

11. Measurement Quality of an Instructor-developed CFL Summative Assessment Instrument: 

An Exploratory Pilot Study (Shuai Li) 

35


A Thematic Dictionary of 

Contemporary Chinese 

By Liwei Jiao, Yan Yang, Wei Liu 

A Thematic Dictionary of Contemporary Chinese is a unique resource 

for intermediate to advanced students of Chinese. 

The dictionary presents 9,000 words organized thematically in 

approximately 300 different subject areas. These themes cover the 

vocabulary necessary for daily use and for conducting meaningful 

conversations with native Chinese speakers on a variety of topics, from 

politics to business, and from hobbies to education. 

Each vocabulary item is annotated with the most frequent collocations, allowing learners to improve their 

fluency by storing new vocabulary in larger linguistic units. Cultural and linguistic tips enable learners to 

grasp the vocabulary more effectively and increase their awareness of Chinese culture embedded in the 

language. Review exercises are provided throughout to ensure learners have ample opportunity to practice 

the new material. 

This is a great resource for both independent study and classroom use and will be of interest to students 

and teachers of Chinese alike. For further understanding of Chinese expressions, students are encouraged 

to read 500 Common Chinese Proverbs and Colloquial Expressions and 500 Common Chinese Idioms. 


Introduction 

List of abbreviations and grammatical terms 

List of 302 themes 

Structure and organization of entries 

A Thematic Dictionary of Contemporary Chinese 

Appendix one: English index of 302 themes 

Appendix two: Pinyin index of 302 themes 

Appendix three: English and Pinyin index of 1,000 cultural and linguistic tips 

Appendix four: Stroke index of 1,000 cultural and linguistic tips 

36


Particle Verbs in English 

BY Han Luo 

This book explains why Cognitive Linguistics offers a plausible 

theoretical framework for a systematic and unified analysis of 

the syntax and semantics of particle verbs. It explores the 

meaning of the Verb + Particle syntax, the particle placement 

of transitive particle verbs, how particle placement is related to 

idiomaticity, and the relationship between idiomaticity and 

semantic extension. It also offers valuable linguistic 

implications for future studies on complex linguistic 

constructions in a Cognitive Linguistic approach as well as 

insightful practical implications for the learning and teaching of 

particle verbs. 


1 Introduction. 

2 Theoretical Framework. 

3 The Conceptual Content of Particle Verb Schemas. 

4 Particle Placement. 

5 Idomaticity and Semantic Extension.- 6 Conclusion and Outlook. 

37


《求实商务汉语》第二版 

The Routledge Course in Business Chinese (2 nd ed.) 

作者 : 陈青海 , 李可宁 , 唐乐 , 赵秋篱 

Qinghai Chen, Qiuli Levin, Kening Li, Le Tang 

本教材适合英语国家高校各专业学习中文的学生 , 从汉语 

中高级程度向高级程度过渡时 ( 通常为四年级或以上 ) 使 

用 , 在提高学生汉语能力的同时 , 注重对学生汉语学习能 

力的培养 , 意在授之以 “ 渔 ”。该书的课文涵盖大商务的 

基本知识 , 不但可面向全体学生 , 而且能长期相对稳定。 

书中任务型要求的设计 , 确保教材在每次使用时都会在学 

生和教师的共同努力下 , 紧密联系世界和中国的最新商务现实。各课中的 “ 学习指导 ” 专 

门为这一程度的学生归纳汉语特点 , 教授学习方法 , 培养自学能力。修订版中新增的习测 

课还特意通过新材料的引入 , 向学生提供了自学、复习、自测和融会贯通的机会。此外 , 

本书附设的辅助网站 , 免费向使用本教材的教师和学生提供教学上的大量支持。 

University of Michigan 多年来使用本教材的实践证明 , 在教师的刻意引导下 , 这一课 

程中不同类型的学生都能在语言能力和语言学习能力这两个方面获得进步。 

Description 

• Fourth-year language learning or above in preparation for real-life business situations 

各专业学生汉语四年级 ( 或以上 ) 适用 

• Timeless business topics ranging from frequently occurring business activities, economic 

systems and phenomena, to issues of broad interest 

使用通用商务题材确保教材长期相对稳定 

• Simulated real-world tasks connecting the classroom to China’s current economic developments 

through students’ own efforts 

组织大量以学生为主体的任务型实践活动 , 实现题材即时更新 

• A focus on formal language style and business terminology 

注重正式语体和专业词语的学习 

• Summary of important features of Chinese with emphasis on language learning skills to 

cultivate self-sustained and effective language learners 

归纳汉语基本特点 , 教授学习方法 , 培养自学能力 

38


【月涵學堂】2019 暑期華語教學學分班招生訊息 

39


今日世界面面观 

40


Hopkins-Nanjing Center 

41


台大國際華語研習所 ICLP 

42


Mandarin Institute Startalk Online Pre-AP Program 

43


ALLEX foundation 

44


Jobs 

Visiting Professor of Chinese (San Diego, CA) 

The Department of Languages, Cultures and 

Literatures at the University of San Diego seeks an 

experienced and dynamic instructor to join our 

growing Chinese Program. This is a benefits-based 

full-time position with the possibility of renewal 

contingent on satisfactory performance, student 

enrollment, and approval of the College. The 

candidate must have demonstrated excellence in 

teaching both lower-division and upper-division 

Chinese language courses at a university or college, 

preferably with some experience teaching courses on 

Chinese literature, film and culture. 

Requirements: We require an MA or PhD in Chinese 

language and culture, specifically, classical/premodern 

Chinese literature, modern Chinese literature, 

or related fields such as comparative literature or 

second language acquisition. Applicants must be 

legally authorized to work in the United States and, 

upon hire, will undergo a pre-employment background 

check. 

Job description: Teaches six 3-unit courses per 

academic year; works with the program director to 

design and develop courses in the candidate’s area of 

expertise and to fulfill the university’s CORE 

requirements; applies for grants to support cocurricular 

activities; plans and organizes student 

activities; advises Chinese minors and the Chinese 

Club. 

Salary: $43,992 (commensurate with degree and 

years of college-level teaching experience). 

Description of benefits posted 

at https://www.sandiego.edu/hr/benefits/. 

Review of applications will begin immediately until the 

position is filled. If interested, please email a cover 

letter and a CV to Dr. Mei Yang 

(myang@sandiego.edu). Candidates who meet the 

qualifications will be contacted for further documents. 

Lecturer in Chinese (Iowa City, IA) 

The Department of Asian and Slavic Languages and 

Literatures at The University of Iowa announces an 

opening for a full-time, non-tenure, Instructional 

Faculty track Lecturer position for the academic year 

2019-20, beginning August 21, 2019, renewable for a 

total of three years (2019-2022) and renewable 

thereafter in three year increments, pending collegiate 

approval and demonstrated excellence in teaching. 

Applications to start the appointment in January 2020 

will also be considered. Salary and benefits will be 

45


commensurate with qualifications and experience. 

This track does not include the possibility of tenure, 

but otherwise parallels the tenure track with various 

ranks (Lecturer, Associate Professor of Instruction, 

Professor of Instruction). More information about the 

Instructional Track can be found on the Provost’s 

website athttps://provost.uiowa.edu/instructionalfaculty-track-appointments. 

Responsibilities include: 

teaching three classes (up to 12 credit hours) per 

semester from lower to upper level language courses 

including a classical Chinese course, supervising 

graduate teaching assistants, and assisting the 

Chinese program coordinator with program 

development. 

Qualifications: native or near-native fluency in 

Chinese and English; PhD in Second Language 

Acquisition with focus on Chinese, Chinese Applied 

Linguistics, or related fields; extensive experience in 

teaching Chinese at the college/university level in 

North America. Experience in teaching business 

Chinese, in technology-based Chinese L2 instruction 

and courseware design, and in leading summer study 

abroad program are desirable. 

To apply, please visit http://jobs.uiowa.edu and 

reference Requisition #73681. The application 

materials must include a letter of application, a 

curriculum vitae, samples of the most recent course 

evaluation by students, three letters of 

recommendation, and a video of 30-minute Chinese 

class taught by the applicant. (Note: Please post the 

teaching recording online and indicate URL in the 

letter of application and the curriculum vitae). 

Screening begins May 22, 2019 with interviews 

conducted by telephone or videoconference after May 

22, 2019. 


Literatures, the Division of World Languages, 

Literatures and Cultures, and the College of Liberal 

Arts and Sciences are strongly committed to diversity; 

the strategic plans of the University, College, Division, 

and Department reflect this commitment. All qualified 

applicants are encouraged to apply and will receive 

consideration for employment free from discrimination 

on the basis of race, creed, color, national origin, age, 

sex, pregnancy, sexual orientation, gender identity, 

genetic information, religion, associational preference, 

status as a qualified individual with a disability, or 

status as a protected veteran. The University of Iowa 

is an equal opportunity/affirmative action employer. 

46 

Visiting Assistant Professor of Modern Chinese 

Literature and Culture (Iowa City, IA) 


Literatures in the Division of World Languages, 

Literatures and Cultures at the University of Iowa 

seeks a full-time Visiting Assistant Professor in 

modern Chinese literature and culture for the 2019- 

2020 academic year, with the possibility of renewal 

pending collegiate approval and demonstration 

excellence in teaching. 

The successful candidate will teach courses in 

modern and contemporary Chinese literature and 

culture, including a general education course entitled 

Asian Humanities: China (in both semesters), as well 

as self-designed courses in cinema and Chinese 

popular culture. The normal teaching load, contingent 

upon enrollments, is six courses per year (at least a 

minimum of 18 s.h.). The successful candidate will 

collaborate with faculty in programmatic activities, 

including potential interactions with international 

writers working in Chinese through the university’s 

International Writing Program (IWP). 

Required qualifications: 

• Ph.D. with specialization in modern Chinese 

literature and culture, which must be in hand by the 

time of appointment. 

• Native or near native fluency in English and 

Chinese. 

• Experience teaching courses in modern and 

contemporary Chinese literature and culture 

Desired qualifications: 

• Secondary research interests in Chinese cinema 

Application materials should be sent 

to https://jobs.uiowa.edu and include a letter of 

interest, curriculum vitae, writing sample, and three 

letters of recommendation. Refer to requisition 

number 73665. Salary and benefits will be 

commensurate with qualifications and experience. 

Review of applications will begin May 10 until the 

position is filled, with interviews conducted by 

telephone or videoconference. 


Literatures, the Division of World Languages, 

Literatures and Cultures, and the College of Liberal 

Arts and Sciences are strongly committed to gender 

and ethnic diversity; the strategic plans of the 

University, College, Division, and Department reflect 

this commitment. Women and minorities are 

encouraged to apply. The University is an Equal 

Opportunity Employer/Affirmative Action Employer. 

Flex Chinese Instructor Florida Certified (FL) 

To Apply Please Visit: https://www.flvs.net/careers


Job Title: Flex Chinese Instructor Florida Certified 

Contract Type: 12 Month 

Annual Salary: $48,331.00 

Location: Remote Office or School Based Facility as 

assigned 

Job Description Summary: 

Our Mission is to deliver a high quality, technologybased 

education that provides the skills and 

knowledge students need for success. 

FLVS does not discriminate in admission or access 

to, or treatment or employment in its programs and 

activities on the basis of race, color, religion, age, 

sex, national origin, marital status, disability, genetic 

information or any other reason prohibited by law. 

The Position: 

Position General Summary: 

The Instructor provides an educational atmosphere 

where students have the opportunity to fulfill their 

potential for intellectual, emotional, physical, and 

psychological growth. The Instructor organizes and 

implements an instructional program that results in 

students achieving academic success in accordance 

with FLVS and state policies and laws. 

Salary: Instructor‐ 12 Month ($48,331/annual) 

Essential Position Functions: 

-Plan, prepare, and implement instructional activities 

that contribute to a climate where students are 

actively engaged in meaningful learning experiences 

-Identify, select, create and modify instructional 

resources to meet the needs of the students with 

varying backgrounds, learning styles, and special 

needs 

-Assist in assessing changing curricular needs and 

offer plans for improvement 

-Maintain effective and efficient record keeping 

procedures 

-Provide a positive environment in which students are 

encouraged to be actively engaged in the learning 

process 

-Communicate with students, parents, and internal 

and external professionals within established 

timelines 

-Collaborate with peers to enhance the instructional 

environment for students by participating in activities 

which include, but are not limited to, team teaching, 

meetings, staff development, communities of practice, 

and various committees 

-Model professional and ethical standards when 

dealing with students, parents, peers, and community 

members 

-Ensure that student growth and achievement is 

47 

continuous and appropriate for age group, subject 

area, and/or program classification 

-Establish and maintain cooperative working 

relationships with students, parents, schools, and 

colleagues measured by FLVS district/school survey 

results 

-Meet specific course and school-wide student 

performance goals 

-Demonstrate gains in student performance 

-Participate in research and presentations about 

online teaching; this may include activities such as, 

authoring articles, hosting workshops, sharing of 

information for professional growth, and student 

outreach events and activities 

-Participate in blended learning models, which 

includes both on-line and classroom instruction and 

interaction with students at various schools and 

districts across the state; may be required to report to 

an assigned school 

-May be responsible for instructional tutoring 

-Meet professional obligations through efficient work 

habits such as, meeting deadlines, honoring 

schedules, coordinating resources and meetings in an 

effective and timely manner, and demonstrate respect 

for others 

-All work responsibilities are subject to having 

performance goals and/or targets established 

(These essential functions are not to be construed as 

a complete statement of all duties performed. 

Employees will be required to perform other jobrelated 

duties as required.) 

Minimum Requirements: 

Education/Licensure/Certification: 

-Bachelor’s Degree 

-Valid Florida Professional Teaching Certificate in 

content area assigned OR proof of active enrollment 

in a stated-approved EPI or MAT program AND either 

a valid Florida state-issued Statement of Eligibility OR 

valid Temporary Certificate in content area assigned 

-Endorsements as required by Florida Department of 

Education 

Experience: 

-One year successful teaching experience within 

subject area OR successful completion of an FLVS 

instructional internship program OR current 

enrollment in an approved EPI or MAT program 

-Three years’ teaching experience, preferred 

Knowledge, abilities and skills: 

-Operational knowledge of the Internet and Webrelated 

technologies 

-Possess strong verbal and written communication 

skills


-Work independently with little direct supervision 

-Demonstrated ability to collaborate on group projects 

and work as part of a team 

-Must be responsible, accountable and self-motivated 

-Demonstrated strong work ethic to achieve school 

goals 

-Display effective prioritizing, organizing, and timemanagement 

skills; ability to meet aggressive 

deadlines 

-Ability to learn and apply all required and 

recommended FLVS computer applications to create 

efficiency and consistency in internal workflows and 

instructional practices 

-Demonstrated ability to successfully support the 

FLVS core competencies, values, and expectation for 

student-centered behaviors 

Physical Requirements and Environmental 

Conditions: 

Location: Remote Office or School-Based Facility as 

assigned 

Frequency of travel: Occasional travel may be 

required to various schools as daily work locations, as 

well as lab visits, meetings, trainings, and 

conferences; assigned locations will vary, and may 

require overnight stays 

Light physical activities and efforts required working in 

an office environment 

(Reasonable accommodations will be made in 

accordance with existing ADA requirements for 

otherwise qualified individuals with a disability.) 

Visiting Assistant Professor of Chinese (Easton, PA) 

Visiting Assistant Professor of Chinese 

Lafayette College 

Easton, PA 

Full Time, Non-Tenure Track 

The Department of Foreign Languages and 

Literatures at Lafayette College invites applications 

for a one-year visiting assistant professor position in 

Chinese for the 2019-2020 academic year. Area of 

specialization open. The appointment will begin July 

1, 2019. The teaching load is 3/3. 

The College seeks a dynamic teacher to teach 

Chinese language courses at all levels of the 

undergraduate Chinese program. Experience in 

teaching Chinese language courses in a North 

American university and the ability to contribute to the 

Asian Studies program are preferred. 

Requirements: 

• ABD or Ph.D. at time of interview. 

• Native or near-native proficiency in Chinese and 

English. 

48 

Apply: 

To apply, please submit a cover letter, curriculum 

vitae, three confidential letters of recommendation, 

and a statement outlining your teaching philosophy 

to http://apply.interfolio.com/62413. 

As part of your cover letter, please address how your 

scholarship, teaching, mentoring and/or community 

service support Lafayette’s commitment to diversity 

and inclusion as articulated in the college’s diversity 

statement (https://about.lafayette.edu/diversitystatement/) 

We will begin reviewing applications on May 10, 

2019. Inquiries can be directed to the chair of the 

search committee, Dr. Markus Dubischar 

(dubischm@lafayette.edu). 

About Lafayette College: 

Located within 70 miles of New York and 

Philadelphia, Lafayette College is a highly selective 

undergraduate liberal arts and engineering institution 

with significant resources to support faculty members 

in their teaching and scholarship. Lafayette College is 

committed to creating a diverse community that is 

inclusive, responsive, and supportive of each and all 

of its faculty, students, and staff. All members of the 

College community share a responsibility for creating, 

maintaining, and developing a learning environment 

in which difference is valued, equity is sought, and 

inclusiveness is practiced. 

Lafayette College is an equal opportunity employer 

and encourages applications from women and 

minorities. 

China Program Coordinator (Omaha, NE) 

The University of Nebraska at Omaha is seeking a 

China Program Coordinator. 

The China Program Coordinator position is a two-year 

temporary, benefits eligible position and contingent 

upon continued funding after two years. The primary 

purpose of the China Program Coordinator is to 

ensure international students from Guangzhou 

College of Commerce (GCC), and potentially 

elsewhere in China, are provided with the support 

necessary to ensure they are able to succeed at 

UNO. The coordinator will provide a high level of 

customized care and oversight for these students as 

they transition to UNO and complete their degrees. 

This includes identifying social, academic, and 

cultural challenges of students and developing 

programs to address these issues in coordination with 

appropriate UNO and/or partner institution 

faculty/staff/offices. This position requires flexibility 

and the ability to establish priorities and manage


multiple demands in a fast-paced environment. 

Reports, database use, and student programming 

also require attention to detail, strong organizational 

and analytical skills. 

The coordinator must have the ability to relate well to 

students, scholars, and others from diverse cultural 

backgrounds. This position requires collaboration in 

the planning and implementation of orientation 

programs, cross-cultural activities, and student 

support services with the campus and community. In 

addition, the coordinator must have a strong 

commitment to being a team member in a 

comprehensive international office to serve new and 

continuing students with a student-centered 

approach. The coordinator will act as a liaison 

assisting with advising as it pertains to Immigration 

regulations. This position is frequently on call after 

hours. 

Required Qualifications: 

• Bachelor’s Degree 

• Valid Driver’s License 

Preferred Qualifications: 

• Master’s Degree 

• 1 year international student advising experience and 

overseas study or living experience. 

• Able to speak Mandarin Chinese 

Salary Information: 

Commensurate with Experience 

For questions, please contact UNO Human 

Resources at unohr@unomaha.edu 

To apply, please 

visit: http://unomaha.peopleadmin.com/postings/8193 

The University of Nebraska does not discriminate 

based on race, color, ethnicity, national origin, sex, 

pregnancy, sexual orientation, gender identity, 

religion, disability, age, genetic information, veteran 

status, marital status, and/or political affiliation in its 

programs, activities, or employment. UNO is a 

VEVRAA Federal Contractor and an E-Verify 

employer. 

Lecturer in Chinese (Notre Dame, IN) 

The Department of East Asian Languages and 

Cultures at the University of Notre Dame invites 

applications for a full-time lecturer position in Chinese 

language beginning August 2019. This initial one-year 

appointment, with the possibility of renewal, furthers 

the development of a prospering program in Chinese. 

Responsibilities include teaching beginning through 

advanced Chinese, active involvement in language 

and culture activities, as well as close collaboration 

with faculty to build a rigorous and cohesive program. 

49 

The position offers excellent benefits and a 

competitive salary commensurate with qualifications 

and experience. 

QUALIFICATIONS: 

We are seeking highly skilled language instructors 

with native or near-native proficiency in Chinese and 

English. Candidates are expected to have an M.A. or 

higher degree in teaching Chinese as a foreign 

language, linguistics, second language acquisition, or 

related field; and demonstrated success teaching 

Chinese at the college/university level in the United 

States. ABDs and Ph.Ds are encouraged to apply. 

As an international Catholic, research university, the 

University of Notre Dame has made a significant 

commitment to furthering Asian studies, as evidenced 

in the founding of the Liu Institute for Asia and Asian 

Studies and the opening of a new graduate School of 

Global Affairs, both of which collaborate regularly with 

our growing Department of East Asian Languages 

and Cultures. Information about the University is 

available at http://www.nd.edu; information about the 

Program in Chinese Language and Culture and the 

Department can be found athttp://eastasian.nd.edu. 

APPLICATION INSTRUCTIONS 

Applications are being accepted now via Interfolio, 

and should include a cover letter, current curriculum 

vitae, statement of teaching philosophy, and two 

letters of recommendation. Review of applications 

will begin immediately and continue until the position 

is filled. 

Apply at apply.interfolio.com/61975 

Inquiries can be made to Rebecca McDaniel, 

Administrative Coordinator of the department, 

at rbrill@nd.edu. 

Mandarin Chinese Teachers at K-12 Private Schools 

(USA) 

Carney, Sandoe & Associates, an educational 

recruitment firm, is currently seeking Mandarin 

Chinese Teachers to fill positions at all levels the K- 

12 private and independent schools we work with 

across the country. 

Our job placement service is free to job-seekers. By 

getting to know you personally — beyond just your 

resume — we provide you with customized, curated 

job opportunities that match your specific 

requirements (location, school type, position type, 

etc.) and skills, saving you the time of sorting through 

thousands of job postings. 

Responsibilities of the Mandarin Chinese Teacher: 

-Develop and implement a full Mandarin Chinese 

curriculum that meets the school’s mission and goals.


-Develop knowledge and skills essential to effectively 

teach students in the grade assigned. 

-Promote students’ critical and creative thinking and 

analysis and develop instructional materials. 

-Facilitate learning for all students using a variety of 

instructional methods, resources, and technological 

tools. 

Requirements of the Teacher: 

-Bachelor’s degree in Chinese Language, Asian 

Studies, or a related subject is REQUIRED (even if 

you are a native speaker) 

-Minimum of 2 years of teaching experience at the K- 

12 level 

-Ability to coach or lead extracurricular programs 

-Travel or study abroad experience a plus 

-Must be authorized to work in the U.S. 

To Apply: 

Interested candidates must complete our online 

application 

at https://candidates.carneysandoe.com/Account/Regi 

ster 

Visiting Instructor in Mandarin Chinese (Birmingham, 

AL) 

Birmingham-Southern College invites applications for 

a full-time appointment in Mandarin Chinese. This 

position is a visiting instructor appointment for the 

2019-2020 academic year; the successful candidate 

may be invited to apply for a possible future tenure 

track line. The teaching load is three courses per 

semester plus one January Exploration term course. 

BSC’s small collegial Modern Foreign Languages 

Department is committed to hiring a colleague with a 

genuine passion for teaching and proven success in 

the classroom. The College seeks a dynamic teacher 

to continue growing our recently established Chinese 

language program. The successful candidate will be 

fluent in both Mandarin Chinese and English and will 

have completed a Ph.D. in a relevant area at the time 

of appointment. The field of expertise is open. 

Experience in teaching undergraduates in a North 

American university is required, with a strong 

preference for candidates with experience in a liberal 

arts setting. Primary teaching responsibilities will 

include introductory and intermediate level Chinese 

language courses; the ability to teach courses in 

Chinese for the workplace is a plus. The successful 

candidate will understand and uphold the academic 

values of the College and will possess a strong 

commitment to academic rigor and excellence in 

undergraduate teaching in the liberal arts setting. 

50 

Review of applications will begin immediately, and will 

continue until the position is filled. Applicants should 

provide a letter of interest, a statement of teaching 

philosophy that specifically addresses the liberal arts 

setting, two sample course syllabi, a curriculum vitae, 

and three letters of recommendation. Candidates are 

also invited to submit teaching evaluations. All 

materials should be sent to Dr. Barbara Domcekova, 

Department of Modern Foreign Languages, Box 

549029, Birmingham-Southern College, Birmingham, 

AL 35254. Materials can also be sent electronically 

to bdomceko@bsc.edu. 

Birmingham-Southern College (BSC) is a selective 

residential liberal arts college enrolling approximately 

1300 undergraduate students. BSC is included in 

Pope’s Colleges that Change Lives and is a 

sheltering institution for Phi Beta Kappa. The 

College’s curriculum is based on close faculty-student 

interaction in teaching, advising, and research. For 

more on the College’s faculty, students, educational 

mission, and national reputation, visit www.bsc.edu. 

Birmingham-Southern College is located just minutes 

from downtown Birmingham, which is the largest city 

in Alabama and a leading hub for banking and 

medical care and research in the Southeast. A vibrant 

center for entertainment, commerce, and recreational 

activities. There are six higher education institutions 

within a short commute; a symphony; a ballet; a zoo; 

botanical garden; the largest art museum in the 

Southeast; a world-class civil rights institute and 

annual art, music, and film festivals–as well as 

numerous opportunities for outdoor adventure 

activities. In 2015, Birmingham was ranked as the #1 

“next hot food city” by Zagat’s. 

BSC is an equal opportunity employer and is 

especially interested in qualified candidates who can 

contribute through their teaching, research, and/or 

service to the diversity and excellence of the 

academic community. BSC is also committed to 

expanding the diversity of the faculty, staff and the 

student body and in creating a welcoming and 

inclusive environment for all. Individuals from diverse 

populations are encouraged to apply. BSC complies 

with the Alabama Child Protection Act and E-Verify. 

EOE 

Professor in Applied Language Sciences / 

Bilingualism and Communication (Hong Kong) 

THE HONG KONG POLYTECHNIC UNIVERSITY 

The Hong Kong Polytechnic University (PolyU) is a 

government-funded tertiary institution in Hong


Kong. It offers programmes at various levels 

including Doctorate, Master’s, and Bachelor’s 

degrees. It has a full-time academic staff strength of 

around 1,400. The total annual consolidated 

expenditure budget of the University is in excess of 

HK$7.4 billion. 

DEPARTMENT OF CHINESE AND BILINGUAL 

STUDIES 

Professor in Applied Language Sciences / 

Bilingualism and Communication (Ref. 19032113) 

The Department of Chinese and Bilingual Studies is 

one of the constituent departments of the Faculty of 

Humanities. One of the core missions of the 

Department of Chinese and Bilingual Studies is to 

promote and develop studies of Chinese in 

multilingual contexts and studies of multilingualism in 

Chinese contexts. It has built a reputation in Applied 

Chinese Language Studies, and seeks to extend its 

strength in areas like Bilingualism (including 

Translation and Interpreting), Intercultural 

Communication and East Asian Studies. Another 

mission of the Department is to offer professionoriented 

programmes that meet the career aspirations 

of young adults in Hong Kong and elsewhere in 

Greater China. It offers bachelor’s, master’s, and 

doctoral degree programmes in Chinese Linguistics, 

Chinese Language Teaching, Speech Therapy, 

Teaching Chinese as a Foreign Language, 

Translating & Interpreting, and Bilingual Corporate 

Communication. It also offers courses in 

Korean/Japanese language and culture at bachelor’s 

level. Within the Department, there is a Centre for 

Translation Studies, a PolyU-PekingU Research 

Centre on Chinese Linguistics, a Speech Therapy 

Unit, and a Chinese Language Centre which provides 

training in Chinese language and Putonghua for the 

whole University. The Department has over 90 fulltime 

academic and teaching staff members. More 

information about the CBS Department may be found 

at http://www.cbs.polyu.edu.hk/. 

The appointee will be required to (a) engage in 

teaching and related learning activities at both 

undergraduate and postgraduate levels; (b) assume 

an important role in curriculum design and 

development; (c) undertake academic research in 

his/her areas of expertise, including but not limited to 

making applications for external research grants; (d) 

provide administrative support for academic 

51 

development and departmental objectives, and play 

an active role in programme management; (e) render 

professional service to the discipline and/or the 

community at large; (f) provide academic leadership 

in his/her areas of expertise; and (g) perform any 

other duties as assigned by the Head of Department 

or his/her delegates. 

Applicants should have (a) a PhD degree in a 

relevant discipline, preferably with one of the following 

specialisms: i) Clinical Linguistics, Special Education 

Needs, Language Pathology, Speech Therapy, 

Neuroscience or Computational Linguistics with 

usage of language technology in digital humanities 

and big data analytics. Additional expertise in other 

areas of the humanities such as media studies or 

language and literature will be a significant 

advantage; or ii) Bilingual Corporate Communication, 

Intercultural Communication, 

Bilingualism/Multilingualism or related fields; (b) 

substantial years of relevant post-qualification 

experience and an excellent record of relevant 

academic and/or professional achievements; (c) a 

high level of fluency in English; and (d) a strong 

commitment to excellence in teaching, scholarly 

activities and professional service. 

Preference will be given to those who are fluent in 

Cantonese or Putonghua and literate in written 

Chinese. 

Remuneration and Conditions of Service 

A highly competitive remuneration package will be 

offered. An appropriate term will be provided for 

appointment at Professor level. For general 

information on terms and conditions for appointment 

of academic staff in the University, please visit the 

website 

at http://www.polyu.edu.hk/hro/TC.htm. Applicants 

should state their current and expected salary in the 

application. 

Application 

Please send a completed application form to Human 

Resources Office, 13/F, Li Ka Shing Tower, The Hong 

Kong Polytechnic University, Hung Hom, Kowloon, 

Hong Kong or via email 

to hrstaff@polyu.edu.hk. Application forms can be 

obtained via the above channels or downloaded 

from http://www.polyu.edu.hk/hro/job/en/guide_forms/


forms.php. If a separate curriculum vitae is to be 

provided, please still complete the application form 

which will help speed up the recruitment 

process. Consideration of applications will 

commence on 12 April 2019 until the position is filled. 

The University’s Personal Information Collection 

Statement for recruitment can be found 

at http://www.polyu.edu.hk/hro/job/en/guide_forms/pic 

s.php. 

Assistant Professor in Applied Language Sciences / 

Bilingualism and Communication / Chinese 

Linguistics / Translation and Interpreting (two posts) 

(Ref. 19032114) (Hong Kong) 

THE HONG KONG POLYTECHNIC UNIVERSITY 

The Hong Kong Polytechnic University (PolyU) is a 

government-funded tertiary institution in Hong 

Kong. It offers programmes at various levels 

including Doctorate, Master’s, and Bachelor’s 

degrees. It has a full-time academic staff strength of 

around 1,400. The total annual consolidated 

expenditure budget of the University is in excess of 

HK$7.4 billion. 

DEPARTMENT OF CHINESE AND BILINGUAL 

STUDIES 

Assistant Professor in Applied Language Sciences / 

Bilingualism and Communication / Chinese 

Linguistics / Translation and Interpreting (two posts) 

(Ref. 19032114) 

The Department of Chinese and Bilingual Studies is 

one of the constituent departments of the Faculty of 

Humanities. One of the core missions of the 

Department of Chinese and Bilingual Studies is to 

promote and develop studies of Chinese in 

multilingual contexts and studies of multilingualism in 

Chinese contexts. It has built a reputation in Applied 

Chinese Language Studies, and seeks to extend its 

strength in areas like Bilingualism (including 

Translation and Interpreting), Intercultural 

Communication and East Asian Studies. Another 

mission of the Department is to offer professionoriented 

programmes that meet the career aspirations 

of young adults in Hong Kong and elsewhere in 

Greater China. It offers bachelor’s, master’s, and 

doctoral degree programmes in Chinese Linguistics, 

Chinese Language Teaching, Speech Therapy, 

Teaching Chinese as a Foreign Language, 

Translating & Interpreting, and Bilingual Corporate 

Communication. It also offers courses in 

Korean/Japanese language and culture at bachelor’s 

52 

level. Within the Department, there is a Centre for 

Translation Studies, a PolyU-PekingU Research 

Centre on Chinese Linguistics, a Speech Therapy 

Unit, and a Chinese Language Centre which provides 

training in Chinese language and Putonghua for the 

whole University. The Department has over 90 fulltime 

academic and teaching staff members. More 

information about the CBS Department may be found 

at http://www.cbs.polyu.edu.hk/. 

The appointees will be required to (a) engage in 

teaching and related learning activities at both 

undergraduate and postgraduate levels; (b) assume 

an important role in curriculum design and 

development; (c) undertake academic research in 

their areas of expertise, including but not limited to 

making applications for external research grants; (d) 

provide administrative support for academic 

development and departmental objectives, and play 

an active role in programme management; (e) render 

professional service to the discipline and/or the 

community at large; and (f) perform any other duties 

as assigned by the Head of Department or his/her 

delegates. 

Applicants should have (a) a PhD degree in a 

relevant discipline, preferably with the specialism in i) 

Clinical Linguistics, Special Education Needs, 

Language Pathology, Speech Therapy, Neuroscience 

or Computational Linguistics with usage of language 

technology in digital humanities and big data 

analytics, additional expertise in other areas of the 

humanities such as media studies or language and 

literature will be a significant advantage; ii) Bilingual 

Corporate Communication, Intercultural 

Communication, Bilingualism/Multilingualism or 

related fields; iii) Cantonese Linguistics (e.g. Syntax, 

Semantics, Sociolinguistics or Phonology); or (iv) 

Chinese-English or English-Chinese Translation & 

Interpreting (involving Cantonese and/or Mandarin); 

(b) relevant post-qualification teaching and research 

experience and a proven record of relevant academic 

and/or professional achievements; (c) a high level of 

fluency in English; and (d) a strong commitment to 

excellence in teaching, scholarly activities and 

professional service. 

Applicants should normally have evidence-based 

research experience (as supported by evidence of 

research projects and outputs). Experience of 

postdoctoral research positions will be a plus but not 

required.


For the post in Applied Language Sciences / 

Bilingualism and Communication, preference will be 

given to those who are fluent in Cantonese or 

Putonghua and literate in written Chinese. 

Remuneration and Conditions of Service 

A highly competitive remuneration package will be 

offered. Initial appointments will be on a fixed-term 

gratuity-bearing contract. Re-engagement thereafter 

is subject to mutual agreement. For general 

information on terms and conditions for appointment 

of academic staff in the University, please visit the 

website 

at http://www.polyu.edu.hk/hro/TC.htm. Applicants 

should state their current and expected salary in the 

application. 

Application 

Please send a completed application form to Human 

Resources Office, 13/F, Li Ka Shing Tower, The Hong 

Kong Polytechnic University, Hung Hom, Kowloon, 

Hong Kong or via email 

to hrstaff@polyu.edu.hk. Application forms can be 

obtained via the above channels or downloaded 

from http://www.polyu.edu.hk/hro/job/en/guide_forms/ 

forms.php. If a separate curriculum vitae is to be 

provided, please still complete the application form 

which will help speed up the recruitment 

process. Consideration of applications will 

commence on 12 April 2019 until the positions are 

filled. The University’s Personal Information Collection 

Statement for recruitment can be found 

at http://www.polyu.edu.hk/hro/job/en/guide_forms/pic 

s.php. 

Program Coordinator (San Francisco, CA) 

Confucius Institute at San Francisco State University 

invites application for a full-time Program Coordinator 

position to begin in April 2019. 

Job Description 

Job Title: Program Coordinator (Administrative 

Analyst/Specialist Exempt I) – Confucius Institute, 

Division of International Education, San Francisco 

State University 

Job ID: 10188 

Location: On Campus 

Full/Part Time: Full Time 

Regular/Temporary: Regular 

53 

Working Title 

Program Coordinator 

SF State University 

San Francisco State is an Equal Opportunity 

Employer and does not discriminate against persons 

on the basis of race, religion, color, ancestry, age, 

disability, genetic information, gender, gender identity, 

gender expression, marital status, medical condition, 

National origin, sex, sexual orientation, covered 

veteran status, or any other protected 

status. Reasonable accommodations will be provided 

for qualified applicants with disabilities who selfdisclose 

by contacting the Senior Human Resources 

Manager. 

Applicants may visit titleix.sfsu.edu for more 

information on SF State’s policy prohibiting 

discrimination, and how to file an online report using 

the procedures under Executive Order 1096 Revised. 

Inquiries can be directed to the campus Title IX 

Coordinator and Discrimination, Harassment, and 

Retaliation Administrator by calling (415) 338-2032 or 

emailing vpsaem@sfsu.edu. 

San Francisco State is a 100% Smoke/Vapor-Free 

Campus. Smoking or Vaping of any tobacco/plantbased 

substance is not permitted on any University 

properties. 

The person holding this position may be considered a 

“mandated reporter” under the California Child Abuse 

and Neglect Reporting Act and is required to comply 

with the requirements set forth in CSU Executive 

Order 1083 as a condition of employment. 

This position may be a “designated position” in the 

California State University’s Conflict of Interest 

Code. The successful candidate accepting this 

position may be required to file Conflict of Interest 

forms subject to the regulations of the Fair Political 

Practices Commission. 

Department: Confucius Institute 

Department Description 

The Confucius Institute at San Francisco State 

University (CISFSU) was established as the first 

home of the Confucius Institute in Western United 

States in July 2005, and was formally inaugurated in 

February 2006 in response to the increasing need for 

learning Chinese in the United States. 

The partner institution in China is Beijing Normal 

University. CISFSU has devoted every effort to 

encourage the growth of Chinese language programs 

in Northern California, and persisted in its 

commitment to developing and supporting Chinese 

language teaching, teacher training, and outreach 

and exchange. We have worked together with our


partners to provide more opportunities for Chinese 

language learners and teachers at all level of 

education. 

We have developed an activity plan which sets out to 

establish new courses in Chinese, creating new 

second language acquisition materials, training 

Chinese teachers and developing new curricula, 

developing textbook and teaching resource center, 

and promoting teaching credential programs. Major 

activities include Mandarin courses, teacher training 

programs, Chinese Language Bridge Cup Contests 

for K-12 Students, Chinese Bridge-Chinese 

Proficiency Competition for College Students, 

Summer Camps, seminars/conferences, community 

activities, and cultural events. SF State sees the CI as 

one of the important strategic opportunities to 

enhance its Chinese language learning and 

instruction, reach out to and serve the communities in 

Northern California and beyond, contribute to its goal 

of internationalization. 

Appointment Type 

Temporary CSUEU position: Position to end on or 

before December 31, 2019. Permanent status may 

be earned in this position if it is renewed for four 

years without a break in service in accordance with 

collective bargaining agreement provisions. 

Time Base: Full-Time (1.0) 

Work Schedule: Monday through Friday; 8:00 AM to 

5:00 PM 

Anticipated Hiring Range 

$4,300.00 to $4,500.00 per month ($51,600.00 to 

$54,000.00 annually) 

Salary is commensurate with experience. 

Position Summary 

Under the direct supervision of the Confucius Institute 

(CI) Director, the Program Coordinator provides 

complex administrative support to the Director and 

manages customer functions for CI, including general 

oversight of CI operations, facilities, and telephone 

and email inquiries. The incumbent is responsible for 

knowledge, interpretation and implementation of SF 

State and California State University (CSU) operating 

and administrative policies and procedures; and 

providing assistance in the planning and 

implementation of the programs, workshops, and 

activities of CI. The incumbent provides extensive 

budgetary analysis, financial planning, human 

resources support, administrative reports and account 

management for CI, in cooperation with visiting 

scholars and supporting the Division of International 

Education (DoIE). The incumbent works directly with 

faculty and students and assists the Director in 

54 

supervising student staff. The incumbent supports the 

Director in performing a variety of administrative and 

technical support in financial management, office 

operation, and CI program design and coordination; 

completing travel forms, reimbursement requests, 

budget and expenditure reports; promoting programs 

such as Summer Camp in China for American 

Students and the Summer Institute for local Chinese 

language teachers; and organizing Chinese language 

programs and cultural activities, and outreach 

services in communities. The incumbent is 

responsible for other duties as assigned by the CI 

director, and assisting DoIE in administrative support, 

educational exchange programs, student service, and 

bilingual (English and Chinese) service. 

Position Information 

Confucius Institute Support and Customer Service 

– Responsible for office customers service for CI, 

including answering telephones, managing general 

correspondence, and hours of operation. 

– Respond to routine inquires, take messages and/or 

refer inquires as appropriate. 

– Develop and maintain CI operational calendar and 

hours of operation. 

– Develop, receive, review, and track program and 

event assessment forms from CI activities. 

– Serve as the primary contact for all CI related 

requests and inquiries, such as requests for Chinese 

classes, presentations, training workshops, Chinese 

cultural events, Chinese proficiency tests, and 

Confucius Institute Scholarships and Chinese Bridge 

programs. 

– Manage requests and distribution of outreach and 

materials, including event news and announcements 

on website. Refer visitors with inquiries to the 

appropriate office. 

Administrative Coordination 

– Support CI Director and team members. 

– Responsible for ordering supplies. 

– Maintain CI budget and expenditures. 

– Responsible for coordinating Director and team 

members’ travel arrangements and completing travel 

claims. 

– Recruit, hire, and train student staff, including the 

creation and maintenance of accurate training 

materials. 

– Inform and assist CI team members with CSU and 

SFSU travel, budget, and approval protocol. 

– Maintain budget request processes and protocol. 

– Assist in the completion of Year-End reports in 

collaboration with CI Director. 

– Contact appropriate campus departments to resolve


functional and operational issues. 

– Support faculty, staff, and students in daily office 

management, schedule CI meetings and campus 

special events. 

– Draft correspondence/memos. 

– Maintain the office files and programs materials. 

– Research and submit service request to facilities 

and telecommunications. 

– Coordinate CI activities and events. 

– Compile and analyze data. 

– Produce routine and ad hoc reports. 

Program Coordination and Management 

– Responsible for the annual update of 

communication and promotion materials. 

– Develop and maintain program checking system. 

– Research and develop administrative reports 

related to CI. 

– Assist the Director in collaborating with campus 

community including, but not limited to, the 

academic colleges /departments (in particular: 

Department of World Languages and Literatures, 

Graduate College of Education, Department of 

Psychology, Department of Cinema, College of 

Business, etc.), Dean of Students’ Office, Office of 

Research and Sponsored Programs (ORSP), 

International Programs, Risk Management, Human 

Resources, and Associated Students (with the goal of 

providing high quality Chinese language and culture 

programs for students, faculty and staff). 

– Assist the Director in improving access and success 

for students from diverse language and cultural 

backgrounds. 

– Support faculty and staff in providing information 

about CI to students and visitors. 

– Manage the application/invitation, 

registration/confirmation processes for CI activities. 

– Reserve facilities and arrange appropriate set-up 

and decorations for events, including ordering 

refreshments as appropriate, and preparing agenda 

and all other documents and presentations. 

– Assist in the planning and implementation of on and 

off campus special events. 

Support Division of International Education (DoIE) 

– Perform administrative tasks in support DoIE in 

international outreach, particularly in the greater 

China areas, for recruitment and educational 

exchange programs, including planning events and 

assisting with services for international students and 

scholars, and bilingual (English and Chinese ) 

services. 

Other Duties as Assigned. 

Minimum Qualifications 

55 

Entry to this classification requires general knowledge 

and skills in the applicable administrative and/or 

program field with a foundational knowledge of public 

administration principles, practice, and methods. This 

foundation would normally be obtained through a 

bachelor’s degrees and/or equivalent training and 

administrative work experience involving study, 

analysis, and/or evaluation leading to the 

development or improvement of administrative 

policies, procedures, practices, or programs. 

-Working knowledge of and ability to apply standard 

theories, principles, practices, and techniques 

applicable to the program and administrative specialty 

in order to develop conclusions and make 

recommendations. 

-Thorough knowledge of the university policies, 

procedures, and outside regulations pertaining to the 

applicable program and/or administrative specialty. 

-Working knowledge and experiences of operational 

and fiscal analysis and techniques. 

-Ability to work in a team and take initiative and 

independently plan, organize, coordinate, and 

perform work in various situations where numerous 

and diverse demands are involved. 

-Skill in the research, development and evaluation of 

policies and programs, including the collection, 

evaluation, and interpretation of data to develop 

sound conclusions and make appropriate 

recommendations. 

-Experience in team work and analyzing problems 

with a broad administrative impact and implications. 

Ability to anticipate problems and address them 

proactively. 

-Demonstrated ability to effectively interpret, organize, 

and present information and ideas in written or 

presentation form. 

-Ability to train others on new skills and procedures 

and provide lead work direction. 

Preferred Qualifications 

– Bachelor’s Degree in 

Education/Language/Communication/ Management 

or a related discipline. 

– Knowledge of Chinese language, culture, and 

history. 

– Possession of strong bilingual (English and 

Chinese) communication skills and the ability to 

provide information accurately and effectively, both 

orally and in writing, to large groups and to individuals 

of culturally and economically diverse backgrounds. 

– Ability to plan and coordinate Chinese language 

classes and Chinese cultural events programming. 

– Proven background in educational program


development including experience in Chinese 

language training development and working with 

faculty and students in diversity institutions. 

– Proven background working with teachers and 

students on campus or in communities in promoting 

training workshops and conferences. 

– Demonstrated skills to logically analyze complex 

situations and data and develop clear and concise 

reports or recommendations. 

– Excellent organizational and team working skills. 

– Two years of working experience with programs 

that address education and program management 

that impact the success of Chinese language 

teaching and learning. 

– Particular knowledge of California and the CSU 

higher education environment. 

– Demonstrated experience in supervising student 

assistants and excellent customers services skills. 

– Computer skills in Microsoft Office (Word, 

PowerPoint, Excel, Outlook, etc.) 

– Knowledge of a wide range of communication and 

design applications, including InDesign, Microsoft 

Office suite, Drupal, Adobe Creative, page layout 

software, html, email and social networking 

applications. 

– Thorough knowledge of SFSU, its philosophy, 

policies and procedures, programs, and services 

related to quality education for students. 

– Excellent time management skills, ability to 

effectively work independently, or in teams on 

multiple tasks or projects. 

– Knowledge of University Fiscal Affairs, 

Procurement, Human Resources policies, practice & 

procedures, and experience in budgetary analysis, 

financial planning, including budget application and 

expenditure report to the Board of Directors of the 

Confucius Institute. 

– Knowledge of PeopleSoft, Human Resources 

Management Systems (HRMS), Campus Solutions 

(CS), and iLearn. 

– Previous office experience working with budget and 

personnel documents, and ability to produce 

statistical data/charts. 

– Ability to work with changing deadlines and within 

time constraints. 

Core competencies-embody the following 

competencies: 

– Bias toward collaboration and teamwork. 

– Effective communication skills. 

– Customer/Client Focus with an emphasis in 

problem solving and resolution. 

– Personal effectiveness and credibility as 

56 

demonstrated by interpersonal and professional 

confidence. 

– Diversity and inclusion. 

Environmental/Physical/Special 

– Required to travel to off-campus locations for 

special events. 

– Must have access to a car with current registration 

and automobile insurance to travel to school sites, 

college fairs, and pre-admissions events within 

California; if no access to a car, must make own 

transportation arrangements to meet outreach 

commitments on time. 

– Must be able to competently interact with a 

culturally and ethnically diverse population of 

students, faculty and staff. 

Pre-Employment Requirements 

This position requires the successful completion of a 

background check. 

Benefits 

Threaded through our Total Compensation package 

is a commitment to Bridging Life’s Transitions. SF 

State is committed to providing our employees with a 

comprehensive program that rewards efforts that are 

appreciated by your colleagues, students and the 

customers we serve. 

We offer a competitive compensation package that 

includes Medical, Dental, Vision, Pension, 401k, 

Healthcare Savings Account, Life Insurance, 

Disability Insurance, Vacation and Sick Leave as well 

as State Holidays and a dynamic Fee Waiver 

program, all geared towards the University’s 

commitment to attract, motivate and retain our 

employees. 

CSUEU Position 

Eligible and qualified on-campus applicants, currently 

in bargaining units 2, 5, 7, and 9 are given hiring 

preference. 

How to Apply 

**THE ONLINE RECRUITMENT SYSTEM WILL 

ALLOW ONLY ONE FILE ATTACHMENT FOR EACH 

SUBMISSION** 

https://cmshr.sfsu.edu/psc/HSFPRDF/EMPLOYEE/H 

RMS/c/HRS_HRAM.HRS_CE.GBL?from=singlemess 

age&isappinstalled=0 

Submit an online application and upload in one file 

attachment your resume, cover letter, describing your 

specific qualifications for each position AND three (3) 

professional references who can comment upon your 

education and/or job related experience. 

SF STATE IS NOT A SPONSORING AGENCY FOR 

STAFF OR MANAGEMENT POSITIONS. (i.e. H1-B 

VISAS).


The Human Resources office is open Mondays 

through Fridays from 8 a.m. to 5 p.m., and can be 

reached at (415) 338-1872. 

Application Deadline: April 1, 2019. 

Please note that this position, position requirements, 

application deadline and/or any other component of 

this position is subject to change or cancellation at 

any time. 

Full-time Lecturer in the Chinese Language Program 

(Philadelphia, PA) 


Civilizations at the University of Pennsylvania 

announces the availability of a full-time Lecturer in the 

Chinese Language Program for the academic year 

2019-20. The appointment will be for one year with 

the possibility of annual renewal for up to an 

additional two years based on satisfactory 

performance and approval of the Dean. Applicants for 

the position should possess at least a Master’s 

degree in Education or Humanities with a primary 

focus on Chinese language and culture, and 

pedagogy. They should have native or near-native 

competency in Mandarin and advanced level 

proficiency in English. Preference will be given to 

candidates who have experience in teaching all levels 

of Chinese language at the university or college level 

in the U.S. Duties include teaching language classes 

(6 courses per academic year), attending meetings of 

the Chinese language program, and working with the 

Director of the language program and China faculty 

on materials development. 

Candidates should apply online 

at http://facultysearches.provost.upenn.edu/postings/ 

1423. Please submit a cover letter, CV, statement of 

teaching philosophy, and contact information for a 

minimum of two individuals who have agreed to 

provide a recommendation letter. The University will 

contact the recommenders with instructions on how to 

submit their letters. We also encourage the applicants 

to upload additional documents if available: 1) recent 

teaching evaluations including written comments, 2) a 

link to a video recording of a class, and 3) a 

description of the video and relevant materials. 

The review of applications will begin immediately and 

will continue until the position is filled. 


Civilizations is strongly committed to Penn’s Action 

Plan for Faculty Diversity and Excellence and to 

creating a diverse faculty (for more information 

see: http://www.upenn.edu/almanac/volumes/v58/n02 

/diversityplan.html.) 

57 

The University of Pennsylvania is an Equal 

Opportunity Employer. Minorities/Women/Individuals 

with disabilities/Protected Veterans are encouraged to 

apply. 

Chinese Lecturer – Part-Time Renewable (Lexington, 

Virginia) 

Part-Time Renewable Chinese Lecturer 


Literatures at Washington and Lee University invites 

applications for a part-time Chinese lecturer position 

to begin in late August 2019. This position is annually 

renewable, if there is need. Responsibilities include 

teaching Chinese language at all levels and active 

involvement with departmental activities. 

Qualifications: 

Master’s degree or higher in Chinese language, 

Teaching Chinese as a Second Language, linguistics 

or related fields; native or near-native fluency in both 

Chinese and English; demonstrated excellence in 

teaching Chinese at the college level. 

Required Application Materials: 

Applications should include the following items: a 

cover letter (please include a web-accessible link to a 

20-minute video of your teaching demo), a curriculum 

vitae, and three letters of recommendation. 

Please submit your application 

at http://apply.interfolio.com/61315. Review of 

applications will begin on April 8, 2019 and will 

continue until the position is filled. 

Founded in 1749 and located in the Shenandoah 

Valley of Virginia, Washington and Lee University 

offers a unique academic setting of arts and sciences, 

commerce and law, and is consistently ranked in the 

top tier of liberal arts colleges. An affirmative-action, 

equal-opportunity employer, Washington and Lee 

University is deeply committed to building a 

multicultural educational environment and a culturally 

diverse and pluralistic faculty and staff and strongly 

encourages applications from underrepresented 

groups. 

Associate Professor in Linguistics and Applied 

Linguistics (Shanghai Jiao Tong University) 

University: Shanghai Jiao Tong University 

Department: International Chinese Education of the 

School of Humanities 

Web Address: http://shss.sjtu.edu.cn 

Specialty Areas: 

Linguistics: Psycholinguistics, Computational 

Linguistics, Second Language Acquisition, Linguistic 

Typology, Applied Linguistics, Chinese Linguistics


Required Language(s): Chinese and English 

Key Requirements: 

The applicant should have a PhD degree in 

Linguistics conferred by an accredited university, 

have demonstrated good academic research abilities 

and potential, and be able to conduct independent 

academic research, give lectures, and mentor 

doctoral students. The applicant should also have at 

least one year’s experience of postdoctoral research 

or of teaching and independent research at an 

academic institution, and have outstanding research 

achievements that represent a higher academic 

level. 

The Holder of this position will not be granted with 

tenure until s/he goes through a formal review 

process successfully at end of a trial period of 3 

years. 

Salary and Benefits: 

The salary and benefits will be in accordance with the 

regulations of Shanghai Jiao Tong University. 

Supporting Documents: 

Applicants are required to provide the following 

supporting documents with their application: 

1. CV (including name, date of birth, current 

institution, contact information, a list of publications, 

major research and teaching areas, 

etc.) 

2. Research and Teaching Statement 

3. Three to five recent research samples (within five 

years) 

Note: Three academic references or letters of 

recommendation are preferred but not required. 

If you are interested in the position, please send the 

required documents to 

hr.human@sjtu.edu.cn 

and indicate your name and the position you apply for 

in the subject of the email, and how you have heard 

about this position in the email. 

About the institution: 

Shanghai Jiao Tong University (SJTU) was founded 

in 1896 and is one of the highest ranking universities 

in China with a world-class reputation. 

The School of Humanities (SHSS) includes four 

categories of academic disciplines covering Chinese 

Language and Literature, History, 

Philosophy, and Arts. The School of Humanities has 

two undergraduate programs for disciplines of 

Chinese Language and Literature (Sino-foreign 

culture exchange) and Chinese Language (designed 

for overseas students); three undergraduate minor 

courses separately for Chinese Language and 

Literature, History, and Musicology; three 

Master degree programs separately for first-level 

discipline in Chinese 

Language and Literature, Chinese History, and 

Philosophy; one professional Master degree program 

for International Chinese Language 

Education; two doctoral programs in comparative 

literature and cultural theory, and Marxism. The total 

number of faculty and staff currently working in the 

School is 140 and there are 1700 students studying in 

the School. 

If you have interest in the position or want to know 

more about the institution, you are welcomed to 

attend “The First SJTU International Young Scholars 

Forum on Humanities” in May (with your travel 

expense 

fully covered by SJTU). See below. 

The First SJTU International Young Scholars Forum 

on Humanities 

1. Introduction 

Hosted by the School of Humanities, the First SJTU 

International Young Scholars Forum on Humanities is 

designed for outstanding young scholars all over the 

world. It is our hope that, through key lectures, 

seminars and talent exchanges, a platform will be 

established for worldwide young scholars with 

excellent academic background in literature, history, 

philosophy and art to promote understanding and 

share insights, that the development strategy, 

discipline construction, scientific research and faculty 

policies of SJTU and the School of Humanities can be 

fully understood, and that young scholars will be 

motivated to achieve their aspirations in SJTU, 

boosting the development of Humanities. 

2. Schedule 

Registration: May 17th, 2019 

Forum: May 18th-19th, 2019 

May 18th: 

Morning: Opening Ceremony & Keynote Lectures 

Afternoon: Academic Sessions &Seminars 

May 19th: 

Morning: Introduction of SJTU Policies & Campus 

Tour 

Afternoon: Domain-specific Discussions, Talent 

Exchanges & Closing Ceremony 

Address: School of Humanities, Minhang District, 

Shanghai Jiao Tong 

University 

3.Selection Criteria 

Applicants should have a doctoral degree conferred 

by an accredited university and are in their early 

teaching and research career years. 

58


4.Academic Fields 

Four disciplines will be involved in this Forum, namely 

Chinese Language 

& Literature, History, Philosophy, and Art Education. 

The principal academic directions are as follows: 

Chinese Language Literature: Ancient Literature, 

Modern and Contemporary 

Literature, Literature and Art (including Literary 

Anthropology), 

Comparative Literature and World Literature, Folk 

Literature, Chinese Philology, Linguistics and Applied 

Linguistics, including 

Psycholinguistics, Computational Linguistics, Second 

Language Acquisition, Linguistic Typology, Applied 

Linguistics, etc. 

History: Chinese history, World history 

Philosophy: Western Philosophy, Chinese 

Philosophy, Logic, Philosophy of 

Science Art education: Musicology 

5. How to Apply 

Application: Complete the online application form on 

the school 

websitehttp://ph.echaoceshi.com/Humanities/Web/Ap 

ply. 

Invitation: All the applications will be assessed by 

the departments(centers) in the school, and all the 

candidates will be evaluated by the school academic 

committee. Applicants who pass the 

assessment will receive an official invitation letter 

through email by mid-April 2019. 

RSVP: Invited scholars are required to fill in a receipt 

within one week and confirm the participation. 

6.Financial Assistance: 

Board & Lodging: FULL SUPPORT 

Travel Expenses: SJTU will offer reimbursement for 

round-trip travel expenses(economy class air ticket, 

hard sleeper ticket, or second-class 

high-speed rail ticket), for which original bills are 

required. Please hand in the bills(invoice of the flight, 

boarding pass, a copy of the passport, tickets) to the 

coordinator during the registration. 

7. Contact Details: 

Contact person: Ms. Song 

Tel: 86-21-34208519 

Email: hr.human@sjtu.edu.cn 

Address: School of Humanities, Shanghai Jiao Tong 

University, 800 Dongchuan Road, Minhang District, 

Shanghai, 200240, China 

59 

Chinese Language Teaching Assistant (Lancaster, 

PA) 

Franklin & Marshall College invites applications for a 

one-year part-time teaching assistant (drill instructor) 

position in its Chinese Language Program, beginning 

Fall Semester 2019. 

Candidates must have native or near-native 

proficiency in both Chinese and English, a B.A. in 

Chinese pedagogy, literature, linguistics, or a related 

field. M.A. and teaching experience are preferred, but 

not required. The successful candidate will teach drill 

sessions to elementary level students of Chinese, 

conduct one-on-one tutoring sessions with students of 

different levels, and assist students in learning the 

Chinese language and gaining an understanding of 

Chinese culture through a variety of co-curricular 

activities. Candidates should submit the following 

materials electronically via Interfolio 

(https://apply.interfolio.com/60947): a letter of 

application, current curriculum vitae, transcripts, and 

a sampling of teaching evaluations. Applicants must 

also arrange for two letters of recommendation to be 

submitted by referees directly to Interfolio. Inquiries 

may be directed to sshao@fandm.edu. Application 

review will begin March 11, 2019 until the position is 

filled. Applications will not be accepted after April 26, 

2019. 

The search committee will holistically assess the 

qualifications of each applicant. We will consider an 

individual’s record working with students and 

colleagues with diverse perspectives, experiences, 

and backgrounds. We will also consider experience 

overcoming or helping others overcome barriers to 

academic success. 

Franklin & Marshall College is committed to having an 

inclusive campus community where all members are 

treated with dignity and respect. As an Equal 

Opportunity Employer, the College does not 

discriminate in its hiring or employment practices on 

the basis of gender, sex, race, ethnicity, color, 

national origin, religion, age, disability, family or 

marital status, sexual orientation, or any protected 

characteristic. Individuals who need an 

accommodation due to a disability in order to submit 

an application or attend an employment interview 

should contact Human Resources at 717-358-3995. 

Assistant Teaching Professor of Chinese (Winston- 

Salem, NC) 


Cultures at Wake Forest University is seeking to fill an 

Assistant Teaching Professor or Assistant Professor


of the Practice position in Chinese to begin Fall 2019. 

The responsibilities include teaching Chinese 

language courses at all levels as well as language for 

specific purpose courses. The successful candidate 

may also work with an adjunct instructor and other 

faculty members to organize extracurricular activities. 

Applicants may have a PhD in second language 

pedagogy or a related field (or at least an MA and 

extensive professional experience), native or nearnative 

fluency in Chinese and English, experience in 

teaching all levels of Chinese language courses at the 

university level in the U.S., and strong grounding in 

proficiency-oriented teaching. 

A complete application should include: cover letter, 

CV, three letters of recommendation, two sample 

syllabi, two most recent student evaluations, a lesson 

plan, and a 30-minute teaching demonstration as an 

attachment. Have your letter writers submit the 

confidential letters of recommendation 

to letters@wfu.edu. Please follow the instructions at 

the top of this posting for best results. Questions 

regarding the application process can be directed 

to AskHR@wfu.edu. Review of applicants begins 

immediately; the position will remain open until it is 

filled. Interested candidates are encouraged to also 

apply for our position of visiting assistant professor of 

Chinese. 

Please go to this link to 

apply: https://wfu.wd1.myworkdayjobs.com/en- 

US/Faculty_Career_Website_live/job/Winston-Salem- 

NC/Assistant-Teaching-Professor-of-Chinese– 

Department-of-East-Asian-Languages-and- 

Cultures_R0001436 

Wake Forest University is a private, coeducational 

institution dedicated to academic excellence in liberal 

arts, graduate and professional education. Founded 

in 1834, the University is ranked among the top 30 

national universities, with approximately 5100 

undergraduates and 3000 graduate and professional 

students. Wake Forest is a collegiate university 

offering a vibrant intellectual community with a rich 

cultural life, an impressive array of facilities and an 

active athletics community. The University has a deep 

institutional commitment to public service and 

engagement with the world, as indicated by the motto 

Pro Humanitate. For quick facts about the University, 

go to http://www.wfu.edu/visitors/quickfacts.html. 

Wake Forest is located in Winston-Salem, North 

Carolina – part of the Piedmont Triad metropolitan 

region which has a population of more than 1.5 million 

and is listed among the top 35 best places to live in 

North America by Cities Ranked and Rated and is 

60 

known as the “City of the Arts and innovation,” 

Winston-Salem offers a vast array of arts experiences 

ranging from music venues to galleries to theatre and 

film festivals. The city is also ranked among the top 

50 US cities for affordability on national surveys. 

Wake Forest University welcomes and encourages 

diversity and inclusivity, and seeks applicants with 

demonstrated success in working with diverse 

populations. Wake Forest seeks to recruit and retain 

a diverse workforce to maintain the excellence of the 

University, and to offer students richly varied 

disciplines, perspectives, and ways of knowing and 

learning. 

Full-time Lecturer of Chinese (Knoxville, TN) 

The Department of Modern Foreign Languages and 

Literatures at the University of Tennessee, Knoxville 

is seeking applications for a full-time lecturer position 

in Chinese to begin August 1, 2019. This position is a 

1-year renewable term, which becomes a 3-year 

renewable term as Senior Lecturer, and a 5-year 

renewable term as Distinguished Lecturer. Lecturer 

comes with full benefits. The teaching load is four 

courses (or 12 hours) per semester. The lecturer is 

expected to be able to teach Chinese language at all 

levels and be actively involved in the development of 

the Chinese program. Minimum qualifications: M.A. in 

Chinese pedagogy, linguistics, or related fields; native 

or near-native fluency in Chinese and English; at least 

two years of Chinese teaching experience at the postsecondary 

level in the U.S.; demonstrated excellence 

in teaching. Review of applications will begin March 

18, 2019, and continue until the position is filled. 

Please send your application to the search committee 

at utkmfllchinese@gmail.com, including: 

1. Letter of application 

2. CV 

3. Names and contact information of three references 

(who may be contacted to provide a letter of 

recommendation) 

4. Summary of student evaluation and/or class 

observation reports (optional) 

The University of Tennessee is an EEO/AA/Title 

VI/Title IX/Section 504/ADA/ADEA institution in the 

provision of its education and employment programs 

and services. All qualified applicants will receive 

equal consideration for employment and admission 

without regard to race, color, national origin, religion, 

sex, pregnancy, marital status, sexual orientation, 

gender identity, age, physical or mental disability, 

genetic information, veteran status, and parental 

status.


Project Coordinator at Confucius Institute at 

Cleveland State University (Cleveland, OH) 

JOB SUMMARY: Working with the Director of the 

Confucius Institute (CI), organizes and manages 

Chinese cultural programs of the Cleveland State 

University Confucius Institute. Provides complex 

administrative assistant in the areas of 

program/project planning, research development and 

special project support. Ensures the timely and 

effective provision of administrative support. Interacts 

professionally with all internal and external customers 

using strong interpersonal skills. 

MINIMUM QUALIFICATIONS: Bachelor’s degree in 

Asia or China Studies, Education, Communications, 

Accounting, Marketing, or related field. Native or 

near-native fluency in both Chinese and English 

languages. Three years relevant administrative 

experience. Knowledgeable in or interested in 

learning Chinese language and culture. Excellent 

communication skills, both oral and written, and 

strong interpersonal skills. Ability to manage multiple 

projects simultaneously and meet deadlines in a fastpaced 

environment. Team-oriented. Detail-oriented, 

with ability to analyze problems and develop practical 

solutions. Skilled in word processing and database 

management, desktop publishing, and/or web site 

management. Ability to manage and reconcile fiscal 

records. 

PREFERRED QUALIFICATIONS: Advanced degree. 

Prior experience organizing and marketing language 

and/or cultural programs. Previous administrative 

experience in higher education. Successful 

experience collaborating with colleagues from the 

People’s Republic of China. 

APPLICATION 

Offer of employment is contingent on satisfactory 

completion of the University’s verification of 

credentials and other information required by law 

and/or University policies or practices, including but 

not limited to a criminal background check. 

Applications will be exclusively accepted online 

athttp://www.csuohio.edu/offices/hrd/employment.htm 

l. Mailed or emailed application materials will not be 

accepted. 

REVIEW BEGINS: 04/20/2019 

EMPLOYMENT DATE: 08/1/2019 

Lecturer Pool – Cantonese Language – East Asian 

Languages and Cultures (Berkeley, CA) 

Description 


Cultures at the University of California, Berkeley 

seeks applications for a pool of qualified temporary 

lecturers to teach elementary or intermediate courses 

in Cantonese language should a need arise during 

Summer, Fall 2019, and Spring 2020. 

In addition to teaching responsibilities, general duties 

may include holding office hours, assigning grades, 

advising students, preparing course materials (e.g. 

syllabus), writing exams, attending appropriate 

meetings, and interacting with students outside of 

class time via email and/or bCourses. 

Please note: The use of a lecturer pool does not 

guarantee that an open position exists. See the 

review date specified in AP Recruit to learn whether 

the Program is currently reviewing applications for a 

specific position. If there is no future review date 

specified, your application may not be considered at 

this time. Screening of applicants is ongoing and will 

continue as needed. The number of positions may 

vary each teaching term, depending upon the needs 

of the Department, and in some semesters may be 

zero. Positions may range from 40%, 80% to 120%, 

respectively equivalent to one, two or three courses 

per semester. 

Basic Qualifications (required at the time of 

application): 

• Advanced degree or enrolled in an advanced degree 

program 

Additional qualifications (required by the start date): 

• Advanced degree 

• At least two years of university-level teaching 

experience 


• MA or equivalent international degree in teaching 

Cantonese as a Foreign Language, Linguistics, 

Second Language Acquisition or related field. 

Experience with computer-assisted language learning 

and language instructional software. 

• Native or near-native fluency in Cantonese; English 

fluency. Eligible to work in the United States. 

Salary 

Salary is commensurate with education and years of 

college-level teaching experience. The starting 

minimum full-time equivalent salary is $54,738 in 

accordance with the current Unit 18 lecturer salary 

scale and its provisions. The department is interested 

in candidates who will contribute to diversity and 

equal opportunity at UC Berkeley through their work. 

The University is committed to addressing the family 

needs of employees and has a number of policies 

61


and programs in place to support employees as they 

balance work and family. 

To Apply: Visit http://apptrkr.com/1394239 

The posting will remain open until December 16, 2019 

to accommodate department needs and new 

applicants. Appointments for summer are usually 

reviewed in March; fall appointments are typically 

reviewed in April; and spring appointments are 

usually reviewed in October. If you wish to remain in 

the pool after December 16, 2019 you will need to 

reapply. 

All letters will be treated as confidential per University 

of California policy and California state law. Please 

refer potential referees, including when letters are 

provided via a third party (i.e. dossier service or 

career center), to the UC Berkeley statement of 

confidentiality http://apo.berkeley.edu/evalltr.html prior 

to submitting their letters. 

Please direct questions to the Department of East 

Asian Languages and Cultures 

at: easearch@berkeley.edu 

The University of California is an Equal 

Opportunity/Affirmative Action Employer. All qualified 

applicants will receive consideration for employment 

without regard to race, color, religion, sex, sexual 

orientation, gender identity, national origin, disability, 

age or protected veteran status. For the complete 

University of California nondiscrimination and 

affirmative action policy see: 

http://policy.ucop.edu/doc/4000376/NondiscrimAffirm 

Act 

Lecturer Pool – Mandarin Language – East Asian 

Languages & Cultures (Berkeley, CA) 

Recruitment Period 

Open date: February 12th, 2019 

Next review date: March 1st, 2019 

Apply by this date to ensure full consideration by the 

committee. 

Final date: December 16th, 2019 

Applications will continue to be accepted until this 

date, but those received after the review date will only 

be considered if the position has not yet been filled. 

Description 

Lecturer Pool – Mandarin Language – East Asian 

Languages & Cultures 

Description 


Cultures at the University of California, Berkeley 

seeks applications for a pool of qualified temporary 

lecturers to teach elementary, intermediate, or 

advanced courses in Mandarin language or reading 

62 

competency courses taught in English should a need 

arise during Summer, Fall 2019 and Spring 2020. 

In addition to teaching responsibilities, general duties 

may include holding office hours, assigning grades, 

advising students, preparing course materials (e.g. 

syllabus), writing exams, attending appropriate 

meetings, and interacting with students outside of 

class time via email and/or bCourses. 

Please note: The use of a lecturer pool does not 

guarantee that an open position exists. See the 

review date specified in AP Recruit to learn whether 

the Program is currently reviewing applications for a 

specific position. If there is no future review date 

specified, your application may not be considered at 

this time. 

Screening of applicants is ongoing and will continue 

as needed. The number of positions may vary each 

teaching term, depending upon the needs of the 

Department, and in some semesters may be zero. 

Positions may range from 40%, 80% to 120%, 

respectively equivalent to one, two or three courses 

per semester. 

Basic Qualifications (required at the time of 

application): 

• Advanced degree or enrolled in an advanced degree 

program 

Additional qualifications (required by the start date): 

• Advanced degree 

• At least two years of university-level teaching 

experience 


• MA or equivalent international degree in teaching 

Mandarin as a Foreign Language, Linguistics, Second 

Language Acquisition or related field. Experience with 

computer-assisted language learning and language 

instructional software. 

• Native or near-native fluency in Mandarin; English 

fluency. Eligible to work in the United States. 

Salary 

Salary is commensurate with education and years of 

college-level teaching experience. The starting 

minimum full-time equivalent salary is $54,738 in 

accordance with the current Unit 18 lecturer salary 

scale and its provisions. 

The department is interested in candidates who will 

contribute to diversity and equal opportunity at UC 

Berkeley through their work. 

The University is committed to addressing the family 

needs of employees and has a number of policies 

and programs in place to support employees as they 

balance work and family. 

To Apply: Visit https://apptrkr.com/1394993


The posting will remain open until December 16, 2019 

to accommodate department needs and new 

applicants. Appointments for spring are usually 

reviewed in October; summer appointments are 

usually reviewed in March, and fall appointments are 

typically reviewed in April. If you wish to remain in the 

pool after December 16, 2019 you will need to 

reapply. 

All letters will be treated as confidential per University 

of California policy and California state law. Please 

refer potential referees, including when letters are 

provided via a third party (i.e. dossier service or 

career center), to the UC Berkeley statement of 

confidentiality http://apo.berkeley.edu/evalltr.html prior 

to submitting their letters. 

Please direct questions to the Department of East 

Asian Languages and Cultures 

at: easearch@berkeley.edu 

The University of California is an Equal 

Opportunity/Affirmative Action Employer. All qualified 

applicants will receive consideration for employment 

without regard to race, color, religion, sex, sexual 

orientation, gender identity, national origin, disability, 

age or protected veteran status. For the complete 

University of California nondiscrimination and 

affirmative action policy 

see: http://policy.ucop.edu/doc/4000376/NondiscrimAf 

firmAct 

Job location 

Berkeley, CA 

Requirements 

Document requirements 

• Curriculum Vitae – Your most recently updated C.V. 

• Cover Letter 

• Statement of Teaching 

• Internet Link to Teaching Demonstration (Maximum 

length 10 minutes) – Upload the link only in a PDF 

document. 

Reference requirements 

• 3-5 required (contact information only) 

Resident Director in China (Bellevue, WA) 

American Cultural Exchange Service (ACES) is 

seeking a qualified Resident Director (RD) to work on 

site with a group of up to 25 US high school students 

for an approximately six-week program in China 

through the National Security Language Initiative for 

Youth (NSLI-Y) Program. In China, students will 

engage in language learning in both formal (language 

courses) and informal settings (dormitory and/or host 

family living). The RD is required to attend a two-day 

pre-program training in Bellevue, WA (late May to 

63 

early June), attend a student orientation in 

Washington D.C. (late June), represent ACES for the 

duration of the program (late June to mid-August), 

and submit reports during and immediately after the 

program. 

For detailed information about the position, please 

visit: 

www.exploretheworld.org/news-events/residentdirector-in-china 

Visiting Assistant Professor of Chinese (Worcester, 

MA) 

The Department of Modern Languages and 

Literatures at the College of the Holy Cross invites 

applications for a visiting full-time faculty appointment 

in Chinese for the 2019-2020 academic year to begin 

in August 2019. 

QUALIFICATIONS 

Candidates must have native or near native 

proficiency in Mandarin Chinese and English, a PhD 

or ABD in Chinese pedagogy, literature, linguistics, 

cinema, or a related field, and U.S.-based teaching 

experience in Chinese language at the college level. 

They must demonstrate commitment to, and 

excellence in, undergraduate teaching as informed by 

current practice and scholarship in the field. 

APPLICATION INSTRUCTIONS 

Please submit a letter of application, current 

curriculum vitae, a statement on teaching philosophy 

and interests, official transcripts of undergraduate and 

graduate study, two confidential letters of 

recommendation, and a link to a recent video of 

yourself teaching elementary or intermediate 

Mandarin. Provide information about the location of 

the class and the level of the students in your video, 

the topic that your lesson covered, and the learning 

goals you had for the students in that class. 

Please submit all application materials to Interfolio 

at https://apply.interfolio.com/60393 

Visiting Assistant Professor or Instructor, Chinese 

Language Pedagogy and Linguistics (University 

Center, MI) 

The Master of Arts in Teaching Chinese as a Foreign 

Language (MA-TCFL) Chinese teacher preparation 

program invites applicants for a 10-month 

appointment from late August 2019 through late May 

2020. Applicants for the visiting professor rank must 

have an earned Ph.D. in second language pedagogy 

or applied linguistics with a focus on Chinese. The 

instructor rank applies to candidates with ABD status 

in the same fields. The successful candidate would be


expected to teach courses in Chinese linguistics, 

pedagogy and culture. All courses will be taught at 

Ming Chuan University: Michigan, located on the 

University Center campus of Saginaw Valley State 

University. 

For assistant professor, the salary will be $55,000 for 

the ten-month appointment; for instructor, $45,000. A 

housing subsidy up to $800 per month is in addition to 

the salary. Other expenses would be the 

responsibility of the individual accepting this position. 

Position is contingent on student enrollment, and may 

be renewed subject to the same contingency. This 

position will meet the requirements for OPT visa 

status. For those seeking a work permit, Ming Chuan 

University-Michigan (MCU-MI) will assist with this 

process. 

The MA-TCFL Program is a joint program between 

Saginaw Valley State University (SVSU), one of the 

15 state universities in Michigan, and Ming Chuan 

University: Michigan campus. We are a small, 

individual-oriented bilingual program with a unique 

mission– preparing graduates to teach Mandarin and 

Chinese culture to students at the tertiary level 

(College or university) and to clients in business and 

service organizations. 

To apply, please send a cover letter (include three 

references), Curriculum Vita, and transcripts to Jubi 

Huang jubi@mail.mcu.edu.tw . Application review will 

begin March 18, 2019 and conclude as soon as a 

qualified pool of finalists has been identified. 

Applications will not be accepted after April 19, 2019. 

Specific questions may be addressed to Dr. Kerry 

Segel at ksegel@svsu.edu or Dr. Alan Hsieh 

at fthsieh@mail.mcu.edu.tw. 

Chinese Teacher (Fort Worth, TX) 

The Upper School at Trinity Valley School in Fort 

Worth, Texas, is seeking an experienced high school 

Chinese language teacher with the ability to teach all 

levels of Chinese for the 2019-2020 school year. The 

successful candidate should possess a deep 

commitment to and a passion for teaching the five 

components of Chinese language: listening, reading, 

speaking, writing and culture; therefore, an 

enthusiasm for and knowledge of Chinese language 

and literature are requirements for favorable 

consideration. Equally important is the knowledge of 

varied pedagogy. Also, the candidate should possess 

leadership qualities that serve to inspire, motivate, 

and develop students. The ideal candidate should 

have the ability to be flexible and caring while holding 

students to high expectations in academic endeavors 

64 

inside and out of the classroom experience. Finally, 

the successful candidate must be able to work 

collegially with other members of the department. An 

advanced degree is desirable, as is familiarity with the 

culture of private, independent schools, and a 

willingness to become involved in the school beyond 

the classroom. 

Trinity Valley offers competitive salaries; fully paid 

employee health, disability and life insurance; and 

family dental insurance. The school offers and 

contributes to TIAA-CREF 403B plan. You will enjoy 

outstanding facilities, supportive faculty and staff and 

wonderful students. 

Application material submitted 

online: http://www.trinityvalleyschool.org 

Chinese Language Fellow (Poughkeepsie, NY) 

Vassar College 

Chinese Language Fellow 

Department: Chinese & Japanese Department 

Duration of Position: Academic year / Part time 

Position Type: Administrator 

Posting Removal Date: Open Until Filled 

Posting Number: 1001564 

About Vassar College 

Located in the scenic Mid-Hudson Valley, Vassar 

College is a highly selective, residential, 

coeducational liberal arts college. Vassar is strongly 

committed to fostering a community that reflects the 

values of a liberal arts education and to promoting an 

environment of equality, inclusion and respect for 

difference. Vassar College is an affirmative action, 

equal opportunity employer with a strong commitment 

to increasing the diversity of the campus community 

and the curriculum and promoting an environment of 

equality, inclusion and respect for a difference. 

Candidates who can contribute to that goal through 

their teaching, research, advising, and other activities 

are encouraged to identify their strengths and 

experiences in this area. Individuals from groups 

whose underrepresentation in the American 

professoriate has been severe and longstanding are 

particularly encouraged to apply. 

Vassar College is a smoke-free campus 

Position Summary and Responsibilities 

Vassar College invites applications for Chinese 

Language Fellow (Intern) for the 2019-20 academic 

year (late August, 2019 through May, 2020). 

Qualifications 

The Language Fellow, who must be a native level 

speaker of Chinese, assists the Chinese faculty


members in preparing teaching materials and 

conducting drill sessions for 15 hours a week. 

Language Fellows receive free room and board on 

Vassar’s campus in student housing for the academic 

year, a monthly stipend of $650 for 10 months, and 

health insurance coverage. They may also take up to 

two courses per semester free at Vassar. Language 

Fellows should at least have a B.A. and be fluent in 

English. 

To apply, please send a cover letter, vita, an audio 

recording introducing yourself in both Chinese and 

English, and at least one recommendation letter to 

Peipei Qiu, Chair, Department of Chinese and 

Japanese, Box 285, Vassar College, 124 Raymond 

Avenue, Poughkeepsie, NY 12604 or (preferably) via 

email to chineseandjapanese@vassar.edu. 

Review of applications is ongoing until the position is 

filled. 

Required Applicant Documents 

Vita 

Cover Letter 

Other 1 

Other 2 

Special Instructions to Applicants 

Review of applications will begin immediately; this 

position will remain open until filled. 

To Apply 

All applicants must apply online 

at: http://apptrkr.com/1371791. 

Vassar is strongly committed to fostering a 

community that reflects the values of a liberal arts 

education and to promoting an environment of 

equality, inclusion and respect for difference. Vassar 

College is an affirmative action, equal opportunity 

employer, and applications from members of 

historically underrepresented groups are especially 

encouraged. 

jeid-a369b75e3da16f4593f6ba6e7fe5272f 

Copyright ©2017 Jobelephant.com Inc. All rights 

reserved. 

Instructor of Chinese (Calgary, Alberta, Canada) 

The School of Languages, Linguistics, Literatures and 

Cultures invites applications for a 2-year limited term 

position in Chinese, at the rank of Instructor, effective 

July 1, 2019. The area of specialization is the 

teaching of Chinese language and/or culture. 

The successful candidate will be expected to teach 

seven undergraduate courses in Chinese language, 

participate in curriculum/program and materials 

development, maintain currency in the scholarship of 

teaching at university level language programs, and 

65 

participate in course coordination and student 

advising and mentoring. Service to the School and 

University is also expected. 

The successful candidate will have a Master’s degree 

or a higher degree with a specialization in Chinese 

linguistics, Chinese culture, Chinese literature, 

second language acquisition, second language 

teaching or pedagogy, linguistics, teaching Chinese 

as a second/foreign language, Chinese language 

education, or a related field. Demonstrated evidence 

of excellence in teaching at the post-secondary level 

as well as native or near-native competence in 

Chinese and English are required. Teaching 

excellence can be demonstrated by presenting a 

record of relevant teaching experience at the postsecondary 

level, evidence of pedagogical innovation, 

experiences with developing undergraduate curricula 

and student supervision and mentorship. Expertise in 

language assessment and/or competence in other 

languages taught in the School of Languages, 

Linguistics, Literatures and Cultures, would be a 

valuable asset. 

To view the full posting details and to apply, please 

follow this link to our website and click on ‘Apply 

Now’: https://arts.careers.ucalgary.ca/jobs/3534390- 

chinese-instructor-division-of-chinese-studies-andjapanese-studies-school-of-languages-linguisticsliteratures-and-cultures-faculty-of-arts 

Interested individuals are encouraged to submit an 

application online via the ‘Apply Now’ link. 

All applications must be received by March 8, 2019 at 

which time the Academic Selection Committee will 

begin reviewing applications to select applicants to 

invite for on-site interviews. 

The University of Calgary recognizes that a diverse 

staff/faculty benefits and enriches the work, learning 

and research experiences of the entire campus and 

greater community. We are committed to removing 

barriers that have been historically encountered by 

some people in our society. All qualified candidates 

are encouraged to apply; however Canadians and 

permanent residents will be given priority. 

Mandarin Chinese Teacher – IMMEDIATE OPENING 

(Westwood, MA) 

TITLE: Mandarin Chinese Teacher – IMMEDIATE 

OPENING 

DEPARTMENT: World Languages 

REPORTS TO: Mrs. Catherine Douglas, Department 

Chair 

DESCRIPTION: 

Xaverian Brothers High School in Westwood, MA is a


Catholic, college-preparatory school for young men 

founded in 1963. The school enrolls approximately 

1,000 day students in grades 7-12 from over 60 

communities in eastern Massachusetts and Rhode 

Island. 

GENERAL EXPECTATIONS: 

The applicant will have demonstrated content 

knowledge and pedagogic skill relative to Mandarin 

Chinese. In addition to proficiency in both Chinese 

and English, a history of collaborating with other 

educators, as well as the ability to maintain and adapt 

existing curricula to meet the ever changing needs of 

students is required. The ideal candidate will be 

comfortable using a variety of teaching strategies and 

assessment tools to focus on the skills of listening, 

speaking, reading, and writing, have a passion for 

educating young men, and a willingness to be 

involved in the school community beyond the 

classroom setting while also working with our 

International Culture Club and our Chinese Honor 

Society. Candidates should have excellent 

interpersonal and organizational skills, and an 

enthusiasm for the school’s mission as a Catholic and 

Xaverian Brothers Sponsored School. 

HOW TO APPLY: 

Resume, cover letter, and three references should be 

submitted electronically to Linda Corbett 

at lcorbett@xbhs.com. Please indicate MANDARIN 

CHINESE TEACHER SEARCH in the Subject line. 

Position available IMMEDIATELY. Salary 

commensurate with experience; excellent benefits. 

Applications will be accepted until position is filled. 

Educational Director/Head of School – NY & NJ (New 

York, NY) 

HudsonWay Immersion School (HWIS) has the 

reputation as the “best Mandarin and Spanish 

immersion program in NYC and NJ” due to its unique 

full immersion model, early start in preschool, teacher 

training and immersion leadership. Reflecting that 

reputation, the school’s mission is to develop students 

as flexible thinkers, culturally aware and linguistically 

capable in at least two languages. 

HWIS, serving children ages 2 to Grade 5, is the 

oldest independent Mandarin and Spanish immersion 

program in the NY/NJ area with two campuses – one 

on the upper west side of Manhattan, and one in 

NJ. The school is poised to more than double 

enrollment growth with recently-obtained funding to 

expand and relocate the NY school in September 

2019, and with the recent NJ move to a newly 

renovated Catholic school in NJ this past September 

66 

2018. The school has also announced plans to grow 

in grades through grade 8 by 2021. 

The new educational director/head of school will 

report to and partner with a board consisting of three 

owner investors. Two of the owner investors are the 

original founders having started this school for their 

own children 13 years ago. The third investor joined 

HWIS in late 2018 to support the NY 

expansion. Initially the role would focus on the 

education and operations of the school, expansion to 

middle school grades 6-8, development of after 

school clubs and building the parent community. The 

roles of finance, legal, HR, marketing and admissions 

would be outside the scope of the role. It is believed 

that in 2-4 years the role would expand to include 

these functional areas and evolve from Educational 

Director to Head of School. 

Educational Director/Head of School 

The Educational Director (ED) is a leader who is a 

strong collaborative builder of people, possesses 

pedagogical high standards, and is passionate about 

the benefits of immersion education. The ED will 

oversee two locations: Stirling, NJ and NY, 

NY. Reporting to the ED will be a team of assistant 

directors with both significant and newly acquired 

immersion experience. The position will be subject to 

a bi-annual review by the school founders. The 

successful candidate will possess many of the 

following experiences and skills: 

• MA,Education related field (Administration, 

Curriculum & Instruction, Linguistics, etc.) 

• Prior administrative experience in a leadership role 

in an independent school 

• Prior teaching or administrative experience with an 

immersion school 

• K-8 and early childhood experience 

• Excellent community-outreach and relationship 

building skills 

• Extensive knowledge of curriculum development; 

new research and technology enhancements 

• Ability to create and sustain positive, ambitious 

school culture among staff and students 

• Ability to develop teachers- mentor, provide 

feedback and constructive criticism, corrective action, 

coaching and discipline if necessary. 

• Experience in assessment and achievement data 

analysis 

• Leading school in acquiring accreditation 

• Bilingual/fluent in one of the languages of instruction 

– Mandarin or Spanish 

• Ability to partner with HR, Accounting, Admissions, 

Facilities, etc. in upholding and enforcing School


policies and procedures 

• Excellent communication skills– clear, direct 

communication with tact and professionalism 

• Highly organized and attentive-to-detail, ability to 

manage administrative paperwork 

Responsibilities: 

Staff and Program Development 

• Inspires a culture of mission-driven excellence and 

inclusion 

• Implements and enhances a language immersion 

education program that promotes an international 

perspective for responsible citizenry at both a local 

and international level 

• Manages and supervises all full and part-time staff 

• Helps formulate performance management and 

culture of accountability 

• Ensures that school’s curriculum and programs are 

evolving to meet student needs 

• Ensures that school appearance and day to day 

management of operations is smooth 

• Coordinate and oversee staff development and 

training that is aligned with New York and New Jersey 

State Standards, and the school’s curriculum 

• Conducts regular staff meetings 

• Designs and implements professional development 

workshops for all employees 

• Oversees school data reporting systems and data 

analysis to inform instructional practice 

• Effectively recruits and retains student population 

• Effectively recruits and retains teacher population 

• Provides input in developing the school’s long-term 

strategic plan 

• Oversee the development of other programs such 

as after school, extended care, summer camp and 

Mommy & Me 

• Works with high schools to develop feeder programs 

in support of ex-missions 

• Works with licensing regulatory bodies 

Parents/Community 

• Ensures that the school builds enrollment and 

retains students 

• Maintains an open-door policy for parents 

• Participates in Family conferences when appropriate 

• Articulates the school’s mission and vision to 

parents and the community 

• Works with the parent association 

Financial 

• Oversees the implementation of the school’s annual 

budget 

• Tracks and assigns all purchases 

• Assures proper reporting of financials to Owners 

Policies and Procedures 

• Provides regular updates to founders/investor on: 

Policies and procedures 

Curriculum plan and achievement 

Parent satisfaction 

HR plan 

Budget updates 

Supervisory 

• All instructional teachers; a diverse cultural and 

lingual employee base 

• Administrative – finance, custodial, HR, admissions 

(this may evolve in year 2) 

• Parent volunteers 

Compensation = Competitive salary and benefits 

package includes PTO, medical, dental, vision, FSA, 

401K, etc. 

Initial contract for a two-year period as Educational 

Director, followed by a two-year period as Head of 

School. This is a Full-time 12-month position. To 

start as soon as agreed upon, possibly prior to the 

end of the 2018/2019 academic year. 

TO APPLY: 

Applicants should submit a cover letter, resume (with 

salary requirements) and a personal statement 

to: hr@hwis.org 

HWIS is an equal opportunity employer and values 

diversity in the workplace. We actively encourage all 

qualified applicants regardless of race, color, religion, 

gender, national origin, age, disability, veteran status, 

or sexual orientation to apply. 

We regret that we will not be able to respond to every 

submission. Only applicants of interest will be 

contacted. 

Thank you for your interest in working for HWIS! 

67


世界汉语教学 

《世界汉语教学》(1987 年创刊 · 季刊 ) 

2019 年第 2 期目录 

汉语国际教育知识体系研究 

“ 汉语国际教育知识体系的特色与构建研讨会 ” 观点汇辑 

„„„„„„„„„„„„ 刘利、李宇明、刘珣、陈绂、曹秀玲、徐正考、 

崔希亮、鲁健骥、贾益民、吴应辉、李泉、陆俭明 

汉语研究 

时间顺序原则与像似性的 “ 所指困境 ”„„„„„„„„„„„„„„„„„ 张敏 

从话语功能看所谓 “ 无定 NP 主语句 ” „„„„„„„„„„„„„„„„„ 方梅 

从词汇构式化看 A 1 A 2 A 3 的词汇化与词法化 „„„„„„„„„„„„„„„„ 宋作艳 

言者事理立场表达 :“ 再怎么说 ” 的信据性 „„„„„„„„„„„„„„„„ 石飞 

汉语教学与学习研究 

媒介差异与汉语听力教材语料编写的话主可识别原则 „„„„„„„„„„„ 张金圈 

不同语言类型的二语学习者汉语动结式加工的眼动研究 „„„ 何美芳鹿士义张亚旭 

基于词类信息的语标标示对汉语二语句法规则建构的影响研究 

„„„„„„„„„„„„„„„ 陈路遥韩笑吴俊杰付永奔姜薰兑冯丽萍 

基于复杂适应系统原则的汉语反身代词二语习得研究 „„„„„„„ 杨梅徐富平 

简讯 

“ 新时代汉语国际教育学术研讨会 ” 征稿启事 

《世界汉语教学》青年学者论坛 ( 第 7 届 ) 征稿启事 

69


International Chinese Language Education Volume4, 2019 (No. 1) 

69


CHINESE LANGUAGE TEACHING METHODOLOGY AND TECHNOLOGY 

Volume 1, Issue 4 December 2018 

TABLE OF CONTENTS 

Title and Author 

Motivating students to talk: TED conference in university-based Chinese 

language classrooms 

Danping Wang 

First language transfer in mandarin compositions written by learners with 

English as mother tongue 

Rui Liu 

Using Thinking Maps in Chinese novel analysis and instruction 

Qiuping Yuan 

Teaching objective development: Mistakes commonly made by Hanban Chinese 

language teachers in the United States 

Hui Pang, and Hong Sun 

The importance to integrate Chinese culture into Chinese teaching: A case study 

Alex Yuan 

Chinese language teacher competency: A literature review for a study series 

Huiwen Li, Hui Pang, and Zhenzhen Hu 

A study of CFL teacher competency in the U.S.: An overview of 

professional guidelines, resources, and standards 

Haixia Wang, Gang Liu, Shunqin Li, and Lingjing Luo 

Techniques and methods change, methodology remains the same: Web 

technology use as cosmetic change in CFL classrooms 

Art. 

No. 

1 

2 

3 

4 

5 

6 

7 

8 

Justin Olmanson, Xianquan Liu, Nannan Wang, and Christopher Heselton 

70


汉语教学方法与技术 

第一卷第四期 

2018 年 12 月 

目录 

文号 

题目及作者 

Motivating students to talk: TED conference in university-based Chinese language 

classrooms 

Danping Wang 

以英语为母语的汉语二语学习者习作中的母语迁移现象 

刘瑞 

运用思维导图分析小说在中文教学中的应用 

袁秋萍 

美国汉办教师课堂教学目标设计存在的问题及建议 

庞晖 , and 孙泓 

中国文化在汉语教学中的必要性和重要性 — 基于对汉语学生和汉语教师的问 

卷调查和访谈的案例分析 

Alex Yuan 

Chinese language teacher competency: A literature review for a study series 

Huiwen Li, Hui Pang, and Zhenzhen Hu 

A study of CFL teacher competency in the U.S.: An overview of 

professional guidelines, resources, and standards 

Haixia Wang, Gang Liu, Shunqin Li, and Lingjing Luo 

教学技巧更新教学理念依旧 : 网络技术在汉语课堂的运用换汤不换药 ? 

1 

2 

3 

4 

5 

6 

7 

8 

Justin Olmanson, Xianquan Liu, Nannan Wang, and Christopher Heselton 

71


台灣華語教學研究 

72


73

CLATTDFDFA 

Chinese Language Teachers Association, USA 

c/o Dept. of Asian Languages and Literatures 

University of Vermont 

479 Main Street 

Burlington, VT 05405 

United States of America 

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CLTA newsletter May 2019

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