CLTA newsletter May 2019

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<strong>CLTA</strong> NEWSLETTER<br />

Chinese Language Teachers Association (USA)<br />

<strong>May</strong> <strong>2019</strong> | Volume 43 | Number 2<br />

<strong>CLTA</strong> Annual<br />

Meeting<br />

An Interview with<br />

Prof. Jing-Hua Yin<br />

Undergraduate<br />

Chinese Major<br />

ISSUE<br />




The Chinese Language Teachers Association Newsletter (<strong>CLTA</strong> Newsletter) keeps its readers informed<br />

about recent developments in the profession by publishing personal and institutional news and placement<br />

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

will be sent to active members announcing the online publication of the <strong>newsletter</strong>.<br />

Cut-off dates for submission of all materials to be included in the Newsletter are December 15, April 15,<br />

and August 15. The ad rate is $150 full-page (6Wx8H). Ads to be included in the Newsletter can be black and<br />

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

the Full-Page Newsletter Ad Form.<br />

A job advertisement is $300 flat-fee for posting to the <strong>CLTA</strong> emailing list, the website, and the <strong>newsletter</strong>. Submit<br />

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

<strong>CLTA</strong><br />

Newsletter<br />

Chinese Language Teacher<br />

Association of USA<br />

<strong>CLTA</strong> HEADQUARTERS<br />

<strong>CLTA</strong> Headquarters<br />

c/o Dept. of Modern Languages<br />

Carnegie Mellon University<br />

5000 Forbes Ave.<br />

Pittsburgh, PA 15213-3890, U.S.A.<br />

Email: clta@andrew.cmu.edu<br />

Chinese Language Teachers Association-<br />

USA:<br />

http://clta-us.org<br />

<strong>CLTA</strong> Newsletter Archive:<br />

http://<strong>newsletter</strong>.clta-us.org<br />




Elected Officers<br />

President<br />

Fangyuan Yuan 袁 芳 远<br />

U.S. Naval Academy<br />

Immediate Past President<br />

Baozhang He 何 宝 璋<br />

College of the Holy Cross<br />

Vice President<br />

Yi Xu 许 怡<br />

University of Pittsburgh<br />

Appointed Officers<br />

<strong>CLTA</strong> Headquarters<br />

Sue-mei Wu 吴 素 美 , Executive Director<br />

Carnegie Mellon University<br />

Journal Office<br />

Dana S. Bourgerie, CSL Journal Editor<br />

Brigham Young University<br />

Journal Office<br />

Prof. Scott McGinnis 馬 思 凱 , CSL Associate Editor<br />

Defense Language Institute-Washington Office<br />

K-12 Publication Office<br />

Wenxia Wang 王 文 霞 (editor)<br />

Williams Learning Solutions<br />

Newsletter Office<br />

Yang Xiao-DeSai 萧 旸 (editor)<br />

San Francisco State University<br />

Home Page Office (Webmaster)<br />

Jun Da 笪 骏<br />

Middle Tennessee State University<br />

Committees<br />

Steering Committee<br />

Fangyuan Yuan (P) 袁 芳 远<br />

Yi Xu (VP) 许 怡<br />

Baozhang He (IPP) 何 宝 璋<br />

Hsin-hsin Liang (Board) 梁 新 欣<br />

Yongping Zhu (Board) 朱 永 平<br />

Sue-mei Wu (ED) 吴 素 美<br />

Awards Committee<br />

Zhang Jie 张 洁 (Chair)<br />

The National Collegiate Chinese Honor<br />

Society<br />

Zhiqiang Li 李 智 强 (Chair)<br />

Nominating and Election Committee<br />

Yongping Zhu 朱 永 平 (Chair)<br />

Media and Publicity Committee<br />

Lung-Hua Hu 胡 龙 华 (Chair)<br />

Membership Drive Committee<br />

Shijuan Liu 刘 士 娟 (Chair)<br />

Regional Associations Committee<br />

Hsin-hsin Liang 梁 新 欣 (Chair)<br />

Conference Committee<br />

Shuai Li 郦 帅 (Chair)<br />

Fund-Raising Committee<br />

Mingquan Wang 王 命 全 (Chair)<br />

Professional Development Committee<br />

Chan Lü 吕 婵 (Chair)<br />

K-12 Working Group<br />

Cilei Han 韩 慈 磊 (Chair)<br />


<strong>CLTA</strong> NEWSLETTER<br />

Table of Contents<br />

Letter from the Editor .........................................................................................................................3<br />

Letter from the President .....................................................................................................................5<br />

Letter from the Executive Director .......................................................................................................7<br />

News from <strong>CLTA</strong> <strong>2019</strong> Annual Meeting ............................................................................................ 14<br />

A Transition ............................................................................................................................................... 8<br />

书 法 课 程 或 成 为 未 来 中 文 项 目 之 青 睐 ................................................................................................. 14<br />

<strong>2019</strong> <strong>CLTA</strong> Annual Conference Report .................................................................................................. 15<br />

Featured Articles of the Issue ...............................................................................................................9<br />

An Interview with Professor Jing-hua Yin ................................................................................................... 9<br />

求 索 之 路 ................................................................................................................................................. 17<br />

Research Frontiers ............................................................................................................................ 21<br />

Language Learning Early Career Research Grant Awarded to <strong>CLTA</strong> Member ..................................... 24<br />

News and Announcements<br />

Call for Paper: <strong>CLTA</strong>-NCR Decennial Symposium <strong>2019</strong> ....................................................................... 25<br />

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

Scholarships Available to Study Intensive Chinese or Japanese ............................................................... 26<br />

<strong>2019</strong> UVA STARTALK Program ........................................................................................................... 27<br />

JCWS 稿 约 .............................................................................................................................................. 29<br />

Book News<br />

Current Studies in Chinese Language and Discourse ............................................................................... 31<br />

Chinese Literacy Learning in an Immersion Program .............................................................................. 32<br />

Interaction in Mandarin Chinese and English as a Multilingua Franca..................................................... 33<br />

Classroom Research on Chinese as a Second Language .......................................................................... 34<br />

Studies on Learning and Teaching Chinese as a Second Language.......................................................... 35<br />

A Thematic Dictionary of Contemporary Chinese .................................................................................. 36<br />

Particle Verbs in English .......................................................................................................................... 37<br />

《 求 实 商 务 汉 语 》 第 二 版 ..................................................................................................................... 38<br />

Advertisements<br />

【 月 涵 學 堂 】<strong>2019</strong> 暑 期 華 語 教 學 學 分 班 招 生 訊 息 ............................................................................ 39<br />

今 日 世 界 面 面 观 ..................................................................................................................................... 40<br />

Hopkins-Nanjing Center .......................................................................................................................... 41<br />

台 大 國 際 華 語 研 習 所 ICLP ................................................................................................................... 42<br />

Mandarin Institute Startalk Online Pre-AP Program................................................................................ 43<br />

ALLEX foundation .................................................................................................................................. 44<br />

Jobs ................................................................................................................................................. 45<br />


<strong>CLTA</strong> NEWSLETTER<br />

Visiting Professor of Chinese (San Diego, CA) ........................................................................................ 45<br />

Lecturer in Chinese (Iowa City, IA) ......................................................................................................... 45<br />

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

Flex Chinese Instructor Florida Certified (FL) ......................................................................................... 46<br />

Visiting Assistant Professor of Chinese (Easton, PA)................................................................................ 48<br />

China Program Coordinator (Omaha, NE) .............................................................................................. 48<br />

Lecturer in Chinese (Notre Dame, IN) .................................................................................................... 49<br />

Mandarin Chinese Teachers at K-12 Private Schools (USA) ................................................................... 49<br />

Visiting Instructor in Mandarin Chinese (Birmingham, AL) .................................................................... 50<br />

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

Assistant Professor in Applied Language Sciences / Bilingualism and Communication / Chinese<br />

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

Program Coordinator (San Francisco, CA) .............................................................................................. 53<br />

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

Chinese Lecturer – Part-Time Renewable (Lexington, Virginia) .............................................................. 57<br />

Associate Professor in Linguistics and Applied Linguistics (Shanghai Jiao Tong University) ................... 57<br />

Chinese Language Teaching Assistant (Lancaster, PA) ............................................................................ 59<br />

Assistant Teaching Professor of Chinese (Winston-Salem, NC) .............................................................. 59<br />

Full-time Lecturer of Chinese (Knoxville, TN) ........................................................................................ 60<br />

Project Coordinator at Confucius Institute at Cleveland State University (Cleveland, OH) ..................... 61<br />

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

Resident Director in China (Bellevue, WA)............................................................................................. 63<br />

Visiting Assistant Professor of Chinese (Worcester, MA) ........................................................................ 63<br />

Visiting Assistant Professor or Instructor, Chinese Language Pedagogy and Linguistics (University Center,<br />

MI) ........................................................................................................................................................... 63<br />

Chinese Teacher (Fort Worth, TX) ......................................................................................................... 64<br />

Chinese Language Fellow (Poughkeepsie, NY) ........................................................................................ 64<br />

Instructor of Chinese (Calgary, Alberta, Canada) ..................................................................................... 65<br />

Mandarin Chinese Teacher – IMMEDIATE OPENING (Westwood, MA) .......................................... 65<br />

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

Journal updates<br />

世 界 汉 语 教 学 ................................................................................................................................ 68<br />

International Chinese Language Education Volume4, <strong>2019</strong> (No. 1) ...................................... 69<br />


台 灣 華 語 教 學 研 究 ........................................................................................................................ 72<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

Letter from the Editor<br />

Yang Xiao-Desai 萧 旸<br />

San Francisco State University<br />

各 位 同 仁 ,<br />

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<br />

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<br />

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 。<br />

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<br />

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<br />

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<br />

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<br />

任 之 际 接 受 Media & Publicity Committee 的 采 访 —— 本 期 的 深 度 报 导 (featured article) 中 , 大 家<br />

将 读 到 印 老 师 为 学 会 服 务 多 年 的 经 验 与 轶 事 , 感 想 与 愿 景 。<br />

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<br />

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<br />

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<br />

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 !<br />

萧 旸<br />

旧 金 山 州 立 大 学<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />


<strong>CLTA</strong> NEWSLETTER<br />

Letter from the President<br />

Fangyuan Yuan<br />

袁 芳 遠<br />

Dear friends and colleagues,<br />

It is my privilege and honor to have this<br />

opportunity to serve as the elected President of the<br />

Chinese Language Teachers Association, USA<br />

(<strong>CLTA</strong>) for <strong>2019</strong>–20. I have been in the field of<br />

Chinese teaching and learning in the U.S. for<br />

about two decades as a teacher, researcher, and<br />

material developer and have served on the <strong>CLTA</strong><br />

Board of Directors over the past four years. In a<br />

large sense, <strong>CLTA</strong> is my home for my career<br />

development and professional growth. Serving as<br />

President is a way to repay what I have received<br />

over the years.<br />

Under the leadership of past Presidents, Executive<br />

Directors, Board of Directors, and Appointed<br />

Officers, and with the support of all <strong>CLTA</strong><br />

members, we have made a stride in accomplishing<br />

the <strong>CLTA</strong> mission of promoting the study of<br />

Chinese language and culture in an international<br />

context. We have held two successful annual<br />

conferences independently in 2018 and <strong>2019</strong>. As<br />

the new President, I am fully aware of my<br />

responsibilities and possible challenges and<br />

prepare to devote my energy and enthusiasm to<br />

continuing our legacy. I am grateful that we have a<br />

strong team of Board of Directors including<br />

Professor Yi Xu, the elected Vice President, and<br />

appointed officers, including Professor Sue-Mei<br />

Wu as the new Executive Director, to whose<br />

continued support I will be able to rely on during<br />

my term. The following is the <strong>CLTA</strong> working<br />

structure in <strong>2019</strong>-2020:<br />

Steering Committee:<br />

Fangyuan Yuan (President) 袁 芳 远<br />

Baozhang He (Immediate Past President) 何<br />

宝 璋<br />

Sue-mei Wu (Executive Director) 吴 素 美<br />

Yi Xu (Vice President) 许 怡<br />

Hsin-hsin Liang (Board member) 梁 新 欣<br />

Yongping Zhu (Board) 朱 永 平<br />

<strong>CLTA</strong> Sub-Committees:<br />

Award Committee: Zhang Jie 张 洁 (chair)<br />

Conference Committee: Shuai Li 郦 帅 (chair)<br />

Fundraising Committee: Mingquan Wang 王<br />

命 全 (chair)<br />

Honor Society: Zhiqiang Li 李 智 强 (chair)<br />


<strong>CLTA</strong> NEWSLETTER<br />

K-12 Working Group: Cilei Han 韩 慈 磊<br />

(chair)<br />

Media and Publicity Committee: Lung-Hua<br />

Hu 胡 龙 华 (chair)<br />

Membership Committee: Shijuan Liu 刘 士 娟<br />

(chair)<br />

Nomination Committee: Yongping Zhu 朱 永<br />

平 (chair)<br />

Professional Development Committee: Chan<br />

Lü 吕 婵 (chair)<br />

Regional Association Committee: Hsin-Hsin<br />

Liang 梁 新 欣 (chair)<br />

It is somewhat a relief for me that <strong>CLTA</strong> is<br />

operating in the capable hands of these leaders.<br />

For example, as more K-12 teachers attend<br />

our annual conferences, how to better serve<br />

their interests has become a new topic. To that<br />

end, a new working group has been set up and<br />

will explore options to foster a stronger<br />

connection between university and K-12<br />

teachers. To attract more regional associations<br />

to be part of <strong>CLTA</strong>, the Regional Association<br />

Committee has set up specific dates for the<br />

submission of the professional development<br />

funds. The Media and Publicity Committee is<br />

drawing up plans to enhance <strong>CLTA</strong> influence<br />

and visibility in the national and international<br />

communities in Chinese language teaching.<br />

The Fundraising Committee has started to<br />

explore new directions for raising funds for<br />

the Association. The Awards Committee has<br />

made proposals pertaining to the better use of<br />

the awards funds; and etc.<br />

One of our top priorities for the Association<br />

leadership is to prepare and organize <strong>CLTA</strong><br />

annual conferences. Thanks to the hard work<br />

of Professor John Jing-Hua Yin, Executive<br />

Director (2015-<strong>2019</strong>), Professor Zhijun Wang,<br />

Program Chair, and Professor Nian-Ping Bi,<br />

Workshop Coordinator, and Professor<br />

Baozhang He, our immediate past President,<br />

we have just successfully held the <strong>2019</strong> Annual<br />

Conference in Seattle. In the coming year, we<br />

will be holding another annual conference of<br />

our own, for our own, and by our own in the<br />

first weekend of April, 2020 in Washington<br />

D.C, which will be the time for our members<br />

to get together to exchange ideas and share<br />

findings in research and practices.<br />

Meanwhile, we will continue to partner with<br />

ACTFL and contribute in organizing the <strong>2019</strong><br />

ACTFL Annual Conventions and World<br />

Language Expo to be held in Washington DC<br />

in November; we will continue to develop<br />

working relationships with other Chinese<br />

language teaching organizations in the U.S.<br />

and in the world; we will work more closely<br />

with regional associations, develop more<br />

special interest groups, and encourage more<br />

colleagues to join our Association.<br />

I am confident that working with my colleagues on<br />

the Board of Directors and at the <strong>CLTA</strong><br />

Headquarters, <strong>CLTA</strong> will continue to provide<br />

leadership, scholarship, and service to the field<br />

and to all our members. I look forward to working<br />

with you and for you throughout the year and to<br />

seeing you at the 2020 Annual Conference next<br />

April in Washington D.C.<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

Letter from the<br />

Executive Director<br />

Sue-mei Wu<br />

吴 素 美<br />

I am honored to be appointed as<br />

<strong>CLTA</strong>’s new Executive Director, and I am in great debt to the trust of the<br />

President, Steering Committee members, Board of Directors and the members<br />

who have provided me with this great opportunity to help run the <strong>CLTA</strong> HQ. I<br />

am very lucky to succeed all the previous Executive Directors who have been<br />

great models for how to run and manage the HQ efficiently and effectively. In<br />

particular I would like to take this chance to express my sincere thanks and<br />

appreciation to Professor John Jing-hua Yin who has worked very hard and<br />

successfully run the HQ for almost 5 years. To make sure the migration of the<br />

HQ was as successful and smooth as possible, Professor Yin has been very<br />

helpful and patient as he guided and instructed me in all the details to get ready to<br />

serve our members.<br />

Welcome to the New <strong>CLTA</strong> HQ located at Carnegie Mellon University in<br />

Pittsburgh. HQ is the HOME for everyone. Our HQ will work together to provide<br />

the best services for our members under the professional guidance and outstanding<br />

leadership of president Yuan and her dream team of Board of Directors and<br />

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

comments or suggestions to help our <strong>CLTA</strong>, our BIG family, grow and develop in<br />

a happy, positive and successful direction. Contact information is below:<br />

EXECUTIVE DIRECTOR 执 行 长 / 秘 书 长<br />

Sue-mei Wu 吴 素 美 , Ph.D.<br />

Teaching Professor of Chinese Studies<br />

Director, MA in Applied SLA<br />

Dept. of Modern Languages<br />

Carnegie Mellon University<br />

Tel: 412-268-5949<br />

Fax: 412-268-1328<br />

E-mail: suemei@andrew.cmu.edu<br />

Website: http://xinterra.com/suemeiwu<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

This year <strong>CLTA</strong> headquarter is moving from<br />

University of Vermont to Carnegie Melon<br />

University. We present here an interview<br />

with the outgoing Executive Director,<br />

Professor Jing-Hua Yin, as well as a letter<br />

from the Executive Director, Professor Sue-<br />

Mei Wu.<br />

Our sincere thank you to both!<br />

The <strong>CLTA</strong> WEBSITE 网 址<br />

http://www.clta-us.org<br />

<strong>CLTA</strong> HEADQUARTERS 总 部<br />

<strong>CLTA</strong> Headquarters<br />

c/o Dept. of Modern Languages<br />

Carnegie Mellon University<br />

5000 Forbes Ave.<br />

Pittsburgh, PA 15213-3890, U.S.A.<br />

Email: clta@andrew.cmu.edu<br />


<strong>CLTA</strong> NEWSLETTER<br />

Featured Articles of the Issue<br />

An Interview with<br />

Professor Jing-hua Yin<br />


<strong>CLTA</strong> NEWSLETTER<br />

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

that you are willing to share with <strong>CLTA</strong> members (current projects you are working on,<br />

your hobbies and favorite food, etc.)<br />

Some teachers told me that they could easily tell<br />

that I am from Beijing because of my Beijing<br />

accent. It is true that I was born and grew up<br />

in Beijing. I received my English language<br />

education at Beijing Foreign Language School,<br />

where I learned British English first and then<br />

switched to American English, as its retroflex r<br />

caused me no trouble to pronounce. My<br />

professional life consists of two segments:<br />

teaching English as a foreign language in China<br />

in 1980’s and teaching Chinese as a foreign<br />

language in the United States since 1990’s. In<br />

Fall 1988, I was accepted into the Graduate<br />

School of Education at the State University of<br />

New York at Buffalo. In <strong>May</strong> 1995, I got my<br />

PhD in Foreign Language Education, and I was<br />

hired as a lecturer of Chinese by the University<br />

of Oregon for Academic Year 1995-1996 and<br />

then as a visiting assistant professor of Chinese<br />

by the College of William and Mary for<br />

Academic Year 1996-1997. In Fall 1997, I<br />

started to teach Chinese language and<br />

literature at the University of Vermont. As I<br />

continued to teach, my position changed from<br />

a visiting position to a tenure-track one, and<br />

then to a tenured one. I was promoted to the<br />

associate professorship in 2006 and then to the<br />

full professorship in 2012. In Fall 2007, the<br />

Department of Asian Languages and<br />

Literatures was founded, and I have been<br />

appointed to head the department in addition<br />

to the Chinese language program since then.<br />

With the language education I have received<br />

and with the language teaching experiences I<br />

have acquired, I am keenly aware of two facts<br />

and two related presumptions: 1) Foreign<br />

language teaching theories are mostly based on<br />

the teaching of an Indo-European language<br />

such as English, French, and Spanish as a<br />


<strong>CLTA</strong> NEWSLETTER<br />

January <strong>2019</strong><br />

foreign language; therefore, when teaching<br />

Chinese, an non-Indo-European language, as a<br />

foreign language, we must not simply follow<br />

suit, and the characteristics of different learning<br />

aptitudes; therefore, to increase teaching<br />

effectiveness, they must not be taught with the<br />

same teaching approach. What would be the<br />

approach that is suitable for those students who<br />

fall into the middle section of the normal<br />

distribution curve? This is the question that I<br />

have been trying to find an answer to. The<br />

teaching approach that I have come up with<br />

can be stated in Chinese as 语 文 分 治 , 分 进 合<br />

击 , 节 奏 诵 读 , 整 体 输 入 。I have had this<br />

approach put into teaching practice for some<br />

years. Fundamentals of Chinese Characters,<br />

published by Yale University Press, and<br />

Practical Rhythmic Chinese, published Foreign<br />

Language Teaching and Research Press, are<br />

two books yielded from my endeavors. In<br />

October 2018, Essential College Chinese (ECC)<br />

Book 1 was published by Beijing Language and<br />

Culture Press & Phoenix Tree Publishing Inc.,<br />

and ECC Book 2 will be published later this<br />

year. I have incorporated the teaching<br />

approach into Essential College Chinese. I<br />

hope that more teachers will be interested in<br />

joining me in finding out if this teaching<br />

approach is a good answer to the above<br />

question in the years to come.<br />

My personal life and my professional life have<br />

inevitably influenced each other, yet the<br />

influence has been positive, reinforcing, and<br />

rewarding. Before Diana Yiqing Sun and I<br />

were married, she had already started to teach<br />

Chinese at Washington University in St. Louis.<br />

I was a doctoral student writing my dissertation<br />

and a part-time instructor teaching English as a<br />

second language at St. Louis University. In the<br />

summer of 1993, she went to teach Chinese at<br />

Middlebury Chinese Summer School, and<br />

when I joined her as a family member at<br />

Middlebury the next summer, thanks to<br />

Professor Scott McGinnis, the lead teacher of<br />

the first-year Chinese then, and Professor<br />

Richard Chi, the director of the Chinese<br />

Summer School at the time, I was also hired to<br />

teach Chinese there. They virtually had me<br />

started my Chinese language teaching career in<br />

the United States. Diana joined the Chinese<br />

language faculty at the University of Vermont<br />

in the year of 2000 and has been my colleague<br />

since then. We have two children, a daughter<br />

and a son, and we are fortunate that even<br />

though they were born and grew up in the<br />

United States, they have successfully inherited<br />

their mother tongue. They have been speaking<br />

Chinese with us ever since they first learned to<br />

speak. When we taught at Middlebury Chinese<br />

Summer School in late 1990’s and early 2000’s,<br />

when we attended <strong>CLTA</strong> annual meetings<br />

during the ACTFL conventions in early 2000’s,<br />

and when we took our students to study abroad<br />

in China in summer, they were with us. They<br />

insist on us speaking Chinese to them as they<br />

would feel wired if we speak English to them.<br />

Our aged parents in China are particularly<br />

happy as their grandchildren can communicate<br />

with them in Chinese freely. We, as parents<br />

who take Chinese language teaching as our<br />

profession, feel that nothing can be more<br />

gratifying than the fact that our children have<br />

no trouble in listening, speaking, reading, and<br />

writing in Chinese and enjoy communicating<br />

with us in Chinese.<br />

I have to say that your interview question about<br />

my professional life, personal life, and even my<br />

hobbies and favorite food is somewhat like the<br />

one raised to a movie start or a singing star, but<br />

I am just a Chinese language teacher who spent<br />

some years serving <strong>CLTA</strong>. Do I actually<br />

already have fans who want to know my<br />

personal life and even my hobbies and favorite<br />

food? Anyway, I have tried and will continue<br />

to try to cooperate with you just in case there is<br />

indeed the need to help some of our members<br />

satisfy their curiosity about their former<br />

executive director. My hobbies are listening to<br />

Chinese music performed with western musical<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

instruments (as you may have heard playing<br />

during the dinner time of our past two <strong>CLTA</strong><br />

annual conferences), watching travelogue<br />

shows, and traveling. My favorite food is sticky<br />

rice balls with sesame filling and taro dipped in<br />

sugar.<br />

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

position in <strong>CLTA</strong> as its Executive Director in the past four years?<br />

Although I have stepped down from the<br />

executive director position, I know that it will<br />

take a while for the new executive director to be<br />

in full control of all duties and responsibilities.<br />

I need to make sure that the transitional period<br />

is smooth. The executive director baton must<br />

not be dropped. It is obvious that I will<br />

eventually have more time than before, but<br />

most of the time has already been demanded<br />

and will be consumed by my teaching and<br />

administrative duties at my university. I am<br />

sure that I will also have a little more time to<br />

spend with my family and for my hobbies.<br />

Having stepped down from the position of<br />

<strong>CLTA</strong>’s executive director does not mean that<br />

I will disappear from <strong>CLTA</strong>. As a life-time<br />

<strong>CLTA</strong> member, I will continue to participate<br />

in and contribute to <strong>CLTA</strong> academic and<br />

professional activities.<br />

3.<strong>CLTA</strong> has been on its own feet for a couple of years now. Could you share your<br />

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

Wu, <strong>CLTA</strong>’s new ED, to help her ease into her new role?<br />

To me, <strong>CLTA</strong> has always been on its own feet<br />

since it was founded in 1962. If you meant that<br />

<strong>CLTA</strong> has been able to hold its own annual<br />

conference independently for a couple of years,<br />

then that is true. It is important for <strong>CLTA</strong> to<br />

continue to be a co-organizer or partner<br />

organization for ACTFL conventions and to<br />

work with ACTFL. After all, <strong>CLTA</strong> shares the<br />

same goal as that of ACTFL. Many of our<br />

members still would like to attend ACTFL<br />

conventions so as to be able to exchange ideas<br />

with professionals of other languages. Holding<br />

<strong>CLTA</strong>’s own annual conferences, on the other<br />

hand, is academically, professionally, and<br />

financially necessary for <strong>CLTA</strong>’s further<br />

development. I am glad that <strong>CLTA</strong> is now able<br />

to do both, and because <strong>CLTA</strong> starts to hold its<br />

own annual conferences, <strong>CLTA</strong> is financially<br />

more capable than four years ago to fund the<br />

events and projects <strong>CLTA</strong> would like to have.<br />

I am sure that Professor Fangyuan Yuan, the<br />

<strong>2019</strong>-2020 <strong>CLTA</strong> president, and the <strong>2019</strong>-<br />

2020 Board of Directors, as well as the <strong>CLTA</strong><br />

presidents and the boards in the years to come,<br />

will continue to develop <strong>CLTA</strong> on a healthy<br />

track and carry out <strong>CLTA</strong>’s mission with<br />

confidence.<br />

I would like to take this opportunity to thank<br />

the <strong>CLTA</strong> presidents of the past five years,<br />

Professor Hongyin Tao (2014), Professor<br />

Chengzhi Chu (2015), Professor Helen Shen<br />

(2016), Professor Chao Fen Sun (2017-2018),<br />

and Professor Baozhang He (2018-<strong>2019</strong>), for<br />

their confidence and trust in me as well as their<br />

leadership in guiding our organization to carry<br />

out its missions. I am also grateful to the Board<br />

of Directors and appointed officers during the<br />

years of my term as the executive director for<br />

their work and cooperation. I would like to<br />

particularly thank Ms. Alice Wang, <strong>CLTA</strong><br />

financial assistant, and Professor Alan Peterka,<br />


<strong>CLTA</strong> NEWSLETTER<br />

<strong>CLTA</strong> Web developer, for their diligent work<br />

and professional assistance to me. They are my<br />

“left and right arms” and part of my “brains”.<br />

I would also like to take this opportunity to<br />

thank my predecessors, Professor Yea-Fen<br />

Chen, Professor Cynthia Ning, and others, for<br />

their services to <strong>CLTA</strong> and the ground work<br />

they had laid for me to continue to work and<br />

build on. Last but not the least, I would like to<br />

thank all <strong>CLTA</strong> members for their support to<br />

<strong>CLTA</strong>.<br />

Now, we are all pleased and thankful that<br />

Professor Sue-mei Wu has accepted the offer to<br />

be the next <strong>CLTA</strong>’s executive director. It is<br />

healthy and beneficial for <strong>CLTA</strong> to have<br />

younger and capable Chinese language<br />

teaching professionals to lead and take of it.<br />

Professor Wu is very talented and fully capable<br />

of taking care of <strong>CLTA</strong> as its executive director.<br />

I have been communicating with her about<br />

matters to be taken care. If you still want me to<br />

provide advice to her, I will say what I might<br />

have already said to her: Know the <strong>CLTA</strong><br />

Bylaws well and know the executive director’s<br />

role well. The executive director is not a<br />

decision maker, but a decision facilitator and<br />

implementor. 己 欲 达 而 达 人 . A problem is<br />

doubled when kept but reduced at least in half<br />

when shared. Being an excellent language<br />

teacher, a good mother, and a good wife,<br />

Professor Wu will be an excellent executive<br />

director for <strong>CLTA</strong> with support from all of us.<br />

4.<strong>CLTA</strong> 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<br />

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 ?<br />

近 30 年 来 , 美 国 中 、 小 学 的 中 文 教 学 发 展<br />

得 很 快 。 但 是 , 中 、 小 学 教 师 在 “ 教 什 么 ”<br />

和 “ 怎 么 教 ” 这 两 大 问 题 上 比 大 学 老 师 面 临<br />

的 困 难 更 多 。 不 少 大 学 教 师 肩 负 研 究 的 责<br />

任 , 更 偏 重 理 论 和 教 学 实 证 的 研 究 ; 而 中 、<br />

小 学 老 师 还 负 有 管 理 和 教 育 学 生 的 责 任 ,<br />

更 需 要 偏 重 于 教 学 的 实 际 操 作 。 中 、 小 学<br />

是 学 生 打 基 础 的 阶 段 , 打 什 么 样 的 基 础 就<br />

决 定 着 学 生 的 中 文 学 习 是 否 能 顺 利 地 进 入<br />

更 高 一 级 阶 段 的 中 文 学 习 。 中 文 基 础 打 不<br />

好 , 抱 怨 中 文 难 学 的 学 生 会 增 多 , 半 途 而<br />

废 的 学 生 也 会 增 多 。 中 文 教 学 在 中 、 小 学<br />

阶 段 长 达 10 多 年 。 应 该 分 成 初 小 、 高 小 、<br />

初 中 、 高 中 四 个 阶 段 。 私 立 和 公 立 学 校 有<br />

很 多 不 同 之 处 。 根 据 不 同 类 型 的 学 校 和 不<br />

同 的 阶 段 , 应 该 分 类 、 分 阶 段 地 研 究 “ 教 什<br />

么 ” 和 “ 怎 么 教 ” 的 问 题 。“ 教 什 么 ” 又 涉 及 到<br />

怎 么 衔 接 的 问 题 。“ 怎 么 教 ” 还 涉 及 教 学 心<br />

理 学 和 教 学 法 的 问 题 。 此 外 , 中 文 教 育 还<br />

有 “ 精 英 教 育 ” 和 “ 普 及 教 育 ” 之 分 。 问 题 很<br />

多 。 建 议 “K-12 工 作 组 ” 分 类 分 阶 段 组 织 在<br />

职 的 中 小 学 老 师 , 先 侧 重 研 究 不 同 阶 段 和<br />

不 同 类 型 学 校 “ 教 什 么 ” 的 问 题 , 取 得 一 些<br />

共 识 后 , 再 研 究 “ 怎 么 教 ”。 还 应 该 组 织 热<br />

心 中 、 小 学 教 学 研 究 的 大 学 老 师 参 与 进 来 ,<br />

为 大 、 中 、 小 学 中 文 教 学 的 衔 接 把 关 。 然<br />

后 还 可 根 据 “ 教 什 么 ” 制 定 出 中 文 教 师 学 会<br />

认 可 的 标 准 , 并 编 制 相 应 的 标 准 化 测 试 。<br />

总 之 , 应 该 以 中 文 的 “ 普 及 教 育 ” 为 重 , 不<br />

以 片 面 追 求 AP 中 文 考 试 得 高 分 为 目 标 , 而<br />

以 如 何 打 好 声 调 、 汉 字 、 基 本 语 法 基 础 ,<br />

让 更 多 学 生 具 有 扎 实 中 文 基 础 而 能 在 进 入<br />

大 学 后 继 续 学 习 中 文 为 目 标 。 以 上 建 议 仅<br />

供 参 考 。 该 做 什 么 ,“K-12 工 作 组 ” 可 能 早<br />

有 计 划 。 预 祝 “K-12 工 作 组 ” 工 作 卓 有 成 效 。<br />

- 完 -<br />


<strong>CLTA</strong> NEWSLETTER<br />

News from <strong>CLTA</strong> <strong>2019</strong><br />

Annual Meeting<br />

书 法 课 程 或 成 为 未 来 中 文 项<br />

目 之 青 睐<br />

在 <strong>CLTA</strong> 本 届 主 席 何 宝 璋 教 授 、 执 行 长 印 京 华 教 授 、 新 任<br />

主 席 袁 芳 远 教 授 、 许 怡 教 授 、 吴 素 美 教 授 的 精 心 组 织<br />

下 , 美 国 中 文 教 师 学 会 于 4 月 5-7 日 在 西 雅 图 成 功 举 办<br />

了 第 二 届 <strong>CLTA</strong> 年 会 。 这 次 学 术 大 会 海 内 外 教 育 工 作 者 、<br />

科 研 专 家 云 集 , 对 美 国 乃 至 国 际 中 文 教 学 进 行 了 短 暂 但<br />

富 有 成 效 的 探 讨 。 会 议 中 的 一 个 议 题 是 , 在 当 前 美 国 中<br />

文 项 目 发 展 、 入 学 人 数 都 面 临 挑 战 的 形 势 下 , 教 育 工 作<br />

者 应 该 采 取 哪 些 措 施 来 扭 转 当 前 的 不 利 局 面 、 促 进 中 文<br />

项 目 的 稳 定 和 持 续 发 展 。 关 于 这 一 议 题 , 参 会 的 许 多 中<br />

文 项 目 负 责 人 ( 如 秦 希 贞 、 叶 丽 娟 、 陈 广 艳 、 刘 瑶 、 李<br />

惠 文 ) 在 报 告 各 自 的 策 略 时 特 别 指 出 , 当 前 大 中 学 生 对<br />

中 国 书 法 存 在 广 泛 的 兴 趣 , 而 且 中 国 书 法 是 语 言 和 文 化<br />

的 重 要 内 容 之 一 , 中 文 项 目 、 中 文 教 师 应 努 力 中 国 书 法<br />

融 入 到 中 文 教 学 中 。 美 国 中 文 教 师 学 会 会 员 中 的 资 深 书<br />

法 教 师 ( 陈 曼 丽 、 吴 凤 涛 、 陈 雅 芬 、 孙 怡 清 、 李 煜 、 王<br />

春 梦 (Bonnie Wang)、 李 惠 文 等 ) 也 聚 集 在 一 起 , 针 对<br />

书 法 教 师 如 何 顺 应 当 前 形 势 、 进 行 了 广 泛 、 深 入 的 探<br />

讨 , 大 家 一 致 认 为 , 大 家 应 该 在 课 程 设 计 、 教 材 编 纂 、<br />

师 资 培 训 、 活 动 组 织 等 几 项 工 作 上 开 展 实 质 性 的 研 讨 、<br />

实 践 , 而 且 要 充 分 利 用 美 国 书 法 教 育 学 会 这 一 平 台 , 开<br />

展 宣 传 、 培 训 、 交 流 、 研 讨 等 活 动 。<br />

图 一 陈 曼 丽 、 吴 凤 涛 、 李 惠 文 在 交 流<br />

图 二 李 惠 文 在 <strong>CLTA</strong> 年 会 上 呼 吁 重 视 书 法 教 育<br />

图 三 部 分 书 法 教 师 合 影<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

<strong>2019</strong> <strong>CLTA</strong><br />

Annual<br />

Conference<br />

Report<br />

Thanks to the dynamic participation and generous support from<br />

members and friends of <strong>CLTA</strong>, the <strong>2019</strong> <strong>CLTA</strong> Annual Conference<br />

was another success. Teachers and scholars from all over the world<br />

convened at Hilton Seattle Airport & Conference Center from April<br />

4 to April 7 <strong>2019</strong>.<br />

This four-day event is the second <strong>CLTA</strong> annual conference since its<br />

separation from ACTFL. It attracted more than 330 teachers and<br />

scholars from the United States, Canada, Asia, and Europe. The<br />

conference program hosted 4 workshops, 121 individual<br />

presentations, 33 panels, and 23 teaching demos.<br />

Professor Chaofen Sun from Stanford University delivered a keynote<br />

speech on adjectives in Chinese grammar. Publishers and immersion<br />

programs set up shops in the Exhibit lounge, showcasing their latest<br />

publications and program features.<br />

At the general membership meeting, Professor Baozhang He, <strong>CLTA</strong><br />

president and Immediate Past President (IPP), introduced the new<br />

<strong>CLTA</strong> president Professor Fangyuan Yuan (P), new Vice President<br />

Professor Yi Xu (VP), new Executive Director (ED) Professor Suemei<br />

Wu, and two board members newly-elected into the Steering<br />

Committee: Professor Hsin-hsin Liang and Professor Yongping Zhu.<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

Professor Jinghua Yin, <strong>CLTA</strong>’s extraordinary Executive<br />

Director for the past four years, passed the baton to Professor<br />

Sue-mei Wu. Professor He thanked Professor Yin for his<br />

selfless contribution and outstanding work. Kudos to<br />

Professor Yin!<br />

Professor He also shared the exciting news that <strong>CLTA</strong><br />

continued to work closely with our partner associations in<br />

Europe and Asia and extended a hearty welcome to their<br />

representatives, Professor Minkang Zhou from European<br />

Association for Chinese Teaching ( 欧 洲 汉 语 学 会 ) and<br />

Professor Yeng Seng Goh from Asia-Pacific Consortium on<br />

Teaching Chinese as an International Language ( 亚 太 地 区<br />

国 际 汉 语 教 学 学 会 ).<br />

The 2020 <strong>CLTA</strong> annual conference will be held at Hilton<br />

Washington Dulles Airport on April 3-5, 2020! We look<br />

forward to seeing you there.<br />


<strong>CLTA</strong> NEWSLETTER<br />

德 州 理 工 大 学 中 文 专 业 创 建 心 得<br />

王 彦 琳<br />

Assistant Professor of Practice, Chinese and Applied Linguistics<br />

Coordinator of Chinese Program<br />

Department of Classical and Modern Languages and Literatures<br />

Texas Tech University<br />

yanlin.wang@ttu.edu<br />

中 文 项 目 网 站<br />

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


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

地 理 坐 标<br />

拉 伯 克 (Lubbock), 一 个 偏 安 德 克 萨 斯 州 西<br />

北 隅 的 城 市 , 人 口 24 万 。<br />

所 处 校 园<br />

德 州 理 工 大 学 Texas Tech University。 本 校 成 立 于 1923<br />

年 , 为 公 立 大 型 研 究 型 大 学 , 由 12 个 院 系 组 成 ,2018<br />

年 秋 季 注 册 学 生 人 数 3.8 万 人 , 教 师 近 1800 人 。 近 期<br />

因 男 篮 挺 入 全 国 大 学 篮 球 联 赛 总 决 赛 而 声 名 鹊 起 。<br />


<strong>CLTA</strong> NEWSLETTER<br />

项 目 简 介<br />

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<br />

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<br />

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<br />

求 , 也 设 有 中 文 辅 修 (minor), 选 课 人 数 30-50 人 。<br />

2016 年 秋 我 被 聘 为 Visiting Assistant Professor 负 责 中 文 项 目 ,2018 年 底 “ 语 言 和 文<br />

化 ”(Languages and Cultures) 学 士 学 位 下 的 “ 中 文 和 区 域 研 究 ”(Chinese and Area<br />

Studies) 本 科 方 向 批 准 招 生 。 截 止 到 <strong>2019</strong> 年 春 , 中 文 项 目 有 教 授 1 名 , 助 教 3 名 , 中 文<br />

选 课 人 数 接 近 90 人 , 中 文 本 科 学 生 4 人 。<br />

创 建 过 程<br />

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<br />

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<br />

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<br />

广 )。<br />

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 ,<br />

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<br />

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<br />

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<br />

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<br />

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<br />

实 质 性 支 持 。<br />

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 ”<br />

(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<br />

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<br />

and Sciences Committee on Academic Programs, ASCAP) 的 批 准 。 在 和 ASCAP 委 员 会 的 主<br />

席 商 讨 以 后 , 我 决 定 先 完 善 课 程 设 置 , 再 提 交 本 科 方 向 申 请 。<br />

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<br />

课 程 可 满 足 学 生 的 中 文 辅 修 要<br />

求 。 我 为 项 目 设 计 的 是 语 言 课 和<br />

内 容 课 相 结 合 的 课 程 大 纲 。 为 了<br />

弥 补 语 言 课 的 不 足 , 我 申 请 开 设<br />

了 “ 高 级 中 文 ” 课 , 每 学 期 讲 授 不<br />

同 内 容 , 如 “ 高 级 口 语 ”、“ 高 级<br />

写 作 ”、“ 报 刊 阅 读 ” 和 “ 电 影 和 中<br />

文 ”, 此 外 还 申 请 了 “ 商 务 汉 语 ”<br />

上 和 下 。 内 容 课 为 英 文 授 课 , 课<br />

程 有 “ 中 国 文 化 ”、“ 汉 字 和 书<br />

法 ”、“ 中 文 语 音 : 历 史 、 发 展 和<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

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<br />

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<br />

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<br />

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<br />

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<br />

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<br />

也 符 合 我 们 的 专 业 名 称 “Chinese and Area Studies”。<br />

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<br />

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<br />

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 。<br />

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<br />

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<br />

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<br />

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<br />

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<br />

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<br />

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<br />

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<br />

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 ,<br />

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<br />

中 文 做 本 科 专 业 。<br />

心 得 体 会<br />

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<br />

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<br />

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<br />

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<br />

价 值 实 现 的 成 就 感 。<br />

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<br />

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<br />

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<br />

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<br />

系 的 支 持 , 幸 运 的 是 我 加 入 了 <strong>CLTA</strong>-SIG 汉 语 二 语 研 究 群 。 在 过 去 的 日 子 里 , 群 里 的 老<br />

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<br />

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<br />

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<br />

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<br />

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<br />

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<br />

真 !- 完 -<br />


<strong>CLTA</strong> NEWSLETTER<br />

Research Frontiers<br />

Zhai, L. (<strong>2019</strong>). Illuminating the Enactment of High-Leverage Teaching Practices<br />

in an Exemplary World Language Teaching Video Library. American Educational<br />

Research Journal. https://doi.org/10.3102/0002831218824289<br />

In response to the American Council on the Teaching of Foreign Languages’<br />

initiative and the gap existing in identifying high-leverage teaching practices<br />

(HLTPs) in world language teaching, this study investigated and decomposed<br />

HLTPs in a video corpus of exemplary world language teachers. Specifically, this<br />

study clarified the definitions of some identified HLTPs and proposed one new<br />

practice—building connections to other content areas to promote students’<br />

communicative competence. The proposed HLTP was broken down into<br />

component micro-practices and instructional moves illustrating the ways in which<br />

practices were enacted in particular classroom contexts.<br />

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

national survey of college-level Chinese language programs. Foreign Language<br />

Annals, 52(1), 101-120.<br />

This study reports the results of a national survey of Chinese as a heritage language<br />

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

the initial survey was sent, 246 responses were received, of which 51 institutions<br />

were identified as having a separate CHL track. A follow-up survey investigated<br />

CHL instructors’ views on existing teaching materials, challenges, successful<br />

experiences, and needs for professional development. In addition to providing a<br />

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

identifies urgent issues that need to be addressed for CHL education.<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

Ke, S. & Koda, K. (<strong>2019</strong>). Is vocabulary knowledge sufficient for word meaning<br />

inference? An investigation of the role of morphological awareness in adult L2<br />

learners of Chinese. Applied Linguistics, 40(3), 456-477.<br />

This study investigated the role of the learner’s sensitivity to a word’s<br />

morphological structure (referred to ‘morphological awareness’ or ‘MA’ hereafter)<br />

as additional support that enhances multi-character word-meaning inferencing in<br />

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

administered to 56 English-speaking learners of L2 Chinese, measuring their L2<br />

vocabulary knowledge, MA, and word-meaning inferencing ability. The results are<br />

as follows: L2 vocabulary knowledge contributed directly and consistently to<br />

inferring the meanings of multi-character words. Yet, L2 vocabulary knowledge was<br />

not the sole predictor of L2 word-meaning inferencing; L2 MA made an additional<br />

unique contribution. Last, L2 MA contributed indirectly to L2 word-meaning<br />

inferencing through the mediation of L2 vocabulary knowledge.<br />

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

instruction and deductive instruction on semantic radical development in Chinese<br />

character processing. Language Teaching Research.<br />

This study compared the effectiveness of deductive instruction and guided<br />

inductive instruction for developing semantic radical knowledge of Chinese<br />

characters. The evaluation was conducted through a quasi-experimental 3-week<br />

intervention involving 46 intermediate learners of Chinese as a foreign language<br />

(CFL). The results indicated that guided inductive instruction generated<br />

significantly greater gains in learners’ use of radical information for radical formmeaning<br />

mapping and for Chinese character recognition and inferencing. This<br />

study further found that the effectiveness of inductive instruction in strengthening<br />

radical form-meaning mapping varied for semantic radicals of different complexity<br />

levels. These findings suggest that instructors should apply guided induction in<br />

teaching semantic radicals, but also be flexible in varying instruction in response to<br />

the complexity of semantic radicals. The findings suggest that the inductivedeductive<br />

nature of instruction and the complexity of semantic radicals are<br />

important variables to consider in future research on the learning and instruction of<br />

Chinese characters.<br />

Zhu, Weihua. <strong>2019</strong>. The practice and perception of unexpected topic switching in<br />

Mandarin Chinese. Acta Linguistica Academica, 66(2), 1-25.<br />

This paper combines a model of context, practice, and perception with a<br />

discursive-interactional approach to investigate the moral order of the practice and<br />

perception of unexpected topic switching in everyday context, using data derived<br />

from recorded mundane conversations in Mandarin and playback with native<br />

Chinese speakers in mainland China. Results show that the speakers initiate, react<br />

to, and perceive unexpected topic switching as a part of appropriate interactional<br />

norms. The uncovered analyst understandings, participant understandings, and<br />

metaparticipant understandings indicate the influence of the sociocultural context,<br />

interactional context, and personal context on the practice and perception of<br />

unexpected topic switching.<br />


<strong>CLTA</strong> NEWSLETTER<br />

Huang, T. & Lammers, J. C. (<strong>2019</strong>). A qualitative inquiry of video learning:<br />

Learning internalization, understanding social realities, and reflecting on challenges.<br />

Journal of Chinese as Second Language (CSL). <strong>May</strong>. in press.<br />

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<br />

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<br />

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<br />

引 导 。<br />

Huang, T. (<strong>2019</strong>) Effects of visual aids on intermediate Chinese reading. Reading<br />

in a Foreign Language. October, in press.<br />

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<br />

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<br />

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 。<br />

Xiao-Desai, Y. (<strong>2019</strong>). Heritage learner pragmatics. In Taguchi, N. (ed.)<br />

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

This chapter critically reviews a nascent research area, heritage learner pragmatics,<br />

and systematically appraises the recent literature, based on a thematic analysis of<br />

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

overview of the research scope and methods, and synthesizes the main findings<br />

according to essential questions regarding heritage pragmatic competence. It<br />

highlighted four key notions in heritage learner pragmatics - contextuality, hybridity,<br />

bidirectionality, and learner agency - and calls for a braoder examination of<br />

pragmatics in heritage language context.<br />

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

classes – Perception, production, and interaction. Journal of the National Council<br />

of Less Commonly Taught Languages 24, 121-170<br />

This action research paper explores three aspects of the findings: students’<br />

perception, language production, and language interaction. Between 2009 and<br />

2016 the authors incorporated Facebook into their Chinese curricula in three<br />

higher education institutions and subsequently analyzed its affordances and<br />

implications. The discussion focuses on not only the utilization of SNSs as<br />

educational tools to engage Chinese learners in innovative and collaborative ways<br />

but also helpful suggestions for teachers to enhance instructional outcomes through<br />

SNSs. Specific attention is given to create a pedagogically effective, privacy-ensured,<br />

and userfriendly social network project with Facebook, which is applicable to other<br />

SNSs and similar digital platforms.<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

Language Learning Early Career Research<br />

Grant Awarded to <strong>CLTA</strong> Member<br />

In <strong>May</strong> <strong>2019</strong>, Dr. Sihui Ke of the University of Kentucky received a Language<br />

Learning Early Career Research Grant to support her research project with the<br />

title “Does writing system matter? Validating the simple view of reading in adult<br />

second language learners.” The overall goal of the research is to expand current<br />

understanding of to what extent decoding and linguistic comprehension<br />

contribute to adult L2 reading comprehension, as well as the impact of the<br />

distance between first language (L1) and L2 writing systems. It investigates the<br />

SVR in adult L2 English learners of three different L1 writing system<br />

backgrounds with matched L2 proficiency, and whether SVR is applicable to<br />

adult L1 English-speaking learner reading in L2 Chinese, whose L1 and L2 are<br />

typologically distant. In many parts of the world, L2 reading competence is<br />

required for gaining access to formal education; thus, promoting scientific<br />

research on L2 reading development in diverse languages is of utmost<br />

importance. This research entails various linguistic, cross-linguistic, and<br />

construct analyses, which are applicable to L2 reading studies that involve<br />

combinations of different languages. Moreover, the findings of the research will<br />

provide implications for promoting evidence-based best practices by improving<br />

our understanding of English and Chinese reading development in college-level<br />

foreign language learners in the U.S<br />

Sihui (Echo) Ke is an Assistant Professor of<br />

Second Language Acquisition at the<br />

University of Kentucky, where she teaches in<br />

the MATESOL (Teaching English to<br />

Speakers of Other Languages) and MATWL<br />

(Teaching World Languages) programs. She<br />

received her Ph.D. in Second Language<br />

Acquisition from Carnegie Mellon<br />

University. Her professional areas of interest<br />

include second language reading and<br />

biliteracy development, and foreign language<br />

assessment and instruction. She has published research articles in Applied<br />

Linguistics, Language Awareness, Modern Language Journal and System. Dr.<br />

Ke has won a research award as part of ACTFL’s 2018 Research Priorities<br />

Initiative, and a Language Learning Early Career Research Grant in <strong>2019</strong>. She<br />

has trained foreign language program instructors as well as EFL and ESL<br />

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


<strong>CLTA</strong> NEWSLETTER<br />

Call for Paper: <strong>CLTA</strong>-NCR Decennial Symposium <strong>2019</strong><br />

National Capital Region (<strong>CLTA</strong>-NCR) Decennial Symposium <strong>2019</strong><br />

This year marks the 100th anniversary of the <strong>May</strong> Fourth Movement, when modern Chinese intellectuals<br />

embarked on major linguistic reforms including the exhaustive promotion of Baihuawen (“vernacular<br />

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

the context of globalization and rapid technological advancement. This year is also the tenth anniversary<br />

of the Chinese Language Teachers Association – National Capital Region (<strong>CLTA</strong>-NCR), which, drawing<br />

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

professionals. To celebrate both events and to further enhance the cultural exchanges between China and<br />

the US, we are organizing a symposium on Saturday, October 19, <strong>2019</strong> with the theme “From<br />

Baihuawen to Critical Language: One Hundred Years of Chinese Language Education”.<br />

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

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

sessions of the symposium. The afternoon sessions of the symposium will feature individual and panel<br />

presentations.<br />

We cordially invite researchers, experts, language professionals, and anyone interested to participate and<br />

present their research at the <strong>CLTA</strong>-NCR Decennial Symposium <strong>2019</strong>. The presentation can be on any<br />

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

challenges and solutions in teaching Chinese characters, curriculum articulation and connection between<br />

K-12 and higher education, teacher training and classroom management, second language acquisition,<br />

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

Baihuawen and Critical Language.<br />

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

University of Maryland, College Park Conference Venue: University of Maryland, College Park<br />

Important Dates:<br />

· Proposal deadline: Tuesday, August 20, <strong>2019</strong><br />

· Notification date: Sunday, September 1, <strong>2019</strong><br />

· Conference date: Saturday, October 19, <strong>2019</strong><br />

Submission of proposal:<br />

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

450 Chinese characters<br />

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

· Send the abstract to dc<strong>2019</strong>proposal@gmail.com in either WORD or PDF format.<br />

· Note that your abstract file itself should be strictly anonymized, containing no identification<br />

information.<br />

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

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

Please contact the symposium review committee at dc<strong>2019</strong>proposal@gmail.com<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

Scholarships Available to Study<br />

Intensive Chinese or Japanese at<br />

Washington University in St. Louis this Summer with<br />

the ALLEX Foundation<br />

Study Chinese or Japanese:<br />

http://www.allex.org/summer<br />

The WUSTL-ALLEX Intensive Chinese and Japanese<br />

Institute will offer intensive beginning level classes in<br />

Japanese and Mandarin Chinese at Washington<br />

University in St. Louis for seven weeks this summer.<br />

Each class meets for 2 hours per day, 5 days a week for 7<br />

weeks. The course is intensive and requires 3-5 hours of<br />

mandatory self-managed study per day.<br />

This program is designed to train students to speak and<br />

listen to Chinese or Japanese, and to introduce students<br />

to reading and writing the language. At the end of the<br />

course students will be expected to perform in all four<br />

skills—speaking, listening, reading and writing—at a<br />

basic level of proficiency. Students will not only learn to<br />

speak the language; they will also develop an<br />

understanding of Chinese or Japanese interpersonal<br />

behavior. The ultimate goal is to teach students not just<br />

to speak Chinese or Japanese, but to function<br />

successfully in Chinese or Japanese culture—to present<br />

yourself as an intelligent person in the culture using the<br />

language. Students will learn to speak and perform<br />

correctly in a variety of social situations.<br />

Scholarships are available.<br />

For more information please visit:<br />

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

K-16 Chinese language teachers may wish to consider<br />

participating in a summer workshop that includes<br />

Chinese pedagogical focus and comprehension-based<br />

communicative language teaching. A blog post with brief<br />

information and links to registration and full details of<br />

eight such programs, hosted by a variety of organizations,<br />

and mostly held in the US (with one in France) between<br />

April and August, <strong>2019</strong>, can be found at:<br />

Scholarship Support Available for<br />

Chinese/Japanese Teacher Training<br />

Program<br />

Sponsored by Washington University in St. Louis<br />

and the ALLEX Foundation [www.allex.org]<br />

Washington University in St. Louis and the<br />

ALLEX Foundation will again offer an intensive<br />

teacher training program for Chinese and Japanese<br />

instructors this summer from mid-June to early-<br />

August. The WUSTL-ALLEX Chinese & Japanese<br />

Teacher Training Institute is an intensive course<br />

for current language teachers or those who plan to<br />

enter the field. The program provides the<br />

foundation for future instructors to teach Chinese<br />

or Japanese and gives substantial tools to current<br />

teachers to reinforce and strengthen their<br />

programs. It is a hands-on course, and effective<br />

methodology in teaching Chinese and Japanese to<br />

North Americans is emphasized over a theoretical<br />

analysis of the language.<br />

Mari Noda (Ohio State University) is Academic<br />

Director; Ginger Marcus (Washington University<br />

in St. Louis) serves as On-Site Academic Director.<br />

Faculty have included Masayuki Itomitsu (Linfield<br />

College), Cornelius Kubler (Williams College), Yu<br />

Li (Williams College), Rachel Wayne (Ohio State<br />

University), Liao Hao-hsiang (MIT), Kanako Yao<br />

(Washington University), Yongfang Zhang<br />

(Wofford College), and many others.<br />

Successful graduates will receive credits from<br />

Washington University and a certificate of<br />

completion.<br />

Significant substantial scholarship support is<br />

available.<br />

For more details on the course and registration<br />

information please visit the ALLEX Website:<br />

http://www.allex.org/teacher-training/overview/<br />

http://tprsforchinese.blogspot.com/<strong>2019</strong>/02/chineselanguage-teacher-training.html<br />

Diane Neubauer 杜 雁 子 , diane-neubauer@uiowa.edu 26

<strong>CLTA</strong> NEWSLETTER<br />

<strong>2019</strong> UVA STARTALK Program<br />

TEACHERS Teach ONLINE ($600 Travel) and STUDENTS Learn ONLINE ($25 Gift card &<br />

Certificate of Excellence)<br />

The <strong>2019</strong> Virginia STARTALK Chinese TEACHER/STUDENT Academy celebrates its 12th anniversary<br />

this year and marks its4th year in leading national pioneering work on online teaching and learning in<br />

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

(Founding Director of the Institute of World Languages and College Board AP Chinese Consultant) and<br />

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

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

information about the TEACHER and STUDENT programs below and help circulate the information to<br />

interested Chinese language educators and students.<br />

<strong>2019</strong> UVA STARTALK TEACHER Program<br />

DATES:<br />

ONLINE training: June 17-28 & July 15-18, <strong>2019</strong><br />

ONSITE training: July 1-13, <strong>2019</strong><br />


University of Virginia (Charlottesville, VA)<br />

The hometown of the 3rd US President, Thomas Jefferson<br />


Teach Chinese language & culture ONLINE<br />

Receive intensive training and practicum experience<br />

Apply research-endorsed best practices to teaching<br />

Compile a comprehensive teaching E-portfolio<br />

Earn up to five graduate credits in teaching Chinese as a foreign language<br />

Explore historic and cultural heritage at Thomas Jefferson’s hometown<br />


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

reimbursement. Those who plan to obtain credits will pay tuition at their own expense.<br />

APPLICATION DEADLINE: Spots are awarded based on rolling admission and will be filled up<br />

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

the link to complete the online application.<br />

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

learn more about the program and read about the experience of participants from previous years.<br />

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

<strong>2019</strong> UVA STARTALK STUDENT Program<br />

DATES<br />

July 5 - July 6, <strong>2019</strong>: one-hour online orientation in the morning each day<br />

July 8 - 18, <strong>2019</strong>: one-hour online learning in the morning per day except Sunday, July 14<br />


<strong>CLTA</strong> NEWSLETTER<br />



Students learn online at wherever convenient in different geographical regions in the US.<br />

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

able to use simple sentences to exchange ideas on some familiar topics about school, family,<br />

and life experiences.<br />


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

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

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

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

is 1:1.<br />


Teachers have demonstrated excellence in teaching Chinese language and culture in postsecondary<br />

and secondary schools in the U.S. They are selected excellent teachers in the<br />

Virginia STARTALK Chinese Teacher Academy.<br />



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

Students who fully participate in the program and complete the participation requirements<br />

will receive a gift card at the amount of $25.00 after the end of the program.<br />


The program offers no credits but well recognizes efforts in excellent learning. Those who<br />

fully participate in the program, successfully complete curricular requirements, and<br />

demonstrate a strong desire to exert full potential in learning will receive a Certificate of<br />

Excellence in Learning after the end of the program.<br />


The deadline is April 22, <strong>2019</strong>. Spots are awarded based on rolling admission. Please visit<br />

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

complete the online application.<br />

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

learn more about the program and read about the experience of participants from previous years.<br />


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


<strong>CLTA</strong> NEWSLETTER<br />

JCWS 稿 约<br />

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

research of Chinese writing systems and encompassing a broad theoretical scope. It is<br />

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

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

of Chinese Writing Systems publishes both the English language articles and the Chinese language<br />

articles. The journal welcomes original articles, review articles, book reviews, comments,<br />

correspondence on research and applications of Chinese writing systems, which include modern<br />

Chinese characters, ancient scripts, Dongba scripts, and Shui scripts, etc., as well as the<br />

comparative studies on hieroglyphs of Ancient Egypt and Mesopotamia. The journal is dedicated<br />

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

studies of interrelation between writing systems and the language, as well as the cogniti on and<br />

acquisition of Chinese characters.<br />

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


Chinese writing systems, different from the alphabetical systems of Europe and America, which are<br />

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

writing systems become a crucial factor in the construction of Chinese language, literature,<br />

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

concerning China.<br />

Chinese writing systems are different in many aspects from major writing systems of western<br />

languages, with complex structures and the employment of thousands of individual characters. The<br />

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

them the important objects of investigation in the field of language studies.<br />

Journal of Chinese Writing Systems is the first journal published which especially and<br />

systematically focuses on the Chinese writing systems, in an attempt to promote the understanding<br />

of Chinese writing and build a platform for the studies of related fields.<br />

The journal welcomes articles within the scope as below:<br />

· modern Chinese characters, ancient scripts<br />

· writings of Chinese minorities, e.g. Mongolian, Dongba scripts , etc.<br />

· comparative studies on hieroglyphs of Ancient Egypt and Mesopotamia and on other Asian<br />

writing systems<br />

· semiotic concerns of Chinese writing systems<br />

· cognition and acquisition of Chinese characters<br />

· the cross-disciplinary studies between Chinese writing systems and ancient history, ancient<br />

documents, archeology are also encouraged. The philosophical concerns of symbol and<br />

meaning are particularly welcome.<br />

《 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<br />

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<br />

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<br />

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<br />

文 、 书 评 等 学 术 文 章 。<br />


<strong>CLTA</strong> NEWSLETTER<br />

《 中 国 文 字 》 目 前 发 表 下 列 类 型 的 文 章 :<br />

· 原 创 文 章 (Original Article)<br />

· 研 究 综 述 (Review)<br />

· 书 评 (Book Review)<br />

· 读 者 来 信 (Letter to the Editor)<br />

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 :<br />

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<br />

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 :<br />

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<br />

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<br />

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<br />

simkai、 黑 体 simhei 或 方 正 字 库 等 ), 请 勿 使 用 台 湾 地 区 的 字 符 集 ( 如 PMingliu、<br />

Mingliu 等 细 明 体 )。<br />

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<br />

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 。<br />

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<br />

《 中 文 稿 件 格 式 规 则 》, 否 则 稿 件 将 被 退 回 。<br />

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<br />

格 式 文 档 。<br />

“ 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<br />

要 、 关 键 词 。 匿 名 正 文 用 于 双 盲 评 审 , 不 能 包 含 任 何 个 人 信 息 。<br />

“ 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<br />

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 。<br />

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 。<br />

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 ,<br />

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<br />

件 , 编 辑 部 有 权 进 行 修 改 。<br />

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 )<br />

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 。<br />

我 们 热 忱 欢 迎 国 内 外 学 者 不 吝 赐 稿 !<br />

《 中 国 文 字 》 编 辑 部<br />


<strong>CLTA</strong> NEWSLETTER<br />

Current Studies<br />

Nin EChinese W B OLanguage O K I Nand F ODiscourse<br />

R M AT I O N<br />

Discourse studies / Pragmatics / Sino-Tibetan languages<br />

Cu rren t St u d ies in Ch in ese Lan gu age an d<br />

Discou rse<br />

Global context and diverse perspectives<br />

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

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<br />

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<br />

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<br />

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.<br />

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 ,<br />

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<br />

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<br />

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<br />

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<br />

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<br />

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<br />

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

Table of contents<br />

Contributors<br />

Chapter 1. Chinese discourse from diverse<br />

perspectives: An introduction<br />

Yun Xiao and Linda Tsung<br />

Chapter 2. New words in contemporary<br />

Chinese language use: Linguistic<br />

features and formation processes<br />

Yun Xiao<br />

Chapter 3. Usage based language change and exemplar<br />

representations in Beijing Mandarin Chinese<br />

Liang Tao<br />

Chapter 4. Contextual variations of internal<br />

and external modifications in Chinese<br />

requests: c Effets of power and imposition<br />

Shuai Li<br />

Chapter 5. Some interactional functions of Yinweiclauses<br />

in Mandarin Chinese conversation<br />

Xiaoting Li and Jie Luo<br />

Chapter 6. Preliminaries to delicate matters:<br />

Some functions of “I say to you” sequences<br />

in Mandarin Chinese conversations<br />

Ni-Eng Lim<br />

Chapter 7. Chinese near-synonyms jian<br />

( 建 ), zao ( 造 ), gai ( 蓋 ) ‘to build’ revisited<br />

Chenhsuan Huang<br />

Chapter 8. Constraints on the collocational behaviors<br />

of Chinese near-synonyms: A corpus-based analysis<br />

Jia Yang<br />

Chapter 9. Genericity and sentences with an<br />

AP state complement in Mandarin Chinese<br />

Fei Ren<br />

Chapter 10. Kinship metaphors in the<br />

Chinese construction A shi B zhi fu/mu:<br />

Biology and culture as conceptual basis<br />

Lin Zhu<br />

Chapter 11. a The classifict ion of<br />

Chinese time expressions from Systemic<br />

Functional Linguistics Perspectives<br />

Linda Tsung and Lubei Zhang<br />

Chapter 12. Being a Kam in China:<br />

Ethnic identity in narratives<br />

Wei Wang, Lisong Jiang and Meishu He<br />

Chapter 13. Specialised corpora for Chinese<br />

language education in Singapore<br />

Hock Huan Goh, Jinzhan Lin and Chunsheng Zhao<br />

Index<br />

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<br />

www.benjam ins.com<br />


<strong>CLTA</strong> NEWSLETTER<br />

Chinese Literacy Learning in an<br />

Immersion Program<br />

By Chan Lü<br />

This book examines one-way foreign language immersion<br />

education in the United States. It provides a clear and rich<br />

description of a Chinese (Mandarin) immersion program, its<br />

curriculum, instructional materials, assessment activities,<br />

parental involvement and student outcomes. The author<br />

analyses two studies that document the development of the<br />

students’ reading skills in English and Chinese, and the progress<br />

of their vocabulary knowledge, lexical inference, and reading<br />

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

including its neighbourhood, school, and the school district, and discusses the importance of<br />

school leadership, parental involvement, neighbourhood support and language acquisition<br />

planning in making an innovative school program successful. Its concluding chapters offer<br />

recommendations for program- and classroom-level practices and suggest pathways for future<br />

research on biliteracy learning in Chinese one-way immersion programs.<br />

Table of Contents<br />

1. Introduction<br />

2. One-Way Immersion and Mandarin Immersion in the United States<br />

3. Theoretical Framework, Literature Review, and the Current Project<br />

4. Pacific Elementary School<br />

5. Chinese Language, Orthography, and Learning to Read<br />

6. Properties of School Chinese<br />

7. Oral Language, Phonological Awareness, Word Reading, and Passage Reading Comprehension in<br />

Grade 2<br />

8. Morphological Awareness, Vocabulary Knowledge, Lexical Inference, and Text Comprehension in<br />

Chinese in Grade 3<br />

9. Implications for Chinese Literacy Learning and Instruction in Chinese OWI Programs: A Proposal<br />

10. Recommendation for Program-Level Practices and Future Research Agenda<br />


<strong>CLTA</strong> NEWSLETTER<br />

Interaction in Mandarin Chinese and<br />

English as a Multilingua Franca<br />

By Weihua Zhu<br />

This book proposes a model of context, practice, and perception, which<br />

shows the importance of understanding language use and perception in<br />

context. It provides an overview of previous research on the pragmatics of<br />

Chinese and English as a multilingua franca (EMF) in varying contexts. It<br />

argues that context is socioculturally shaped, interactionally constructed, and<br />

personally related. Context can influence and be established by the practice<br />

and perception of communicative acts. The book also manifeststhe interplay<br />

of context, practice, and perception of extended concurrent speech for strong disagreement by native<br />

Chinese speakers in spontaneous conversations in Mandarin and EMF.<br />

Table of Contents<br />

Introduction<br />

Chapter 1 Context and (im)politeness<br />

Chapter 2 Understanding Chinese (im)politeness in context<br />

Chapter 3 Pragmatics of English in multilingual contexts<br />

Chapter 4 Practice in Mandarin Chinese<br />

Chapter 5 Practice in English as a multilingua franca<br />

Chapter 6 Perceptions of extended concurrent speech for strong disagreement<br />

Chapter 7 Perceptions of disagreement and overlapping<br />

Chapter 8 Context, practice and perception<br />


<strong>CLTA</strong> NEWSLETTER<br />

Classroom Research on Chinese as a<br />

Second Language<br />

Edited by Fangyuan Yuan, Shuai Li<br />

This collection brings together a series of empirical studies on topics<br />

surrounding classrooms of Chinese as a second language (L2) by drawing on<br />

a range of theoretical frameworks, methodological strategies, and pedagogical<br />

perspectives. Over the past two decades, research on classroom-based<br />

second language acquisition (SLA) has emerged and expanded as one of the<br />

most important sub-domains in the general field of SLA. In Chinese SLA,<br />

however, scarce attention has been devoted to this line of research. With<br />

chapters written by scholars in the field of SLA—many of whom are<br />

experienced in classroom teaching, teacher education, or program<br />

administration in Chinese as a second language—this book helps disentangle the complicated relationships<br />

among linguistic targets, pedagogical conditions, assessment tools, learner individual differences, and<br />

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

Table of Contents<br />

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

Part I: Efficiency of Form-Focused Instruction and Task-Based Teaching<br />

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

Chen Hao and Jennifer Li-Chia Liu)<br />

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

and Classifiers (Yu Wu)<br />

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

Yuan)<br />

5. Effects of Explicit Instruction on Chinese Syntactic Complexity in Repeated Story Retelling Tasks<br />

(Qiaona Yu)<br />

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

Part II: Interlanguage Development and Classroom Teaching and Learning<br />

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

Non-Heritage Learner (Tianxu Chen)<br />

8. Understanding Learners’ Vocabulary Profiles in L2 Chinese Classrooms (Haomin Zhang)<br />

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

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

Li, Yali Feng, and Ting Wen)<br />

Part III: Teachers’ Perceptions, Practices, and Professional Development<br />

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

Teng, Xuexue Yang, and Dongbo Zhang)<br />

12. Teaching Chinese at American Charter Schools: Identity and Classroom Teaching (Wenhao Diao and<br />

Hsuan-Ying Liu)<br />


<strong>CLTA</strong> NEWSLETTER<br />

Studies on Learning and Teaching<br />

Chinese as a Second Language<br />

Edited by Xiaohong Wen, Xin Jiang<br />

This book represents the current advances in the field. It<br />

showcases theoretically motivated empirical studies and diverse<br />

methods used for a better understanding of how Chinese language<br />

is acquired as a second or foreign language. This contributes to L2<br />

acquisition research in general and L2 Chinese specifically.<br />

Furthermore, this research is useful for teachers seeking to<br />

understand their students’ learning processes and adjust their pedagogical approach for more<br />

effective instruction. The book bridges the gap between research and instruction by providing<br />

pedagogical implications rooted in empirical findings.<br />

Table of Contents<br />

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

2. Heterogeneity of Early Language Experiences and Word-knowledge Development in Chinese<br />

as a Heritage Language Learners (Haomin Zhang and Keiko Koda)<br />

3. Requests in Chinese by Heritage and Foreign Language Learners (Xiaohong Wen)<br />

4. Context and Chinese Colloquial Idiom Comprehension (Yu Li)<br />

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

6. Processing Relative Clauses in Chinese as a Second Language (Yun Yao)<br />

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

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

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

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

Interaction and Motivation (Zhongqi Shi, Xiaodong Lin, and Ruobing Wei)<br />

11. Measurement Quality of an Instructor-developed CFL Summative Assessment Instrument:<br />

An Exploratory Pilot Study (Shuai Li)<br />


<strong>CLTA</strong> NEWSLETTER<br />

A Thematic Dictionary of<br />

Contemporary Chinese<br />

By Liwei Jiao, Yan Yang, Wei Liu<br />

A Thematic Dictionary of Contemporary Chinese is a unique resource<br />

for intermediate to advanced students of Chinese.<br />

The dictionary presents 9,000 words organized thematically in<br />

approximately 300 different subject areas. These themes cover the<br />

vocabulary necessary for daily use and for conducting meaningful<br />

conversations with native Chinese speakers on a variety of topics, from<br />

politics to business, and from hobbies to education.<br />

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

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

grasp the vocabulary more effectively and increase their awareness of Chinese culture embedded in the<br />

language. Review exercises are provided throughout to ensure learners have ample opportunity to practice<br />

the new material.<br />

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

and teachers of Chinese alike. For further understanding of Chinese expressions, students are encouraged<br />

to read 500 Common Chinese Proverbs and Colloquial Expressions and 500 Common Chinese Idioms.<br />

Table of Contents<br />

Introduction<br />

List of abbreviations and grammatical terms<br />

List of 302 themes<br />

Structure and organization of entries<br />

A Thematic Dictionary of Contemporary Chinese<br />

Appendix one: English index of 302 themes<br />

Appendix two: Pinyin index of 302 themes<br />

Appendix three: English and Pinyin index of 1,000 cultural and linguistic tips<br />

Appendix four: Stroke index of 1,000 cultural and linguistic tips<br />


<strong>CLTA</strong> NEWSLETTER<br />

Particle Verbs in English<br />

BY Han Luo<br />

This book explains why Cognitive Linguistics offers a plausible<br />

theoretical framework for a systematic and unified analysis of<br />

the syntax and semantics of particle verbs. It explores the<br />

meaning of the Verb + Particle syntax, the particle placement<br />

of transitive particle verbs, how particle placement is related to<br />

idiomaticity, and the relationship between idiomaticity and<br />

semantic extension. It also offers valuable linguistic<br />

implications for future studies on complex linguistic<br />

constructions in a Cognitive Linguistic approach as well as<br />

insightful practical implications for the learning and teaching of<br />

particle verbs.<br />

Table of Contents<br />

1 Introduction.<br />

2 Theoretical Framework.<br />

3 The Conceptual Content of Particle Verb Schemas.<br />

4 Particle Placement.<br />

5 Idomaticity and Semantic Extension.- 6 Conclusion and Outlook.<br />


<strong>CLTA</strong> NEWSLETTER<br />

《 求 实 商 务 汉 语 》 第 二 版<br />

The Routledge Course in Business Chinese (2 nd ed.)<br />

作 者 : 陈 青 海 , 李 可 宁 , 唐 乐 , 赵 秋 篱<br />

Qinghai Chen, Qiuli Levin, Kening Li, Le Tang<br />

本 教 材 适 合 英 语 国 家 高 校 各 专 业 学 习 中 文 的 学 生 , 从 汉 语<br />

中 高 级 程 度 向 高 级 程 度 过 渡 时 ( 通 常 为 四 年 级 或 以 上 ) 使<br />

用 , 在 提 高 学 生 汉 语 能 力 的 同 时 , 注 重 对 学 生 汉 语 学 习 能<br />

力 的 培 养 , 意 在 授 之 以 “ 渔 ”。 该 书 的 课 文 涵 盖 大 商 务 的<br />

基 本 知 识 , 不 但 可 面 向 全 体 学 生 , 而 且 能 长 期 相 对 稳 定 。<br />

书 中 任 务 型 要 求 的 设 计 , 确 保 教 材 在 每 次 使 用 时 都 会 在 学<br />

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<br />

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<br />

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 ,<br />

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 。<br />

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<br />

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 。<br />

Description<br />

• Fourth-year language learning or above in preparation for real-life business situations<br />

各 专 业 学 生 汉 语 四 年 级 ( 或 以 上 ) 适 用<br />

• Timeless business topics ranging from frequently occurring business activities, economic<br />

systems and phenomena, to issues of broad interest<br />

使 用 通 用 商 务 题 材 确 保 教 材 长 期 相 对 稳 定<br />

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

through students’ own efforts<br />

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<br />

• A focus on formal language style and business terminology<br />

注 重 正 式 语 体 和 专 业 词 语 的 学 习<br />

• Summary of important features of Chinese with emphasis on language learning skills to<br />

cultivate self-sustained and effective language learners<br />

归 纳 汉 语 基 本 特 点 , 教 授 学 习 方 法 , 培 养 自 学 能 力<br />


<strong>CLTA</strong> NEWSLETTER<br />

【 月 涵 學 堂 】<strong>2019</strong> 暑 期 華 語 教 學 學 分 班 招 生 訊 息<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

今 日 世 界 面 面 观<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

Hopkins-Nanjing Center<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

台 大 國 際 華 語 研 習 所 ICLP<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

Mandarin Institute Startalk Online Pre-AP Program<br />


<strong>CLTA</strong> NEWSLETTER January <strong>2019</strong><br />

ALLEX foundation<br />


<strong>CLTA</strong> NEWSLETTER<br />

Jobs<br />

Visiting Professor of Chinese (San Diego, CA)<br />

The Department of Languages, Cultures and<br />

Literatures at the University of San Diego seeks an<br />

experienced and dynamic instructor to join our<br />

growing Chinese Program. This is a benefits-based<br />

full-time position with the possibility of renewal<br />

contingent on satisfactory performance, student<br />

enrollment, and approval of the College. The<br />

candidate must have demonstrated excellence in<br />

teaching both lower-division and upper-division<br />

Chinese language courses at a university or college,<br />

preferably with some experience teaching courses on<br />

Chinese literature, film and culture.<br />

Requirements: We require an MA or PhD in Chinese<br />

language and culture, specifically, classical/premodern<br />

Chinese literature, modern Chinese literature,<br />

or related fields such as comparative literature or<br />

second language acquisition. Applicants must be<br />

legally authorized to work in the United States and,<br />

upon hire, will undergo a pre-employment background<br />

check.<br />

Job description: Teaches six 3-unit courses per<br />

academic year; works with the program director to<br />

design and develop courses in the candidate’s area of<br />

expertise and to fulfill the university’s CORE<br />

requirements; applies for grants to support cocurricular<br />

activities; plans and organizes student<br />

activities; advises Chinese minors and the Chinese<br />

Club.<br />

Salary: $43,992 (commensurate with degree and<br />

years of college-level teaching experience).<br />

Description of benefits posted<br />

at https://www.sandiego.edu/hr/benefits/.<br />

Review of applications will begin immediately until the<br />

position is filled. If interested, please email a cover<br />

letter and a CV to Dr. Mei Yang<br />

(myang@sandiego.edu). Candidates who meet the<br />

qualifications will be contacted for further documents.<br />

Lecturer in Chinese (Iowa City, IA)<br />

The Department of Asian and Slavic Languages and<br />

Literatures at The University of Iowa announces an<br />

opening for a full-time, non-tenure, Instructional<br />

Faculty track Lecturer position for the academic year<br />

<strong>2019</strong>-20, beginning August 21, <strong>2019</strong>, renewable for a<br />

total of three years (<strong>2019</strong>-2022) and renewable<br />

thereafter in three year increments, pending collegiate<br />

approval and demonstrated excellence in teaching.<br />

Applications to start the appointment in January 2020<br />

will also be considered. Salary and benefits will be<br />


<strong>CLTA</strong> NEWSLETTER<br />

commensurate with qualifications and experience.<br />

This track does not include the possibility of tenure,<br />

but otherwise parallels the tenure track with various<br />

ranks (Lecturer, Associate Professor of Instruction,<br />

Professor of Instruction). More information about the<br />

Instructional Track can be found on the Provost’s<br />

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

Responsibilities include:<br />

teaching three classes (up to 12 credit hours) per<br />

semester from lower to upper level language courses<br />

including a classical Chinese course, supervising<br />

graduate teaching assistants, and assisting the<br />

Chinese program coordinator with program<br />

development.<br />

Qualifications: native or near-native fluency in<br />

Chinese and English; PhD in Second Language<br />

Acquisition with focus on Chinese, Chinese Applied<br />

Linguistics, or related fields; extensive experience in<br />

teaching Chinese at the college/university level in<br />

North America. Experience in teaching business<br />

Chinese, in technology-based Chinese L2 instruction<br />

and courseware design, and in leading summer study<br />

abroad program are desirable.<br />

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

reference Requisition #73681. The application<br />

materials must include a letter of application, a<br />

curriculum vitae, samples of the most recent course<br />

evaluation by students, three letters of<br />

recommendation, and a video of 30-minute Chinese<br />

class taught by the applicant. (Note: Please post the<br />

teaching recording online and indicate URL in the<br />

letter of application and the curriculum vitae).<br />

Screening begins <strong>May</strong> 22, <strong>2019</strong> with interviews<br />

conducted by telephone or videoconference after <strong>May</strong><br />

22, <strong>2019</strong>.<br />

The Department of Asian and Slavic Languages and<br />

Literatures, the Division of World Languages,<br />

Literatures and Cultures, and the College of Liberal<br />

Arts and Sciences are strongly committed to diversity;<br />

the strategic plans of the University, College, Division,<br />

and Department reflect this commitment. All qualified<br />

applicants are encouraged to apply and will receive<br />

consideration for employment free from discrimination<br />

on the basis of race, creed, color, national origin, age,<br />

sex, pregnancy, sexual orientation, gender identity,<br />

genetic information, religion, associational preference,<br />

status as a qualified individual with a disability, or<br />

status as a protected veteran. The University of Iowa<br />

is an equal opportunity/affirmative action employer.<br />

46<br />

Visiting Assistant Professor of Modern Chinese<br />

Literature and Culture (Iowa City, IA)<br />

The Department of Asian and Slavic Languages and<br />

Literatures in the Division of World Languages,<br />

Literatures and Cultures at the University of Iowa<br />

seeks a full-time Visiting Assistant Professor in<br />

modern Chinese literature and culture for the <strong>2019</strong>-<br />

2020 academic year, with the possibility of renewal<br />

pending collegiate approval and demonstration<br />

excellence in teaching.<br />

The successful candidate will teach courses in<br />

modern and contemporary Chinese literature and<br />

culture, including a general education course entitled<br />

Asian Humanities: China (in both semesters), as well<br />

as self-designed courses in cinema and Chinese<br />

popular culture. The normal teaching load, contingent<br />

upon enrollments, is six courses per year (at least a<br />

minimum of 18 s.h.). The successful candidate will<br />

collaborate with faculty in programmatic activities,<br />

including potential interactions with international<br />

writers working in Chinese through the university’s<br />

International Writing Program (IWP).<br />

Required qualifications:<br />

• Ph.D. with specialization in modern Chinese<br />

literature and culture, which must be in hand by the<br />

time of appointment.<br />

• Native or near native fluency in English and<br />

Chinese.<br />

• Experience teaching courses in modern and<br />

contemporary Chinese literature and culture<br />

Desired qualifications:<br />

• Secondary research interests in Chinese cinema<br />

Application materials should be sent<br />

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

interest, curriculum vitae, writing sample, and three<br />

letters of recommendation. Refer to requisition<br />

number 73665. Salary and benefits will be<br />

commensurate with qualifications and experience.<br />

Review of applications will begin <strong>May</strong> 10 until the<br />

position is filled, with interviews conducted by<br />

telephone or videoconference.<br />

The Department of Asian and Slavic Languages and<br />

Literatures, the Division of World Languages,<br />

Literatures and Cultures, and the College of Liberal<br />

Arts and Sciences are strongly committed to gender<br />

and ethnic diversity; the strategic plans of the<br />

University, College, Division, and Department reflect<br />

this commitment. Women and minorities are<br />

encouraged to apply. The University is an Equal<br />

Opportunity Employer/Affirmative Action Employer.<br />

Flex Chinese Instructor Florida Certified (FL)<br />

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

<strong>CLTA</strong> NEWSLETTER<br />

Job Title: Flex Chinese Instructor Florida Certified<br />

Contract Type: 12 Month<br />

Annual Salary: $48,331.00<br />

Location: Remote Office or School Based Facility as<br />

assigned<br />

Job Description Summary:<br />

Our Mission is to deliver a high quality, technologybased<br />

education that provides the skills and<br />

knowledge students need for success.<br />

FLVS does not discriminate in admission or access<br />

to, or treatment or employment in its programs and<br />

activities on the basis of race, color, religion, age,<br />

sex, national origin, marital status, disability, genetic<br />

information or any other reason prohibited by law.<br />

The Position:<br />

Position General Summary:<br />

The Instructor provides an educational atmosphere<br />

where students have the opportunity to fulfill their<br />

potential for intellectual, emotional, physical, and<br />

psychological growth. The Instructor organizes and<br />

implements an instructional program that results in<br />

students achieving academic success in accordance<br />

with FLVS and state policies and laws.<br />

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

Essential Position Functions:<br />

-Plan, prepare, and implement instructional activities<br />

that contribute to a climate where students are<br />

actively engaged in meaningful learning experiences<br />

-Identify, select, create and modify instructional<br />

resources to meet the needs of the students with<br />

varying backgrounds, learning styles, and special<br />

needs<br />

-Assist in assessing changing curricular needs and<br />

offer plans for improvement<br />

-Maintain effective and efficient record keeping<br />

procedures<br />

-Provide a positive environment in which students are<br />

encouraged to be actively engaged in the learning<br />

process<br />

-Communicate with students, parents, and internal<br />

and external professionals within established<br />

timelines<br />

-Collaborate with peers to enhance the instructional<br />

environment for students by participating in activities<br />

which include, but are not limited to, team teaching,<br />

meetings, staff development, communities of practice,<br />

and various committees<br />

-Model professional and ethical standards when<br />

dealing with students, parents, peers, and community<br />

members<br />

-Ensure that student growth and achievement is<br />

47<br />

continuous and appropriate for age group, subject<br />

area, and/or program classification<br />

-Establish and maintain cooperative working<br />

relationships with students, parents, schools, and<br />

colleagues measured by FLVS district/school survey<br />

results<br />

-Meet specific course and school-wide student<br />

performance goals<br />

-Demonstrate gains in student performance<br />

-Participate in research and presentations about<br />

online teaching; this may include activities such as,<br />

authoring articles, hosting workshops, sharing of<br />

information for professional growth, and student<br />

outreach events and activities<br />

-Participate in blended learning models, which<br />

includes both on-line and classroom instruction and<br />

interaction with students at various schools and<br />

districts across the state; may be required to report to<br />

an assigned school<br />

-<strong>May</strong> be responsible for instructional tutoring<br />

-Meet professional obligations through efficient work<br />

habits such as, meeting deadlines, honoring<br />

schedules, coordinating resources and meetings in an<br />

effective and timely manner, and demonstrate respect<br />

for others<br />

-All work responsibilities are subject to having<br />

performance goals and/or targets established<br />

(These essential functions are not to be construed as<br />

a complete statement of all duties performed.<br />

Employees will be required to perform other jobrelated<br />

duties as required.)<br />

Minimum Requirements:<br />

Education/Licensure/Certification:<br />

-Bachelor’s Degree<br />

-Valid Florida Professional Teaching Certificate in<br />

content area assigned OR proof of active enrollment<br />

in a stated-approved EPI or MAT program AND either<br />

a valid Florida state-issued Statement of Eligibility OR<br />

valid Temporary Certificate in content area assigned<br />

-Endorsements as required by Florida Department of<br />

Education<br />

Experience:<br />

-One year successful teaching experience within<br />

subject area OR successful completion of an FLVS<br />

instructional internship program OR current<br />

enrollment in an approved EPI or MAT program<br />

-Three years’ teaching experience, preferred<br />

Knowledge, abilities and skills:<br />

-Operational knowledge of the Internet and Webrelated<br />

technologies<br />

-Possess strong verbal and written communication<br />


<strong>CLTA</strong> NEWSLETTER<br />

-Work independently with little direct supervision<br />

-Demonstrated ability to collaborate on group projects<br />

and work as part of a team<br />

-Must be responsible, accountable and self-motivated<br />

-Demonstrated strong work ethic to achieve school<br />

goals<br />

-Display effective prioritizing, organizing, and timemanagement<br />

skills; ability to meet aggressive<br />

deadlines<br />

-Ability to learn and apply all required and<br />

recommended FLVS computer applications to create<br />

efficiency and consistency in internal workflows and<br />

instructional practices<br />

-Demonstrated ability to successfully support the<br />

FLVS core competencies, values, and expectation for<br />

student-centered behaviors<br />

Physical Requirements and Environmental<br />

Conditions:<br />

Location: Remote Office or School-Based Facility as<br />

assigned<br />

Frequency of travel: Occasional travel may be<br />

required to various schools as daily work locations, as<br />

well as lab visits, meetings, trainings, and<br />

conferences; assigned locations will vary, and may<br />

require overnight stays<br />

Light physical activities and efforts required working in<br />

an office environment<br />

(Reasonable accommodations will be made in<br />

accordance with existing ADA requirements for<br />

otherwise qualified individuals with a disability.)<br />

Visiting Assistant Professor of Chinese (Easton, PA)<br />

Visiting Assistant Professor of Chinese<br />

Lafayette College<br />

Easton, PA<br />

Full Time, Non-Tenure Track<br />

The Department of Foreign Languages and<br />

Literatures at Lafayette College invites applications<br />

for a one-year visiting assistant professor position in<br />

Chinese for the <strong>2019</strong>-2020 academic year. Area of<br />

specialization open. The appointment will begin July<br />

1, <strong>2019</strong>. The teaching load is 3/3.<br />

The College seeks a dynamic teacher to teach<br />

Chinese language courses at all levels of the<br />

undergraduate Chinese program. Experience in<br />

teaching Chinese language courses in a North<br />

American university and the ability to contribute to the<br />

Asian Studies program are preferred.<br />

Requirements:<br />

• ABD or Ph.D. at time of interview.<br />

• Native or near-native proficiency in Chinese and<br />

English.<br />

48<br />

Apply:<br />

To apply, please submit a cover letter, curriculum<br />

vitae, three confidential letters of recommendation,<br />

and a statement outlining your teaching philosophy<br />

to http://apply.interfolio.com/62413.<br />

As part of your cover letter, please address how your<br />

scholarship, teaching, mentoring and/or community<br />

service support Lafayette’s commitment to diversity<br />

and inclusion as articulated in the college’s diversity<br />

statement (https://about.lafayette.edu/diversitystatement/)<br />

We will begin reviewing applications on <strong>May</strong> 10,<br />

<strong>2019</strong>. Inquiries can be directed to the chair of the<br />

search committee, Dr. Markus Dubischar<br />

(dubischm@lafayette.edu).<br />

About Lafayette College:<br />

Located within 70 miles of New York and<br />

Philadelphia, Lafayette College is a highly selective<br />

undergraduate liberal arts and engineering institution<br />

with significant resources to support faculty members<br />

in their teaching and scholarship. Lafayette College is<br />

committed to creating a diverse community that is<br />

inclusive, responsive, and supportive of each and all<br />

of its faculty, students, and staff. All members of the<br />

College community share a responsibility for creating,<br />

maintaining, and developing a learning environment<br />

in which difference is valued, equity is sought, and<br />

inclusiveness is practiced.<br />

Lafayette College is an equal opportunity employer<br />

and encourages applications from women and<br />

minorities.<br />

China Program Coordinator (Omaha, NE)<br />

The University of Nebraska at Omaha is seeking a<br />

China Program Coordinator.<br />

The China Program Coordinator position is a two-year<br />

temporary, benefits eligible position and contingent<br />

upon continued funding after two years. The primary<br />

purpose of the China Program Coordinator is to<br />

ensure international students from Guangzhou<br />

College of Commerce (GCC), and potentially<br />

elsewhere in China, are provided with the support<br />

necessary to ensure they are able to succeed at<br />

UNO. The coordinator will provide a high level of<br />

customized care and oversight for these students as<br />

they transition to UNO and complete their degrees.<br />

This includes identifying social, academic, and<br />

cultural challenges of students and developing<br />

programs to address these issues in coordination with<br />

appropriate UNO and/or partner institution<br />

faculty/staff/offices. This position requires flexibility<br />

and the ability to establish priorities and manage

<strong>CLTA</strong> NEWSLETTER<br />

multiple demands in a fast-paced environment.<br />

Reports, database use, and student programming<br />

also require attention to detail, strong organizational<br />

and analytical skills.<br />

The coordinator must have the ability to relate well to<br />

students, scholars, and others from diverse cultural<br />

backgrounds. This position requires collaboration in<br />

the planning and implementation of orientation<br />

programs, cross-cultural activities, and student<br />

support services with the campus and community. In<br />

addition, the coordinator must have a strong<br />

commitment to being a team member in a<br />

comprehensive international office to serve new and<br />

continuing students with a student-centered<br />

approach. The coordinator will act as a liaison<br />

assisting with advising as it pertains to Immigration<br />

regulations. This position is frequently on call after<br />

hours.<br />

Required Qualifications:<br />

• Bachelor’s Degree<br />

• Valid Driver’s License<br />

Preferred Qualifications:<br />

• Master’s Degree<br />

• 1 year international student advising experience and<br />

overseas study or living experience.<br />

• Able to speak Mandarin Chinese<br />

Salary Information:<br />

Commensurate with Experience<br />

For questions, please contact UNO Human<br />

Resources at unohr@unomaha.edu<br />

To apply, please<br />

visit: http://unomaha.peopleadmin.com/postings/8193<br />

The University of Nebraska does not discriminate<br />

based on race, color, ethnicity, national origin, sex,<br />

pregnancy, sexual orientation, gender identity,<br />

religion, disability, age, genetic information, veteran<br />

status, marital status, and/or political affiliation in its<br />

programs, activities, or employment. UNO is a<br />

VEVRAA Federal Contractor and an E-Verify<br />

employer.<br />

Lecturer in Chinese (Notre Dame, IN)<br />

The Department of East Asian Languages and<br />

Cultures at the University of Notre Dame invites<br />

applications for a full-time lecturer position in Chinese<br />

language beginning August <strong>2019</strong>. This initial one-year<br />

appointment, with the possibility of renewal, furthers<br />

the development of a prospering program in Chinese.<br />

Responsibilities include teaching beginning through<br />

advanced Chinese, active involvement in language<br />

and culture activities, as well as close collaboration<br />

with faculty to build a rigorous and cohesive program.<br />

49<br />

The position offers excellent benefits and a<br />

competitive salary commensurate with qualifications<br />

and experience.<br />


We are seeking highly skilled language instructors<br />

with native or near-native proficiency in Chinese and<br />

English. Candidates are expected to have an M.A. or<br />

higher degree in teaching Chinese as a foreign<br />

language, linguistics, second language acquisition, or<br />

related field; and demonstrated success teaching<br />

Chinese at the college/university level in the United<br />

States. ABDs and Ph.Ds are encouraged to apply.<br />

As an international Catholic, research university, the<br />

University of Notre Dame has made a significant<br />

commitment to furthering Asian studies, as evidenced<br />

in the founding of the Liu Institute for Asia and Asian<br />

Studies and the opening of a new graduate School of<br />

Global Affairs, both of which collaborate regularly with<br />

our growing Department of East Asian Languages<br />

and Cultures. Information about the University is<br />

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

Program in Chinese Language and Culture and the<br />

Department can be found athttp://eastasian.nd.edu.<br />


Applications are being accepted now via Interfolio,<br />

and should include a cover letter, current curriculum<br />

vitae, statement of teaching philosophy, and two<br />

letters of recommendation. Review of applications<br />

will begin immediately and continue until the position<br />

is filled.<br />

Apply at apply.interfolio.com/61975<br />

Inquiries can be made to Rebecca McDaniel,<br />

Administrative Coordinator of the department,<br />

at rbrill@nd.edu.<br />

Mandarin Chinese Teachers at K-12 Private Schools<br />

(USA)<br />

Carney, Sandoe & Associates, an educational<br />

recruitment firm, is currently seeking Mandarin<br />

Chinese Teachers to fill positions at all levels the K-<br />

12 private and independent schools we work with<br />

across the country.<br />

Our job placement service is free to job-seekers. By<br />

getting to know you personally — beyond just your<br />

resume — we provide you with customized, curated<br />

job opportunities that match your specific<br />

requirements (location, school type, position type,<br />

etc.) and skills, saving you the time of sorting through<br />

thousands of job postings.<br />

Responsibilities of the Mandarin Chinese Teacher:<br />

-Develop and implement a full Mandarin Chinese<br />

curriculum that meets the school’s mission and goals.

<strong>CLTA</strong> NEWSLETTER<br />

-Develop knowledge and skills essential to effectively<br />

teach students in the grade assigned.<br />

-Promote students’ critical and creative thinking and<br />

analysis and develop instructional materials.<br />

-Facilitate learning for all students using a variety of<br />

instructional methods, resources, and technological<br />

tools.<br />

Requirements of the Teacher:<br />

-Bachelor’s degree in Chinese Language, Asian<br />

Studies, or a related subject is REQUIRED (even if<br />

you are a native speaker)<br />

-Minimum of 2 years of teaching experience at the K-<br />

12 level<br />

-Ability to coach or lead extracurricular programs<br />

-Travel or study abroad experience a plus<br />

-Must be authorized to work in the U.S.<br />

To Apply:<br />

Interested candidates must complete our online<br />

application<br />

at https://candidates.carneysandoe.com/Account/Regi<br />

ster<br />

Visiting Instructor in Mandarin Chinese (Birmingham,<br />

AL)<br />

Birmingham-Southern College invites applications for<br />

a full-time appointment in Mandarin Chinese. This<br />

position is a visiting instructor appointment for the<br />

<strong>2019</strong>-2020 academic year; the successful candidate<br />

may be invited to apply for a possible future tenure<br />

track line. The teaching load is three courses per<br />

semester plus one January Exploration term course.<br />

BSC’s small collegial Modern Foreign Languages<br />

Department is committed to hiring a colleague with a<br />

genuine passion for teaching and proven success in<br />

the classroom. The College seeks a dynamic teacher<br />

to continue growing our recently established Chinese<br />

language program. The successful candidate will be<br />

fluent in both Mandarin Chinese and English and will<br />

have completed a Ph.D. in a relevant area at the time<br />

of appointment. The field of expertise is open.<br />

Experience in teaching undergraduates in a North<br />

American university is required, with a strong<br />

preference for candidates with experience in a liberal<br />

arts setting. Primary teaching responsibilities will<br />

include introductory and intermediate level Chinese<br />

language courses; the ability to teach courses in<br />

Chinese for the workplace is a plus. The successful<br />

candidate will understand and uphold the academic<br />

values of the College and will possess a strong<br />

commitment to academic rigor and excellence in<br />

undergraduate teaching in the liberal arts setting.<br />

50<br />

Review of applications will begin immediately, and will<br />

continue until the position is filled. Applicants should<br />

provide a letter of interest, a statement of teaching<br />

philosophy that specifically addresses the liberal arts<br />

setting, two sample course syllabi, a curriculum vitae,<br />

and three letters of recommendation. Candidates are<br />

also invited to submit teaching evaluations. All<br />

materials should be sent to Dr. Barbara Domcekova,<br />

Department of Modern Foreign Languages, Box<br />

549029, Birmingham-Southern College, Birmingham,<br />

AL 35254. Materials can also be sent electronically<br />

to bdomceko@bsc.edu.<br />

Birmingham-Southern College (BSC) is a selective<br />

residential liberal arts college enrolling approximately<br />

1300 undergraduate students. BSC is included in<br />

Pope’s Colleges that Change Lives and is a<br />

sheltering institution for Phi Beta Kappa. The<br />

College’s curriculum is based on close faculty-student<br />

interaction in teaching, advising, and research. For<br />

more on the College’s faculty, students, educational<br />

mission, and national reputation, visit www.bsc.edu.<br />

Birmingham-Southern College is located just minutes<br />

from downtown Birmingham, which is the largest city<br />

in Alabama and a leading hub for banking and<br />

medical care and research in the Southeast. A vibrant<br />

center for entertainment, commerce, and recreational<br />

activities. There are six higher education institutions<br />

within a short commute; a symphony; a ballet; a zoo;<br />

botanical garden; the largest art museum in the<br />

Southeast; a world-class civil rights institute and<br />

annual art, music, and film festivals–as well as<br />

numerous opportunities for outdoor adventure<br />

activities. In 2015, Birmingham was ranked as the #1<br />

“next hot food city” by Zagat’s.<br />

BSC is an equal opportunity employer and is<br />

especially interested in qualified candidates who can<br />

contribute through their teaching, research, and/or<br />

service to the diversity and excellence of the<br />

academic community. BSC is also committed to<br />

expanding the diversity of the faculty, staff and the<br />

student body and in creating a welcoming and<br />

inclusive environment for all. Individuals from diverse<br />

populations are encouraged to apply. BSC complies<br />

with the Alabama Child Protection Act and E-Verify.<br />

EOE<br />

Professor in Applied Language Sciences /<br />

Bilingualism and Communication (Hong Kong)<br />


The Hong Kong Polytechnic University (PolyU) is a<br />

government-funded tertiary institution in Hong

<strong>CLTA</strong> NEWSLETTER<br />

Kong. It offers programmes at various levels<br />

including Doctorate, Master’s, and Bachelor’s<br />

degrees. It has a full-time academic staff strength of<br />

around 1,400. The total annual consolidated<br />

expenditure budget of the University is in excess of<br />

HK$7.4 billion.<br />



Professor in Applied Language Sciences /<br />

Bilingualism and Communication (Ref. 19032113)<br />

The Department of Chinese and Bilingual Studies is<br />

one of the constituent departments of the Faculty of<br />

Humanities. One of the core missions of the<br />

Department of Chinese and Bilingual Studies is to<br />

promote and develop studies of Chinese in<br />

multilingual contexts and studies of multilingualism in<br />

Chinese contexts. It has built a reputation in Applied<br />

Chinese Language Studies, and seeks to extend its<br />

strength in areas like Bilingualism (including<br />

Translation and Interpreting), Intercultural<br />

Communication and East Asian Studies. Another<br />

mission of the Department is to offer professionoriented<br />

programmes that meet the career aspirations<br />

of young adults in Hong Kong and elsewhere in<br />

Greater China. It offers bachelor’s, master’s, and<br />

doctoral degree programmes in Chinese Linguistics,<br />

Chinese Language Teaching, Speech Therapy,<br />

Teaching Chinese as a Foreign Language,<br />

Translating & Interpreting, and Bilingual Corporate<br />

Communication. It also offers courses in<br />

Korean/Japanese language and culture at bachelor’s<br />

level. Within the Department, there is a Centre for<br />

Translation Studies, a PolyU-PekingU Research<br />

Centre on Chinese Linguistics, a Speech Therapy<br />

Unit, and a Chinese Language Centre which provides<br />

training in Chinese language and Putonghua for the<br />

whole University. The Department has over 90 fulltime<br />

academic and teaching staff members. More<br />

information about the CBS Department may be found<br />

at http://www.cbs.polyu.edu.hk/.<br />

The appointee will be required to (a) engage in<br />

teaching and related learning activities at both<br />

undergraduate and postgraduate levels; (b) assume<br />

an important role in curriculum design and<br />

development; (c) undertake academic research in<br />

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

making applications for external research grants; (d)<br />

provide administrative support for academic<br />

51<br />

development and departmental objectives, and play<br />

an active role in programme management; (e) render<br />

professional service to the discipline and/or the<br />

community at large; (f) provide academic leadership<br />

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

other duties as assigned by the Head of Department<br />

or his/her delegates.<br />

Applicants should have (a) a PhD degree in a<br />

relevant discipline, preferably with one of the following<br />

specialisms: i) Clinical Linguistics, Special Education<br />

Needs, Language Pathology, Speech Therapy,<br />

Neuroscience or Computational Linguistics with<br />

usage of language technology in digital humanities<br />

and big data analytics. Additional expertise in other<br />

areas of the humanities such as media studies or<br />

language and literature will be a significant<br />

advantage; or ii) Bilingual Corporate Communication,<br />

Intercultural Communication,<br />

Bilingualism/Multilingualism or related fields; (b)<br />

substantial years of relevant post-qualification<br />

experience and an excellent record of relevant<br />

academic and/or professional achievements; (c) a<br />

high level of fluency in English; and (d) a strong<br />

commitment to excellence in teaching, scholarly<br />

activities and professional service.<br />

Preference will be given to those who are fluent in<br />

Cantonese or Putonghua and literate in written<br />

Chinese.<br />

Remuneration and Conditions of Service<br />

A highly competitive remuneration package will be<br />

offered. An appropriate term will be provided for<br />

appointment at Professor level. For general<br />

information on terms and conditions for appointment<br />

of academic staff in the University, please visit the<br />

website<br />

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

should state their current and expected salary in the<br />

application.<br />

Application<br />

Please send a completed application form to Human<br />

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

Kong Polytechnic University, Hung Hom, Kowloon,<br />

Hong Kong or via email<br />

to hrstaff@polyu.edu.hk. Application forms can be<br />

obtained via the above channels or downloaded<br />

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

<strong>CLTA</strong> NEWSLETTER<br />

forms.php. If a separate curriculum vitae is to be<br />

provided, please still complete the application form<br />

which will help speed up the recruitment<br />

process. Consideration of applications will<br />

commence on 12 April <strong>2019</strong> until the position is filled.<br />

The University’s Personal Information Collection<br />

Statement for recruitment can be found<br />

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

s.php.<br />

Assistant Professor in Applied Language Sciences /<br />

Bilingualism and Communication / Chinese<br />

Linguistics / Translation and Interpreting (two posts)<br />

(Ref. 19032114) (Hong Kong)<br />


The Hong Kong Polytechnic University (PolyU) is a<br />

government-funded tertiary institution in Hong<br />

Kong. It offers programmes at various levels<br />

including Doctorate, Master’s, and Bachelor’s<br />

degrees. It has a full-time academic staff strength of<br />

around 1,400. The total annual consolidated<br />

expenditure budget of the University is in excess of<br />

HK$7.4 billion.<br />



Assistant Professor in Applied Language Sciences /<br />

Bilingualism and Communication / Chinese<br />

Linguistics / Translation and Interpreting (two posts)<br />

(Ref. 19032114)<br />

The Department of Chinese and Bilingual Studies is<br />

one of the constituent departments of the Faculty of<br />

Humanities. One of the core missions of the<br />

Department of Chinese and Bilingual Studies is to<br />

promote and develop studies of Chinese in<br />

multilingual contexts and studies of multilingualism in<br />

Chinese contexts. It has built a reputation in Applied<br />

Chinese Language Studies, and seeks to extend its<br />

strength in areas like Bilingualism (including<br />

Translation and Interpreting), Intercultural<br />

Communication and East Asian Studies. Another<br />

mission of the Department is to offer professionoriented<br />

programmes that meet the career aspirations<br />

of young adults in Hong Kong and elsewhere in<br />

Greater China. It offers bachelor’s, master’s, and<br />

doctoral degree programmes in Chinese Linguistics,<br />

Chinese Language Teaching, Speech Therapy,<br />

Teaching Chinese as a Foreign Language,<br />

Translating & Interpreting, and Bilingual Corporate<br />

Communication. It also offers courses in<br />

Korean/Japanese language and culture at bachelor’s<br />

52<br />

level. Within the Department, there is a Centre for<br />

Translation Studies, a PolyU-PekingU Research<br />

Centre on Chinese Linguistics, a Speech Therapy<br />

Unit, and a Chinese Language Centre which provides<br />

training in Chinese language and Putonghua for the<br />

whole University. The Department has over 90 fulltime<br />

academic and teaching staff members. More<br />

information about the CBS Department may be found<br />

at http://www.cbs.polyu.edu.hk/.<br />

The appointees will be required to (a) engage in<br />

teaching and related learning activities at both<br />

undergraduate and postgraduate levels; (b) assume<br />

an important role in curriculum design and<br />

development; (c) undertake academic research in<br />

their areas of expertise, including but not limited to<br />

making applications for external research grants; (d)<br />

provide administrative support for academic<br />

development and departmental objectives, and play<br />

an active role in programme management; (e) render<br />

professional service to the discipline and/or the<br />

community at large; and (f) perform any other duties<br />

as assigned by the Head of Department or his/her<br />

delegates.<br />

Applicants should have (a) a PhD degree in a<br />

relevant discipline, preferably with the specialism in i)<br />

Clinical Linguistics, Special Education Needs,<br />

Language Pathology, Speech Therapy, Neuroscience<br />

or Computational Linguistics with usage of language<br />

technology in digital humanities and big data<br />

analytics, additional expertise in other areas of the<br />

humanities such as media studies or language and<br />

literature will be a significant advantage; ii) Bilingual<br />

Corporate Communication, Intercultural<br />

Communication, Bilingualism/Multilingualism or<br />

related fields; iii) Cantonese Linguistics (e.g. Syntax,<br />

Semantics, Sociolinguistics or Phonology); or (iv)<br />

Chinese-English or English-Chinese Translation &<br />

Interpreting (involving Cantonese and/or Mandarin);<br />

(b) relevant post-qualification teaching and research<br />

experience and a proven record of relevant academic<br />

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

fluency in English; and (d) a strong commitment to<br />

excellence in teaching, scholarly activities and<br />

professional service.<br />

Applicants should normally have evidence-based<br />

research experience (as supported by evidence of<br />

research projects and outputs). Experience of<br />

postdoctoral research positions will be a plus but not<br />


<strong>CLTA</strong> NEWSLETTER<br />

For the post in Applied Language Sciences /<br />

Bilingualism and Communication, preference will be<br />

given to those who are fluent in Cantonese or<br />

Putonghua and literate in written Chinese.<br />

Remuneration and Conditions of Service<br />

A highly competitive remuneration package will be<br />

offered. Initial appointments will be on a fixed-term<br />

gratuity-bearing contract. Re-engagement thereafter<br />

is subject to mutual agreement. For general<br />

information on terms and conditions for appointment<br />

of academic staff in the University, please visit the<br />

website<br />

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

should state their current and expected salary in the<br />

application.<br />

Application<br />

Please send a completed application form to Human<br />

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

Kong Polytechnic University, Hung Hom, Kowloon,<br />

Hong Kong or via email<br />

to hrstaff@polyu.edu.hk. Application forms can be<br />

obtained via the above channels or downloaded<br />

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

forms.php. If a separate curriculum vitae is to be<br />

provided, please still complete the application form<br />

which will help speed up the recruitment<br />

process. Consideration of applications will<br />

commence on 12 April <strong>2019</strong> until the positions are<br />

filled. The University’s Personal Information Collection<br />

Statement for recruitment can be found<br />

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

s.php.<br />

Program Coordinator (San Francisco, CA)<br />

Confucius Institute at San Francisco State University<br />

invites application for a full-time Program Coordinator<br />

position to begin in April <strong>2019</strong>.<br />

Job Description<br />

Job Title: Program Coordinator (Administrative<br />

Analyst/Specialist Exempt I) – Confucius Institute,<br />

Division of International Education, San Francisco<br />

State University<br />

Job ID: 10188<br />

Location: On Campus<br />

Full/Part Time: Full Time<br />

Regular/Temporary: Regular<br />

53<br />

Working Title<br />

Program Coordinator<br />

SF State University<br />

San Francisco State is an Equal Opportunity<br />

Employer and does not discriminate against persons<br />

on the basis of race, religion, color, ancestry, age,<br />

disability, genetic information, gender, gender identity,<br />

gender expression, marital status, medical condition,<br />

National origin, sex, sexual orientation, covered<br />

veteran status, or any other protected<br />

status. Reasonable accommodations will be provided<br />

for qualified applicants with disabilities who selfdisclose<br />

by contacting the Senior Human Resources<br />

Manager.<br />

Applicants may visit titleix.sfsu.edu for more<br />

information on SF State’s policy prohibiting<br />

discrimination, and how to file an online report using<br />

the procedures under Executive Order 1096 Revised.<br />

Inquiries can be directed to the campus Title IX<br />

Coordinator and Discrimination, Harassment, and<br />

Retaliation Administrator by calling (415) 338-2032 or<br />

emailing vpsaem@sfsu.edu.<br />

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

Campus. Smoking or Vaping of any tobacco/plantbased<br />

substance is not permitted on any University<br />

properties.<br />

The person holding this position may be considered a<br />

“mandated reporter” under the California Child Abuse<br />

and Neglect Reporting Act and is required to comply<br />

with the requirements set forth in CSU Executive<br />

Order 1083 as a condition of employment.<br />

This position may be a “designated position” in the<br />

California State University’s Conflict of Interest<br />

Code. The successful candidate accepting this<br />

position may be required to file Conflict of Interest<br />

forms subject to the regulations of the Fair Political<br />

Practices Commission.<br />

Department: Confucius Institute<br />

Department Description<br />

The Confucius Institute at San Francisco State<br />

University (CISFSU) was established as the first<br />

home of the Confucius Institute in Western United<br />

States in July 2005, and was formally inaugurated in<br />

February 2006 in response to the increasing need for<br />

learning Chinese in the United States.<br />

The partner institution in China is Beijing Normal<br />

University. CISFSU has devoted every effort to<br />

encourage the growth of Chinese language programs<br />

in Northern California, and persisted in its<br />

commitment to developing and supporting Chinese<br />

language teaching, teacher training, and outreach<br />

and exchange. We have worked together with our

<strong>CLTA</strong> NEWSLETTER<br />

partners to provide more opportunities for Chinese<br />

language learners and teachers at all level of<br />

education.<br />

We have developed an activity plan which sets out to<br />

establish new courses in Chinese, creating new<br />

second language acquisition materials, training<br />

Chinese teachers and developing new curricula,<br />

developing textbook and teaching resource center,<br />

and promoting teaching credential programs. Major<br />

activities include Mandarin courses, teacher training<br />

programs, Chinese Language Bridge Cup Contests<br />

for K-12 Students, Chinese Bridge-Chinese<br />

Proficiency Competition for College Students,<br />

Summer Camps, seminars/conferences, community<br />

activities, and cultural events. SF State sees the CI as<br />

one of the important strategic opportunities to<br />

enhance its Chinese language learning and<br />

instruction, reach out to and serve the communities in<br />

Northern California and beyond, contribute to its goal<br />

of internationalization.<br />

Appointment Type<br />

Temporary CSUEU position: Position to end on or<br />

before December 31, <strong>2019</strong>. Permanent status may<br />

be earned in this position if it is renewed for four<br />

years without a break in service in accordance with<br />

collective bargaining agreement provisions.<br />

Time Base: Full-Time (1.0)<br />

Work Schedule: Monday through Friday; 8:00 AM to<br />

5:00 PM<br />

Anticipated Hiring Range<br />

$4,300.00 to $4,500.00 per month ($51,600.00 to<br />

$54,000.00 annually)<br />

Salary is commensurate with experience.<br />

Position Summary<br />

Under the direct supervision of the Confucius Institute<br />

(CI) Director, the Program Coordinator provides<br />

complex administrative support to the Director and<br />

manages customer functions for CI, including general<br />

oversight of CI operations, facilities, and telephone<br />

and email inquiries. The incumbent is responsible for<br />

knowledge, interpretation and implementation of SF<br />

State and California State University (CSU) operating<br />

and administrative policies and procedures; and<br />

providing assistance in the planning and<br />

implementation of the programs, workshops, and<br />

activities of CI. The incumbent provides extensive<br />

budgetary analysis, financial planning, human<br />

resources support, administrative reports and account<br />

management for CI, in cooperation with visiting<br />

scholars and supporting the Division of International<br />

Education (DoIE). The incumbent works directly with<br />

faculty and students and assists the Director in<br />

54<br />

supervising student staff. The incumbent supports the<br />

Director in performing a variety of administrative and<br />

technical support in financial management, office<br />

operation, and CI program design and coordination;<br />

completing travel forms, reimbursement requests,<br />

budget and expenditure reports; promoting programs<br />

such as Summer Camp in China for American<br />

Students and the Summer Institute for local Chinese<br />

language teachers; and organizing Chinese language<br />

programs and cultural activities, and outreach<br />

services in communities. The incumbent is<br />

responsible for other duties as assigned by the CI<br />

director, and assisting DoIE in administrative support,<br />

educational exchange programs, student service, and<br />

bilingual (English and Chinese) service.<br />

Position Information<br />

Confucius Institute Support and Customer Service<br />

– Responsible for office customers service for CI,<br />

including answering telephones, managing general<br />

correspondence, and hours of operation.<br />

– Respond to routine inquires, take messages and/or<br />

refer inquires as appropriate.<br />

– Develop and maintain CI operational calendar and<br />

hours of operation.<br />

– Develop, receive, review, and track program and<br />

event assessment forms from CI activities.<br />

– Serve as the primary contact for all CI related<br />

requests and inquiries, such as requests for Chinese<br />

classes, presentations, training workshops, Chinese<br />

cultural events, Chinese proficiency tests, and<br />

Confucius Institute Scholarships and Chinese Bridge<br />

programs.<br />

– Manage requests and distribution of outreach and<br />

materials, including event news and announcements<br />

on website. Refer visitors with inquiries to the<br />

appropriate office.<br />

Administrative Coordination<br />

– Support CI Director and team members.<br />

– Responsible for ordering supplies.<br />

– Maintain CI budget and expenditures.<br />

– Responsible for coordinating Director and team<br />

members’ travel arrangements and completing travel<br />

claims.<br />

– Recruit, hire, and train student staff, including the<br />

creation and maintenance of accurate training<br />

materials.<br />

– Inform and assist CI team members with CSU and<br />

SFSU travel, budget, and approval protocol.<br />

– Maintain budget request processes and protocol.<br />

– Assist in the completion of Year-End reports in<br />

collaboration with CI Director.<br />

– Contact appropriate campus departments to resolve

<strong>CLTA</strong> NEWSLETTER<br />

functional and operational issues.<br />

– Support faculty, staff, and students in daily office<br />

management, schedule CI meetings and campus<br />

special events.<br />

– Draft correspondence/memos.<br />

– Maintain the office files and programs materials.<br />

– Research and submit service request to facilities<br />

and telecommunications.<br />

– Coordinate CI activities and events.<br />

– Compile and analyze data.<br />

– Produce routine and ad hoc reports.<br />

Program Coordination and Management<br />

– Responsible for the annual update of<br />

communication and promotion materials.<br />

– Develop and maintain program checking system.<br />

– Research and develop administrative reports<br />

related to CI.<br />

– Assist the Director in collaborating with campus<br />

community including, but not limited to, the<br />

academic colleges /departments (in particular:<br />

Department of World Languages and Literatures,<br />

Graduate College of Education, Department of<br />

Psychology, Department of Cinema, College of<br />

Business, etc.), Dean of Students’ Office, Office of<br />

Research and Sponsored Programs (ORSP),<br />

International Programs, Risk Management, Human<br />

Resources, and Associated Students (with the goal of<br />

providing high quality Chinese language and culture<br />

programs for students, faculty and staff).<br />

– Assist the Director in improving access and success<br />

for students from diverse language and cultural<br />

backgrounds.<br />

– Support faculty and staff in providing information<br />

about CI to students and visitors.<br />

– Manage the application/invitation,<br />

registration/confirmation processes for CI activities.<br />

– Reserve facilities and arrange appropriate set-up<br />

and decorations for events, including ordering<br />

refreshments as appropriate, and preparing agenda<br />

and all other documents and presentations.<br />

– Assist in the planning and implementation of on and<br />

off campus special events.<br />

Support Division of International Education (DoIE)<br />

– Perform administrative tasks in support DoIE in<br />

international outreach, particularly in the greater<br />

China areas, for recruitment and educational<br />

exchange programs, including planning events and<br />

assisting with services for international students and<br />

scholars, and bilingual (English and Chinese )<br />

services.<br />

Other Duties as Assigned.<br />

Minimum Qualifications<br />

55<br />

Entry to this classification requires general knowledge<br />

and skills in the applicable administrative and/or<br />

program field with a foundational knowledge of public<br />

administration principles, practice, and methods. This<br />

foundation would normally be obtained through a<br />

bachelor’s degrees and/or equivalent training and<br />

administrative work experience involving study,<br />

analysis, and/or evaluation leading to the<br />

development or improvement of administrative<br />

policies, procedures, practices, or programs.<br />

-Working knowledge of and ability to apply standard<br />

theories, principles, practices, and techniques<br />

applicable to the program and administrative specialty<br />

in order to develop conclusions and make<br />

recommendations.<br />

-Thorough knowledge of the university policies,<br />

procedures, and outside regulations pertaining to the<br />

applicable program and/or administrative specialty.<br />

-Working knowledge and experiences of operational<br />

and fiscal analysis and techniques.<br />

-Ability to work in a team and take initiative and<br />

independently plan, organize, coordinate, and<br />

perform work in various situations where numerous<br />

and diverse demands are involved.<br />

-Skill in the research, development and evaluation of<br />

policies and programs, including the collection,<br />

evaluation, and interpretation of data to develop<br />

sound conclusions and make appropriate<br />

recommendations.<br />

-Experience in team work and analyzing problems<br />

with a broad administrative impact and implications.<br />

Ability to anticipate problems and address them<br />

proactively.<br />

-Demonstrated ability to effectively interpret, organize,<br />

and present information and ideas in written or<br />

presentation form.<br />

-Ability to train others on new skills and procedures<br />

and provide lead work direction.<br />

Preferred Qualifications<br />

– Bachelor’s Degree in<br />

Education/Language/Communication/ Management<br />

or a related discipline.<br />

– Knowledge of Chinese language, culture, and<br />

history.<br />

– Possession of strong bilingual (English and<br />

Chinese) communication skills and the ability to<br />

provide information accurately and effectively, both<br />

orally and in writing, to large groups and to individuals<br />

of culturally and economically diverse backgrounds.<br />

– Ability to plan and coordinate Chinese language<br />

classes and Chinese cultural events programming.<br />

– Proven background in educational program

<strong>CLTA</strong> NEWSLETTER<br />

development including experience in Chinese<br />

language training development and working with<br />

faculty and students in diversity institutions.<br />

– Proven background working with teachers and<br />

students on campus or in communities in promoting<br />

training workshops and conferences.<br />

– Demonstrated skills to logically analyze complex<br />

situations and data and develop clear and concise<br />

reports or recommendations.<br />

– Excellent organizational and team working skills.<br />

– Two years of working experience with programs<br />

that address education and program management<br />

that impact the success of Chinese language<br />

teaching and learning.<br />

– Particular knowledge of California and the CSU<br />

higher education environment.<br />

– Demonstrated experience in supervising student<br />

assistants and excellent customers services skills.<br />

– Computer skills in Microsoft Office (Word,<br />

PowerPoint, Excel, Outlook, etc.)<br />

– Knowledge of a wide range of communication and<br />

design applications, including InDesign, Microsoft<br />

Office suite, Drupal, Adobe Creative, page layout<br />

software, html, email and social networking<br />

applications.<br />

– Thorough knowledge of SFSU, its philosophy,<br />

policies and procedures, programs, and services<br />

related to quality education for students.<br />

– Excellent time management skills, ability to<br />

effectively work independently, or in teams on<br />

multiple tasks or projects.<br />

– Knowledge of University Fiscal Affairs,<br />

Procurement, Human Resources policies, practice &<br />

procedures, and experience in budgetary analysis,<br />

financial planning, including budget application and<br />

expenditure report to the Board of Directors of the<br />

Confucius Institute.<br />

– Knowledge of PeopleSoft, Human Resources<br />

Management Systems (HRMS), Campus Solutions<br />

(CS), and iLearn.<br />

– Previous office experience working with budget and<br />

personnel documents, and ability to produce<br />

statistical data/charts.<br />

– Ability to work with changing deadlines and within<br />

time constraints.<br />

Core competencies-embody the following<br />

competencies:<br />

– Bias toward collaboration and teamwork.<br />

– Effective communication skills.<br />

– Customer/Client Focus with an emphasis in<br />

problem solving and resolution.<br />

– Personal effectiveness and credibility as<br />

56<br />

demonstrated by interpersonal and professional<br />

confidence.<br />

– Diversity and inclusion.<br />

Environmental/Physical/Special<br />

– Required to travel to off-campus locations for<br />

special events.<br />

– Must have access to a car with current registration<br />

and automobile insurance to travel to school sites,<br />

college fairs, and pre-admissions events within<br />

California; if no access to a car, must make own<br />

transportation arrangements to meet outreach<br />

commitments on time.<br />

– Must be able to competently interact with a<br />

culturally and ethnically diverse population of<br />

students, faculty and staff.<br />

Pre-Employment Requirements<br />

This position requires the successful completion of a<br />

background check.<br />

Benefits<br />

Threaded through our Total Compensation package<br />

is a commitment to Bridging Life’s Transitions. SF<br />

State is committed to providing our employees with a<br />

comprehensive program that rewards efforts that are<br />

appreciated by your colleagues, students and the<br />

customers we serve.<br />

We offer a competitive compensation package that<br />

includes Medical, Dental, Vision, Pension, 401k,<br />

Healthcare Savings Account, Life Insurance,<br />

Disability Insurance, Vacation and Sick Leave as well<br />

as State Holidays and a dynamic Fee Waiver<br />

program, all geared towards the University’s<br />

commitment to attract, motivate and retain our<br />

employees.<br />

CSUEU Position<br />

Eligible and qualified on-campus applicants, currently<br />

in bargaining units 2, 5, 7, and 9 are given hiring<br />

preference.<br />

How to Apply<br />




https://cmshr.sfsu.edu/psc/HSFPRDF/EMPLOYEE/H<br />

RMS/c/HRS_HRAM.HRS_CE.GBL?from=singlemess<br />

age&isappinstalled=0<br />

Submit an online application and upload in one file<br />

attachment your resume, cover letter, describing your<br />

specific qualifications for each position AND three (3)<br />

professional references who can comment upon your<br />

education and/or job related experience.<br />




<strong>CLTA</strong> NEWSLETTER<br />

The Human Resources office is open Mondays<br />

through Fridays from 8 a.m. to 5 p.m., and can be<br />

reached at (415) 338-1872.<br />

Application Deadline: April 1, <strong>2019</strong>.<br />

Please note that this position, position requirements,<br />

application deadline and/or any other component of<br />

this position is subject to change or cancellation at<br />

any time.<br />

Full-time Lecturer in the Chinese Language Program<br />

(Philadelphia, PA)<br />

The Department of East Asian Languages and<br />

Civilizations at the University of Pennsylvania<br />

announces the availability of a full-time Lecturer in the<br />

Chinese Language Program for the academic year<br />

<strong>2019</strong>-20. The appointment will be for one year with<br />

the possibility of annual renewal for up to an<br />

additional two years based on satisfactory<br />

performance and approval of the Dean. Applicants for<br />

the position should possess at least a Master’s<br />

degree in Education or Humanities with a primary<br />

focus on Chinese language and culture, and<br />

pedagogy. They should have native or near-native<br />

competency in Mandarin and advanced level<br />

proficiency in English. Preference will be given to<br />

candidates who have experience in teaching all levels<br />

of Chinese language at the university or college level<br />

in the U.S. Duties include teaching language classes<br />

(6 courses per academic year), attending meetings of<br />

the Chinese language program, and working with the<br />

Director of the language program and China faculty<br />

on materials development.<br />

Candidates should apply online<br />

at http://facultysearches.provost.upenn.edu/postings/<br />

1423. Please submit a cover letter, CV, statement of<br />

teaching philosophy, and contact information for a<br />

minimum of two individuals who have agreed to<br />

provide a recommendation letter. The University will<br />

contact the recommenders with instructions on how to<br />

submit their letters. We also encourage the applicants<br />

to upload additional documents if available: 1) recent<br />

teaching evaluations including written comments, 2) a<br />

link to a video recording of a class, and 3) a<br />

description of the video and relevant materials.<br />

The review of applications will begin immediately and<br />

will continue until the position is filled.<br />

The Department of East Asian Languages and<br />

Civilizations is strongly committed to Penn’s Action<br />

Plan for Faculty Diversity and Excellence and to<br />

creating a diverse faculty (for more information<br />

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

/diversityplan.html.)<br />

57<br />

The University of Pennsylvania is an Equal<br />

Opportunity Employer. Minorities/Women/Individuals<br />

with disabilities/Protected Veterans are encouraged to<br />

apply.<br />

Chinese Lecturer – Part-Time Renewable (Lexington,<br />

Virginia)<br />

Part-Time Renewable Chinese Lecturer<br />

The Department of East Asian Languages and<br />

Literatures at Washington and Lee University invites<br />

applications for a part-time Chinese lecturer position<br />

to begin in late August <strong>2019</strong>. This position is annually<br />

renewable, if there is need. Responsibilities include<br />

teaching Chinese language at all levels and active<br />

involvement with departmental activities.<br />

Qualifications:<br />

Master’s degree or higher in Chinese language,<br />

Teaching Chinese as a Second Language, linguistics<br />

or related fields; native or near-native fluency in both<br />

Chinese and English; demonstrated excellence in<br />

teaching Chinese at the college level.<br />

Required Application Materials:<br />

Applications should include the following items: a<br />

cover letter (please include a web-accessible link to a<br />

20-minute video of your teaching demo), a curriculum<br />

vitae, and three letters of recommendation.<br />

Please submit your application<br />

at http://apply.interfolio.com/61315. Review of<br />

applications will begin on April 8, <strong>2019</strong> and will<br />

continue until the position is filled.<br />

Founded in 1749 and located in the Shenandoah<br />

Valley of Virginia, Washington and Lee University<br />

offers a unique academic setting of arts and sciences,<br />

commerce and law, and is consistently ranked in the<br />

top tier of liberal arts colleges. An affirmative-action,<br />

equal-opportunity employer, Washington and Lee<br />

University is deeply committed to building a<br />

multicultural educational environment and a culturally<br />

diverse and pluralistic faculty and staff and strongly<br />

encourages applications from underrepresented<br />

groups.<br />

Associate Professor in Linguistics and Applied<br />

Linguistics (Shanghai Jiao Tong University)<br />

University: Shanghai Jiao Tong University<br />

Department: International Chinese Education of the<br />

School of Humanities<br />

Web Address: http://shss.sjtu.edu.cn<br />

Specialty Areas:<br />

Linguistics: Psycholinguistics, Computational<br />

Linguistics, Second Language Acquisition, Linguistic<br />

Typology, Applied Linguistics, Chinese Linguistics

<strong>CLTA</strong> NEWSLETTER<br />

Required Language(s): Chinese and English<br />

Key Requirements:<br />

The applicant should have a PhD degree in<br />

Linguistics conferred by an accredited university,<br />

have demonstrated good academic research abilities<br />

and potential, and be able to conduct independent<br />

academic research, give lectures, and mentor<br />

doctoral students. The applicant should also have at<br />

least one year’s experience of postdoctoral research<br />

or of teaching and independent research at an<br />

academic institution, and have outstanding research<br />

achievements that represent a higher academic<br />

level.<br />

The Holder of this position will not be granted with<br />

tenure until s/he goes through a formal review<br />

process successfully at end of a trial period of 3<br />

years.<br />

Salary and Benefits:<br />

The salary and benefits will be in accordance with the<br />

regulations of Shanghai Jiao Tong University.<br />

Supporting Documents:<br />

Applicants are required to provide the following<br />

supporting documents with their application:<br />

1. CV (including name, date of birth, current<br />

institution, contact information, a list of publications,<br />

major research and teaching areas,<br />

etc.)<br />

2. Research and Teaching Statement<br />

3. Three to five recent research samples (within five<br />

years)<br />

Note: Three academic references or letters of<br />

recommendation are preferred but not required.<br />

If you are interested in the position, please send the<br />

required documents to<br />

hr.human@sjtu.edu.cn<br />

and indicate your name and the position you apply for<br />

in the subject of the email, and how you have heard<br />

about this position in the email.<br />

About the institution:<br />

Shanghai Jiao Tong University (SJTU) was founded<br />

in 1896 and is one of the highest ranking universities<br />

in China with a world-class reputation.<br />

The School of Humanities (SHSS) includes four<br />

categories of academic disciplines covering Chinese<br />

Language and Literature, History,<br />

Philosophy, and Arts. The School of Humanities has<br />

two undergraduate programs for disciplines of<br />

Chinese Language and Literature (Sino-foreign<br />

culture exchange) and Chinese Language (designed<br />

for overseas students); three undergraduate minor<br />

courses separately for Chinese Language and<br />

Literature, History, and Musicology; three<br />

Master degree programs separately for first-level<br />

discipline in Chinese<br />

Language and Literature, Chinese History, and<br />

Philosophy; one professional Master degree program<br />

for International Chinese Language<br />

Education; two doctoral programs in comparative<br />

literature and cultural theory, and Marxism. The total<br />

number of faculty and staff currently working in the<br />

School is 140 and there are 1700 students studying in<br />

the School.<br />

If you have interest in the position or want to know<br />

more about the institution, you are welcomed to<br />

attend “The First SJTU International Young Scholars<br />

Forum on Humanities” in <strong>May</strong> (with your travel<br />

expense<br />

fully covered by SJTU). See below.<br />

The First SJTU International Young Scholars Forum<br />

on Humanities<br />

1. Introduction<br />

Hosted by the School of Humanities, the First SJTU<br />

International Young Scholars Forum on Humanities is<br />

designed for outstanding young scholars all over the<br />

world. It is our hope that, through key lectures,<br />

seminars and talent exchanges, a platform will be<br />

established for worldwide young scholars with<br />

excellent academic background in literature, history,<br />

philosophy and art to promote understanding and<br />

share insights, that the development strategy,<br />

discipline construction, scientific research and faculty<br />

policies of SJTU and the School of Humanities can be<br />

fully understood, and that young scholars will be<br />

motivated to achieve their aspirations in SJTU,<br />

boosting the development of Humanities.<br />

2. Schedule<br />

Registration: <strong>May</strong> 17th, <strong>2019</strong><br />

Forum: <strong>May</strong> 18th-19th, <strong>2019</strong><br />

<strong>May</strong> 18th:<br />

Morning: Opening Ceremony & Keynote Lectures<br />

Afternoon: Academic Sessions &Seminars<br />

<strong>May</strong> 19th:<br />

Morning: Introduction of SJTU Policies & Campus<br />

Tour<br />

Afternoon: Domain-specific Discussions, Talent<br />

Exchanges & Closing Ceremony<br />

Address: School of Humanities, Minhang District,<br />

Shanghai Jiao Tong<br />

University<br />

3.Selection Criteria<br />

Applicants should have a doctoral degree conferred<br />

by an accredited university and are in their early<br />

teaching and research career years.<br />


<strong>CLTA</strong> NEWSLETTER<br />

4.Academic Fields<br />

Four disciplines will be involved in this Forum, namely<br />

Chinese Language<br />

& Literature, History, Philosophy, and Art Education.<br />

The principal academic directions are as follows:<br />

Chinese Language Literature: Ancient Literature,<br />

Modern and Contemporary<br />

Literature, Literature and Art (including Literary<br />

Anthropology),<br />

Comparative Literature and World Literature, Folk<br />

Literature, Chinese Philology, Linguistics and Applied<br />

Linguistics, including<br />

Psycholinguistics, Computational Linguistics, Second<br />

Language Acquisition, Linguistic Typology, Applied<br />

Linguistics, etc.<br />

History: Chinese history, World history<br />

Philosophy: Western Philosophy, Chinese<br />

Philosophy, Logic, Philosophy of<br />

Science Art education: Musicology<br />

5. How to Apply<br />

Application: Complete the online application form on<br />

the school<br />

websitehttp://ph.echaoceshi.com/Humanities/Web/Ap<br />

ply.<br />

Invitation: All the applications will be assessed by<br />

the departments(centers) in the school, and all the<br />

candidates will be evaluated by the school academic<br />

committee. Applicants who pass the<br />

assessment will receive an official invitation letter<br />

through email by mid-April <strong>2019</strong>.<br />

RSVP: Invited scholars are required to fill in a receipt<br />

within one week and confirm the participation.<br />

6.Financial Assistance:<br />

Board & Lodging: FULL SUPPORT<br />

Travel Expenses: SJTU will offer reimbursement for<br />

round-trip travel expenses(economy class air ticket,<br />

hard sleeper ticket, or second-class<br />

high-speed rail ticket), for which original bills are<br />

required. Please hand in the bills(invoice of the flight,<br />

boarding pass, a copy of the passport, tickets) to the<br />

coordinator during the registration.<br />

7. Contact Details:<br />

Contact person: Ms. Song<br />

Tel: 86-21-34208519<br />

Email: hr.human@sjtu.edu.cn<br />

Address: School of Humanities, Shanghai Jiao Tong<br />

University, 800 Dongchuan Road, Minhang District,<br />

Shanghai, 200240, China<br />

59<br />

Chinese Language Teaching Assistant (Lancaster,<br />

PA)<br />

Franklin & Marshall College invites applications for a<br />

one-year part-time teaching assistant (drill instructor)<br />

position in its Chinese Language Program, beginning<br />

Fall Semester <strong>2019</strong>.<br />

Candidates must have native or near-native<br />

proficiency in both Chinese and English, a B.A. in<br />

Chinese pedagogy, literature, linguistics, or a related<br />

field. M.A. and teaching experience are preferred, but<br />

not required. The successful candidate will teach drill<br />

sessions to elementary level students of Chinese,<br />

conduct one-on-one tutoring sessions with students of<br />

different levels, and assist students in learning the<br />

Chinese language and gaining an understanding of<br />

Chinese culture through a variety of co-curricular<br />

activities. Candidates should submit the following<br />

materials electronically via Interfolio<br />

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

application, current curriculum vitae, transcripts, and<br />

a sampling of teaching evaluations. Applicants must<br />

also arrange for two letters of recommendation to be<br />

submitted by referees directly to Interfolio. Inquiries<br />

may be directed to sshao@fandm.edu. Application<br />

review will begin March 11, <strong>2019</strong> until the position is<br />

filled. Applications will not be accepted after April 26,<br />

<strong>2019</strong>.<br />

The search committee will holistically assess the<br />

qualifications of each applicant. We will consider an<br />

individual’s record working with students and<br />

colleagues with diverse perspectives, experiences,<br />

and backgrounds. We will also consider experience<br />

overcoming or helping others overcome barriers to<br />

academic success.<br />

Franklin & Marshall College is committed to having an<br />

inclusive campus community where all members are<br />

treated with dignity and respect. As an Equal<br />

Opportunity Employer, the College does not<br />

discriminate in its hiring or employment practices on<br />

the basis of gender, sex, race, ethnicity, color,<br />

national origin, religion, age, disability, family or<br />

marital status, sexual orientation, or any protected<br />

characteristic. Individuals who need an<br />

accommodation due to a disability in order to submit<br />

an application or attend an employment interview<br />

should contact Human Resources at 717-358-3995.<br />

Assistant Teaching Professor of Chinese (Winston-<br />

Salem, NC)<br />

The Department of East Asian Languages and<br />

Cultures at Wake Forest University is seeking to fill an<br />

Assistant Teaching Professor or Assistant Professor

<strong>CLTA</strong> NEWSLETTER<br />

of the Practice position in Chinese to begin Fall <strong>2019</strong>.<br />

The responsibilities include teaching Chinese<br />

language courses at all levels as well as language for<br />

specific purpose courses. The successful candidate<br />

may also work with an adjunct instructor and other<br />

faculty members to organize extracurricular activities.<br />

Applicants may have a PhD in second language<br />

pedagogy or a related field (or at least an MA and<br />

extensive professional experience), native or nearnative<br />

fluency in Chinese and English, experience in<br />

teaching all levels of Chinese language courses at the<br />

university level in the U.S., and strong grounding in<br />

proficiency-oriented teaching.<br />

A complete application should include: cover letter,<br />

CV, three letters of recommendation, two sample<br />

syllabi, two most recent student evaluations, a lesson<br />

plan, and a 30-minute teaching demonstration as an<br />

attachment. Have your letter writers submit the<br />

confidential letters of recommendation<br />

to letters@wfu.edu. Please follow the instructions at<br />

the top of this posting for best results. Questions<br />

regarding the application process can be directed<br />

to AskHR@wfu.edu. Review of applicants begins<br />

immediately; the position will remain open until it is<br />

filled. Interested candidates are encouraged to also<br />

apply for our position of visiting assistant professor of<br />

Chinese.<br />

Please go to this link to<br />

apply: https://wfu.wd1.myworkdayjobs.com/en-<br />

US/Faculty_Career_Website_live/job/Winston-Salem-<br />

NC/Assistant-Teaching-Professor-of-Chinese–<br />

Department-of-East-Asian-Languages-and-<br />

Cultures_R0001436<br />

Wake Forest University is a private, coeducational<br />

institution dedicated to academic excellence in liberal<br />

arts, graduate and professional education. Founded<br />

in 1834, the University is ranked among the top 30<br />

national universities, with approximately 5100<br />

undergraduates and 3000 graduate and professional<br />

students. Wake Forest is a collegiate university<br />

offering a vibrant intellectual community with a rich<br />

cultural life, an impressive array of facilities and an<br />

active athletics community. The University has a deep<br />

institutional commitment to public service and<br />

engagement with the world, as indicated by the motto<br />

Pro Humanitate. For quick facts about the University,<br />

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

Wake Forest is located in Winston-Salem, North<br />

Carolina – part of the Piedmont Triad metropolitan<br />

region which has a population of more than 1.5 million<br />

and is listed among the top 35 best places to live in<br />

North America by Cities Ranked and Rated and is<br />

60<br />

known as the “City of the Arts and innovation,”<br />

Winston-Salem offers a vast array of arts experiences<br />

ranging from music venues to galleries to theatre and<br />

film festivals. The city is also ranked among the top<br />

50 US cities for affordability on national surveys.<br />

Wake Forest University welcomes and encourages<br />

diversity and inclusivity, and seeks applicants with<br />

demonstrated success in working with diverse<br />

populations. Wake Forest seeks to recruit and retain<br />

a diverse workforce to maintain the excellence of the<br />

University, and to offer students richly varied<br />

disciplines, perspectives, and ways of knowing and<br />

learning.<br />

Full-time Lecturer of Chinese (Knoxville, TN)<br />

The Department of Modern Foreign Languages and<br />

Literatures at the University of Tennessee, Knoxville<br />

is seeking applications for a full-time lecturer position<br />

in Chinese to begin August 1, <strong>2019</strong>. This position is a<br />

1-year renewable term, which becomes a 3-year<br />

renewable term as Senior Lecturer, and a 5-year<br />

renewable term as Distinguished Lecturer. Lecturer<br />

comes with full benefits. The teaching load is four<br />

courses (or 12 hours) per semester. The lecturer is<br />

expected to be able to teach Chinese language at all<br />

levels and be actively involved in the development of<br />

the Chinese program. Minimum qualifications: M.A. in<br />

Chinese pedagogy, linguistics, or related fields; native<br />

or near-native fluency in Chinese and English; at least<br />

two years of Chinese teaching experience at the postsecondary<br />

level in the U.S.; demonstrated excellence<br />

in teaching. Review of applications will begin March<br />

18, <strong>2019</strong>, and continue until the position is filled.<br />

Please send your application to the search committee<br />

at utkmfllchinese@gmail.com, including:<br />

1. Letter of application<br />

2. CV<br />

3. Names and contact information of three references<br />

(who may be contacted to provide a letter of<br />

recommendation)<br />

4. Summary of student evaluation and/or class<br />

observation reports (optional)<br />

The University of Tennessee is an EEO/AA/Title<br />

VI/Title IX/Section 504/ADA/ADEA institution in the<br />

provision of its education and employment programs<br />

and services. All qualified applicants will receive<br />

equal consideration for employment and admission<br />

without regard to race, color, national origin, religion,<br />

sex, pregnancy, marital status, sexual orientation,<br />

gender identity, age, physical or mental disability,<br />

genetic information, veteran status, and parental<br />


<strong>CLTA</strong> NEWSLETTER<br />

Project Coordinator at Confucius Institute at<br />

Cleveland State University (Cleveland, OH)<br />

JOB SUMMARY: Working with the Director of the<br />

Confucius Institute (CI), organizes and manages<br />

Chinese cultural programs of the Cleveland State<br />

University Confucius Institute. Provides complex<br />

administrative assistant in the areas of<br />

program/project planning, research development and<br />

special project support. Ensures the timely and<br />

effective provision of administrative support. Interacts<br />

professionally with all internal and external customers<br />

using strong interpersonal skills.<br />

MINIMUM QUALIFICATIONS: Bachelor’s degree in<br />

Asia or China Studies, Education, Communications,<br />

Accounting, Marketing, or related field. Native or<br />

near-native fluency in both Chinese and English<br />

languages. Three years relevant administrative<br />

experience. Knowledgeable in or interested in<br />

learning Chinese language and culture. Excellent<br />

communication skills, both oral and written, and<br />

strong interpersonal skills. Ability to manage multiple<br />

projects simultaneously and meet deadlines in a fastpaced<br />

environment. Team-oriented. Detail-oriented,<br />

with ability to analyze problems and develop practical<br />

solutions. Skilled in word processing and database<br />

management, desktop publishing, and/or web site<br />

management. Ability to manage and reconcile fiscal<br />

records.<br />

PREFERRED QUALIFICATIONS: Advanced degree.<br />

Prior experience organizing and marketing language<br />

and/or cultural programs. Previous administrative<br />

experience in higher education. Successful<br />

experience collaborating with colleagues from the<br />

People’s Republic of China.<br />


Offer of employment is contingent on satisfactory<br />

completion of the University’s verification of<br />

credentials and other information required by law<br />

and/or University policies or practices, including but<br />

not limited to a criminal background check.<br />

Applications will be exclusively accepted online<br />

athttp://www.csuohio.edu/offices/hrd/employment.htm<br />

l. Mailed or emailed application materials will not be<br />

accepted.<br />

REVIEW BEGINS: 04/20/<strong>2019</strong><br />

EMPLOYMENT DATE: 08/1/<strong>2019</strong><br />

Lecturer Pool – Cantonese Language – East Asian<br />

Languages and Cultures (Berkeley, CA)<br />

Description<br />

The Department of East Asian Languages and<br />

Cultures at the University of California, Berkeley<br />

seeks applications for a pool of qualified temporary<br />

lecturers to teach elementary or intermediate courses<br />

in Cantonese language should a need arise during<br />

Summer, Fall <strong>2019</strong>, and Spring 2020.<br />

In addition to teaching responsibilities, general duties<br />

may include holding office hours, assigning grades,<br />

advising students, preparing course materials (e.g.<br />

syllabus), writing exams, attending appropriate<br />

meetings, and interacting with students outside of<br />

class time via email and/or bCourses.<br />

Please note: The use of a lecturer pool does not<br />

guarantee that an open position exists. See the<br />

review date specified in AP Recruit to learn whether<br />

the Program is currently reviewing applications for a<br />

specific position. If there is no future review date<br />

specified, your application may not be considered at<br />

this time. Screening of applicants is ongoing and will<br />

continue as needed. The number of positions may<br />

vary each teaching term, depending upon the needs<br />

of the Department, and in some semesters may be<br />

zero. Positions may range from 40%, 80% to 120%,<br />

respectively equivalent to one, two or three courses<br />

per semester.<br />

Basic Qualifications (required at the time of<br />

application):<br />

• Advanced degree or enrolled in an advanced degree<br />

program<br />

Additional qualifications (required by the start date):<br />

• Advanced degree<br />

• At least two years of university-level teaching<br />

experience<br />

Preferred Qualifications:<br />

• MA or equivalent international degree in teaching<br />

Cantonese as a Foreign Language, Linguistics,<br />

Second Language Acquisition or related field.<br />

Experience with computer-assisted language learning<br />

and language instructional software.<br />

• Native or near-native fluency in Cantonese; English<br />

fluency. Eligible to work in the United States.<br />

Salary<br />

Salary is commensurate with education and years of<br />

college-level teaching experience. The starting<br />

minimum full-time equivalent salary is $54,738 in<br />

accordance with the current Unit 18 lecturer salary<br />

scale and its provisions. The department is interested<br />

in candidates who will contribute to diversity and<br />

equal opportunity at UC Berkeley through their work.<br />

The University is committed to addressing the family<br />

needs of employees and has a number of policies<br />


<strong>CLTA</strong> NEWSLETTER<br />

and programs in place to support employees as they<br />

balance work and family.<br />

To Apply: Visit http://apptrkr.com/1394239<br />

The posting will remain open until December 16, <strong>2019</strong><br />

to accommodate department needs and new<br />

applicants. Appointments for summer are usually<br />

reviewed in March; fall appointments are typically<br />

reviewed in April; and spring appointments are<br />

usually reviewed in October. If you wish to remain in<br />

the pool after December 16, <strong>2019</strong> you will need to<br />

reapply.<br />

All letters will be treated as confidential per University<br />

of California policy and California state law. Please<br />

refer potential referees, including when letters are<br />

provided via a third party (i.e. dossier service or<br />

career center), to the UC Berkeley statement of<br />

confidentiality http://apo.berkeley.edu/evalltr.html prior<br />

to submitting their letters.<br />

Please direct questions to the Department of East<br />

Asian Languages and Cultures<br />

at: easearch@berkeley.edu<br />

The University of California is an Equal<br />

Opportunity/Affirmative Action Employer. All qualified<br />

applicants will receive consideration for employment<br />

without regard to race, color, religion, sex, sexual<br />

orientation, gender identity, national origin, disability,<br />

age or protected veteran status. For the complete<br />

University of California nondiscrimination and<br />

affirmative action policy see:<br />

http://policy.ucop.edu/doc/4000376/NondiscrimAffirm<br />

Act<br />

Lecturer Pool – Mandarin Language – East Asian<br />

Languages & Cultures (Berkeley, CA)<br />

Recruitment Period<br />

Open date: February 12th, <strong>2019</strong><br />

Next review date: March 1st, <strong>2019</strong><br />

Apply by this date to ensure full consideration by the<br />

committee.<br />

Final date: December 16th, <strong>2019</strong><br />

Applications will continue to be accepted until this<br />

date, but those received after the review date will only<br />

be considered if the position has not yet been filled.<br />

Description<br />

Lecturer Pool – Mandarin Language – East Asian<br />

Languages & Cultures<br />

Description<br />

The Department of East Asian Languages and<br />

Cultures at the University of California, Berkeley<br />

seeks applications for a pool of qualified temporary<br />

lecturers to teach elementary, intermediate, or<br />

advanced courses in Mandarin language or reading<br />

62<br />

competency courses taught in English should a need<br />

arise during Summer, Fall <strong>2019</strong> and Spring 2020.<br />

In addition to teaching responsibilities, general duties<br />

may include holding office hours, assigning grades,<br />

advising students, preparing course materials (e.g.<br />

syllabus), writing exams, attending appropriate<br />

meetings, and interacting with students outside of<br />

class time via email and/or bCourses.<br />

Please note: The use of a lecturer pool does not<br />

guarantee that an open position exists. See the<br />

review date specified in AP Recruit to learn whether<br />

the Program is currently reviewing applications for a<br />

specific position. If there is no future review date<br />

specified, your application may not be considered at<br />

this time.<br />

Screening of applicants is ongoing and will continue<br />

as needed. The number of positions may vary each<br />

teaching term, depending upon the needs of the<br />

Department, and in some semesters may be zero.<br />

Positions may range from 40%, 80% to 120%,<br />

respectively equivalent to one, two or three courses<br />

per semester.<br />

Basic Qualifications (required at the time of<br />

application):<br />

• Advanced degree or enrolled in an advanced degree<br />

program<br />

Additional qualifications (required by the start date):<br />

• Advanced degree<br />

• At least two years of university-level teaching<br />

experience<br />

Preferred Qualifications:<br />

• MA or equivalent international degree in teaching<br />

Mandarin as a Foreign Language, Linguistics, Second<br />

Language Acquisition or related field. Experience with<br />

computer-assisted language learning and language<br />

instructional software.<br />

• Native or near-native fluency in Mandarin; English<br />

fluency. Eligible to work in the United States.<br />

Salary<br />

Salary is commensurate with education and years of<br />

college-level teaching experience. The starting<br />

minimum full-time equivalent salary is $54,738 in<br />

accordance with the current Unit 18 lecturer salary<br />

scale and its provisions.<br />

The department is interested in candidates who will<br />

contribute to diversity and equal opportunity at UC<br />

Berkeley through their work.<br />

The University is committed to addressing the family<br />

needs of employees and has a number of policies<br />

and programs in place to support employees as they<br />

balance work and family.<br />

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

<strong>CLTA</strong> NEWSLETTER<br />

The posting will remain open until December 16, <strong>2019</strong><br />

to accommodate department needs and new<br />

applicants. Appointments for spring are usually<br />

reviewed in October; summer appointments are<br />

usually reviewed in March, and fall appointments are<br />

typically reviewed in April. If you wish to remain in the<br />

pool after December 16, <strong>2019</strong> you will need to<br />

reapply.<br />

All letters will be treated as confidential per University<br />

of California policy and California state law. Please<br />

refer potential referees, including when letters are<br />

provided via a third party (i.e. dossier service or<br />

career center), to the UC Berkeley statement of<br />

confidentiality http://apo.berkeley.edu/evalltr.html prior<br />

to submitting their letters.<br />

Please direct questions to the Department of East<br />

Asian Languages and Cultures<br />

at: easearch@berkeley.edu<br />

The University of California is an Equal<br />

Opportunity/Affirmative Action Employer. All qualified<br />

applicants will receive consideration for employment<br />

without regard to race, color, religion, sex, sexual<br />

orientation, gender identity, national origin, disability,<br />

age or protected veteran status. For the complete<br />

University of California nondiscrimination and<br />

affirmative action policy<br />

see: http://policy.ucop.edu/doc/4000376/NondiscrimAf<br />

firmAct<br />

Job location<br />

Berkeley, CA<br />

Requirements<br />

Document requirements<br />

• Curriculum Vitae – Your most recently updated C.V.<br />

• Cover Letter<br />

• Statement of Teaching<br />

• Internet Link to Teaching Demonstration (Maximum<br />

length 10 minutes) – Upload the link only in a PDF<br />

document.<br />

Reference requirements<br />

• 3-5 required (contact information only)<br />

Resident Director in China (Bellevue, WA)<br />

American Cultural Exchange Service (ACES) is<br />

seeking a qualified Resident Director (RD) to work on<br />

site with a group of up to 25 US high school students<br />

for an approximately six-week program in China<br />

through the National Security Language Initiative for<br />

Youth (NSLI-Y) Program. In China, students will<br />

engage in language learning in both formal (language<br />

courses) and informal settings (dormitory and/or host<br />

family living). The RD is required to attend a two-day<br />

pre-program training in Bellevue, WA (late <strong>May</strong> to<br />

63<br />

early June), attend a student orientation in<br />

Washington D.C. (late June), represent ACES for the<br />

duration of the program (late June to mid-August),<br />

and submit reports during and immediately after the<br />

program.<br />

For detailed information about the position, please<br />

visit:<br />

www.exploretheworld.org/news-events/residentdirector-in-china<br />

Visiting Assistant Professor of Chinese (Worcester,<br />

MA)<br />

The Department of Modern Languages and<br />

Literatures at the College of the Holy Cross invites<br />

applications for a visiting full-time faculty appointment<br />

in Chinese for the <strong>2019</strong>-2020 academic year to begin<br />

in August <strong>2019</strong>.<br />


Candidates must have native or near native<br />

proficiency in Mandarin Chinese and English, a PhD<br />

or ABD in Chinese pedagogy, literature, linguistics,<br />

cinema, or a related field, and U.S.-based teaching<br />

experience in Chinese language at the college level.<br />

They must demonstrate commitment to, and<br />

excellence in, undergraduate teaching as informed by<br />

current practice and scholarship in the field.<br />


Please submit a letter of application, current<br />

curriculum vitae, a statement on teaching philosophy<br />

and interests, official transcripts of undergraduate and<br />

graduate study, two confidential letters of<br />

recommendation, and a link to a recent video of<br />

yourself teaching elementary or intermediate<br />

Mandarin. Provide information about the location of<br />

the class and the level of the students in your video,<br />

the topic that your lesson covered, and the learning<br />

goals you had for the students in that class.<br />

Please submit all application materials to Interfolio<br />

at https://apply.interfolio.com/60393<br />

Visiting Assistant Professor or Instructor, Chinese<br />

Language Pedagogy and Linguistics (University<br />

Center, MI)<br />

The Master of Arts in Teaching Chinese as a Foreign<br />

Language (MA-TCFL) Chinese teacher preparation<br />

program invites applicants for a 10-month<br />

appointment from late August <strong>2019</strong> through late <strong>May</strong><br />

2020. Applicants for the visiting professor rank must<br />

have an earned Ph.D. in second language pedagogy<br />

or applied linguistics with a focus on Chinese. The<br />

instructor rank applies to candidates with ABD status<br />

in the same fields. The successful candidate would be

<strong>CLTA</strong> NEWSLETTER<br />

expected to teach courses in Chinese linguistics,<br />

pedagogy and culture. All courses will be taught at<br />

Ming Chuan University: Michigan, located on the<br />

University Center campus of Saginaw Valley State<br />

University.<br />

For assistant professor, the salary will be $55,000 for<br />

the ten-month appointment; for instructor, $45,000. A<br />

housing subsidy up to $800 per month is in addition to<br />

the salary. Other expenses would be the<br />

responsibility of the individual accepting this position.<br />

Position is contingent on student enrollment, and may<br />

be renewed subject to the same contingency. This<br />

position will meet the requirements for OPT visa<br />

status. For those seeking a work permit, Ming Chuan<br />

University-Michigan (MCU-MI) will assist with this<br />

process.<br />

The MA-TCFL Program is a joint program between<br />

Saginaw Valley State University (SVSU), one of the<br />

15 state universities in Michigan, and Ming Chuan<br />

University: Michigan campus. We are a small,<br />

individual-oriented bilingual program with a unique<br />

mission– preparing graduates to teach Mandarin and<br />

Chinese culture to students at the tertiary level<br />

(College or university) and to clients in business and<br />

service organizations.<br />

To apply, please send a cover letter (include three<br />

references), Curriculum Vita, and transcripts to Jubi<br />

Huang jubi@mail.mcu.edu.tw . Application review will<br />

begin March 18, <strong>2019</strong> and conclude as soon as a<br />

qualified pool of finalists has been identified.<br />

Applications will not be accepted after April 19, <strong>2019</strong>.<br />

Specific questions may be addressed to Dr. Kerry<br />

Segel at ksegel@svsu.edu or Dr. Alan Hsieh<br />

at fthsieh@mail.mcu.edu.tw.<br />

Chinese Teacher (Fort Worth, TX)<br />

The Upper School at Trinity Valley School in Fort<br />

Worth, Texas, is seeking an experienced high school<br />

Chinese language teacher with the ability to teach all<br />

levels of Chinese for the <strong>2019</strong>-2020 school year. The<br />

successful candidate should possess a deep<br />

commitment to and a passion for teaching the five<br />

components of Chinese language: listening, reading,<br />

speaking, writing and culture; therefore, an<br />

enthusiasm for and knowledge of Chinese language<br />

and literature are requirements for favorable<br />

consideration. Equally important is the knowledge of<br />

varied pedagogy. Also, the candidate should possess<br />

leadership qualities that serve to inspire, motivate,<br />

and develop students. The ideal candidate should<br />

have the ability to be flexible and caring while holding<br />

students to high expectations in academic endeavors<br />

64<br />

inside and out of the classroom experience. Finally,<br />

the successful candidate must be able to work<br />

collegially with other members of the department. An<br />

advanced degree is desirable, as is familiarity with the<br />

culture of private, independent schools, and a<br />

willingness to become involved in the school beyond<br />

the classroom.<br />

Trinity Valley offers competitive salaries; fully paid<br />

employee health, disability and life insurance; and<br />

family dental insurance. The school offers and<br />

contributes to TIAA-CREF 403B plan. You will enjoy<br />

outstanding facilities, supportive faculty and staff and<br />

wonderful students.<br />

Application material submitted<br />

online: http://www.trinityvalleyschool.org<br />

Chinese Language Fellow (Poughkeepsie, NY)<br />

Vassar College<br />

Chinese Language Fellow<br />

Department: Chinese & Japanese Department<br />

Duration of Position: Academic year / Part time<br />

Position Type: Administrator<br />

Posting Removal Date: Open Until Filled<br />

Posting Number: 1001564<br />

About Vassar College<br />

Located in the scenic Mid-Hudson Valley, Vassar<br />

College is a highly selective, residential,<br />

coeducational liberal arts college. Vassar is strongly<br />

committed to fostering a community that reflects the<br />

values of a liberal arts education and to promoting an<br />

environment of equality, inclusion and respect for<br />

difference. Vassar College is an affirmative action,<br />

equal opportunity employer with a strong commitment<br />

to increasing the diversity of the campus community<br />

and the curriculum and promoting an environment of<br />

equality, inclusion and respect for a difference.<br />

Candidates who can contribute to that goal through<br />

their teaching, research, advising, and other activities<br />

are encouraged to identify their strengths and<br />

experiences in this area. Individuals from groups<br />

whose underrepresentation in the American<br />

professoriate has been severe and longstanding are<br />

particularly encouraged to apply.<br />

Vassar College is a smoke-free campus<br />

Position Summary and Responsibilities<br />

Vassar College invites applications for Chinese<br />

Language Fellow (Intern) for the <strong>2019</strong>-20 academic<br />

year (late August, <strong>2019</strong> through <strong>May</strong>, 2020).<br />

Qualifications<br />

The Language Fellow, who must be a native level<br />

speaker of Chinese, assists the Chinese faculty

<strong>CLTA</strong> NEWSLETTER<br />

members in preparing teaching materials and<br />

conducting drill sessions for 15 hours a week.<br />

Language Fellows receive free room and board on<br />

Vassar’s campus in student housing for the academic<br />

year, a monthly stipend of $650 for 10 months, and<br />

health insurance coverage. They may also take up to<br />

two courses per semester free at Vassar. Language<br />

Fellows should at least have a B.A. and be fluent in<br />

English.<br />

To apply, please send a cover letter, vita, an audio<br />

recording introducing yourself in both Chinese and<br />

English, and at least one recommendation letter to<br />

Peipei Qiu, Chair, Department of Chinese and<br />

Japanese, Box 285, Vassar College, 124 Raymond<br />

Avenue, Poughkeepsie, NY 12604 or (preferably) via<br />

email to chineseandjapanese@vassar.edu.<br />

Review of applications is ongoing until the position is<br />

filled.<br />

Required Applicant Documents<br />

Vita<br />

Cover Letter<br />

Other 1<br />

Other 2<br />

Special Instructions to Applicants<br />

Review of applications will begin immediately; this<br />

position will remain open until filled.<br />

To Apply<br />

All applicants must apply online<br />

at: http://apptrkr.com/1371791.<br />

Vassar is strongly committed to fostering a<br />

community that reflects the values of a liberal arts<br />

education and to promoting an environment of<br />

equality, inclusion and respect for difference. Vassar<br />

College is an affirmative action, equal opportunity<br />

employer, and applications from members of<br />

historically underrepresented groups are especially<br />

encouraged.<br />

jeid-a369b75e3da16f4593f6ba6e7fe5272f<br />

Copyright ©2017 Jobelephant.com Inc. All rights<br />

reserved.<br />

Instructor of Chinese (Calgary, Alberta, Canada)<br />

The School of Languages, Linguistics, Literatures and<br />

Cultures invites applications for a 2-year limited term<br />

position in Chinese, at the rank of Instructor, effective<br />

July 1, <strong>2019</strong>. The area of specialization is the<br />

teaching of Chinese language and/or culture.<br />

The successful candidate will be expected to teach<br />

seven undergraduate courses in Chinese language,<br />

participate in curriculum/program and materials<br />

development, maintain currency in the scholarship of<br />

teaching at university level language programs, and<br />

65<br />

participate in course coordination and student<br />

advising and mentoring. Service to the School and<br />

University is also expected.<br />

The successful candidate will have a Master’s degree<br />

or a higher degree with a specialization in Chinese<br />

linguistics, Chinese culture, Chinese literature,<br />

second language acquisition, second language<br />

teaching or pedagogy, linguistics, teaching Chinese<br />

as a second/foreign language, Chinese language<br />

education, or a related field. Demonstrated evidence<br />

of excellence in teaching at the post-secondary level<br />

as well as native or near-native competence in<br />

Chinese and English are required. Teaching<br />

excellence can be demonstrated by presenting a<br />

record of relevant teaching experience at the postsecondary<br />

level, evidence of pedagogical innovation,<br />

experiences with developing undergraduate curricula<br />

and student supervision and mentorship. Expertise in<br />

language assessment and/or competence in other<br />

languages taught in the School of Languages,<br />

Linguistics, Literatures and Cultures, would be a<br />

valuable asset.<br />

To view the full posting details and to apply, please<br />

follow this link to our website and click on ‘Apply<br />

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

chinese-instructor-division-of-chinese-studies-andjapanese-studies-school-of-languages-linguisticsliteratures-and-cultures-faculty-of-arts<br />

Interested individuals are encouraged to submit an<br />

application online via the ‘Apply Now’ link.<br />

All applications must be received by March 8, <strong>2019</strong> at<br />

which time the Academic Selection Committee will<br />

begin reviewing applications to select applicants to<br />

invite for on-site interviews.<br />

The University of Calgary recognizes that a diverse<br />

staff/faculty benefits and enriches the work, learning<br />

and research experiences of the entire campus and<br />

greater community. We are committed to removing<br />

barriers that have been historically encountered by<br />

some people in our society. All qualified candidates<br />

are encouraged to apply; however Canadians and<br />

permanent residents will be given priority.<br />

Mandarin Chinese Teacher – IMMEDIATE OPENING<br />

(Westwood, MA)<br />

TITLE: Mandarin Chinese Teacher – IMMEDIATE<br />


DEPARTMENT: World Languages<br />

REPORTS TO: Mrs. Catherine Douglas, Department<br />

Chair<br />


Xaverian Brothers High School in Westwood, MA is a

<strong>CLTA</strong> NEWSLETTER<br />

Catholic, college-preparatory school for young men<br />

founded in 1963. The school enrolls approximately<br />

1,000 day students in grades 7-12 from over 60<br />

communities in eastern Massachusetts and Rhode<br />

Island.<br />


The applicant will have demonstrated content<br />

knowledge and pedagogic skill relative to Mandarin<br />

Chinese. In addition to proficiency in both Chinese<br />

and English, a history of collaborating with other<br />

educators, as well as the ability to maintain and adapt<br />

existing curricula to meet the ever changing needs of<br />

students is required. The ideal candidate will be<br />

comfortable using a variety of teaching strategies and<br />

assessment tools to focus on the skills of listening,<br />

speaking, reading, and writing, have a passion for<br />

educating young men, and a willingness to be<br />

involved in the school community beyond the<br />

classroom setting while also working with our<br />

International Culture Club and our Chinese Honor<br />

Society. Candidates should have excellent<br />

interpersonal and organizational skills, and an<br />

enthusiasm for the school’s mission as a Catholic and<br />

Xaverian Brothers Sponsored School.<br />


Resume, cover letter, and three references should be<br />

submitted electronically to Linda Corbett<br />

at lcorbett@xbhs.com. Please indicate MANDARIN<br />

CHINESE TEACHER SEARCH in the Subject line.<br />

Position available IMMEDIATELY. Salary<br />

commensurate with experience; excellent benefits.<br />

Applications will be accepted until position is filled.<br />

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

York, NY)<br />

HudsonWay Immersion School (HWIS) has the<br />

reputation as the “best Mandarin and Spanish<br />

immersion program in NYC and NJ” due to its unique<br />

full immersion model, early start in preschool, teacher<br />

training and immersion leadership. Reflecting that<br />

reputation, the school’s mission is to develop students<br />

as flexible thinkers, culturally aware and linguistically<br />

capable in at least two languages.<br />

HWIS, serving children ages 2 to Grade 5, is the<br />

oldest independent Mandarin and Spanish immersion<br />

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

on the upper west side of Manhattan, and one in<br />

NJ. The school is poised to more than double<br />

enrollment growth with recently-obtained funding to<br />

expand and relocate the NY school in September<br />

<strong>2019</strong>, and with the recent NJ move to a newly<br />

renovated Catholic school in NJ this past September<br />

66<br />

2018. The school has also announced plans to grow<br />

in grades through grade 8 by 2021.<br />

The new educational director/head of school will<br />

report to and partner with a board consisting of three<br />

owner investors. Two of the owner investors are the<br />

original founders having started this school for their<br />

own children 13 years ago. The third investor joined<br />

HWIS in late 2018 to support the NY<br />

expansion. Initially the role would focus on the<br />

education and operations of the school, expansion to<br />

middle school grades 6-8, development of after<br />

school clubs and building the parent community. The<br />

roles of finance, legal, HR, marketing and admissions<br />

would be outside the scope of the role. It is believed<br />

that in 2-4 years the role would expand to include<br />

these functional areas and evolve from Educational<br />

Director to Head of School.<br />

Educational Director/Head of School<br />

The Educational Director (ED) is a leader who is a<br />

strong collaborative builder of people, possesses<br />

pedagogical high standards, and is passionate about<br />

the benefits of immersion education. The ED will<br />

oversee two locations: Stirling, NJ and NY,<br />

NY. Reporting to the ED will be a team of assistant<br />

directors with both significant and newly acquired<br />

immersion experience. The position will be subject to<br />

a bi-annual review by the school founders. The<br />

successful candidate will possess many of the<br />

following experiences and skills:<br />

• MA,Education related field (Administration,<br />

Curriculum & Instruction, Linguistics, etc.)<br />

• Prior administrative experience in a leadership role<br />

in an independent school<br />

• Prior teaching or administrative experience with an<br />

immersion school<br />

• K-8 and early childhood experience<br />

• Excellent community-outreach and relationship<br />

building skills<br />

• Extensive knowledge of curriculum development;<br />

new research and technology enhancements<br />

• Ability to create and sustain positive, ambitious<br />

school culture among staff and students<br />

• Ability to develop teachers- mentor, provide<br />

feedback and constructive criticism, corrective action,<br />

coaching and discipline if necessary.<br />

• Experience in assessment and achievement data<br />

analysis<br />

• Leading school in acquiring accreditation<br />

• Bilingual/fluent in one of the languages of instruction<br />

– Mandarin or Spanish<br />

• Ability to partner with HR, Accounting, Admissions,<br />

Facilities, etc. in upholding and enforcing School

<strong>CLTA</strong> NEWSLETTER<br />

policies and procedures<br />

• Excellent communication skills– clear, direct<br />

communication with tact and professionalism<br />

• Highly organized and attentive-to-detail, ability to<br />

manage administrative paperwork<br />

Responsibilities:<br />

Staff and Program Development<br />

• Inspires a culture of mission-driven excellence and<br />

inclusion<br />

• Implements and enhances a language immersion<br />

education program that promotes an international<br />

perspective for responsible citizenry at both a local<br />

and international level<br />

• Manages and supervises all full and part-time staff<br />

• Helps formulate performance management and<br />

culture of accountability<br />

• Ensures that school’s curriculum and programs are<br />

evolving to meet student needs<br />

• Ensures that school appearance and day to day<br />

management of operations is smooth<br />

• Coordinate and oversee staff development and<br />

training that is aligned with New York and New Jersey<br />

State Standards, and the school’s curriculum<br />

• Conducts regular staff meetings<br />

• Designs and implements professional development<br />

workshops for all employees<br />

• Oversees school data reporting systems and data<br />

analysis to inform instructional practice<br />

• Effectively recruits and retains student population<br />

• Effectively recruits and retains teacher population<br />

• Provides input in developing the school’s long-term<br />

strategic plan<br />

• Oversee the development of other programs such<br />

as after school, extended care, summer camp and<br />

Mommy & Me<br />

• Works with high schools to develop feeder programs<br />

in support of ex-missions<br />

• Works with licensing regulatory bodies<br />

Parents/Community<br />

• Ensures that the school builds enrollment and<br />

retains students<br />

• Maintains an open-door policy for parents<br />

• Participates in Family conferences when appropriate<br />

• Articulates the school’s mission and vision to<br />

parents and the community<br />

• Works with the parent association<br />

Financial<br />

• Oversees the implementation of the school’s annual<br />

budget<br />

• Tracks and assigns all purchases<br />

• Assures proper reporting of financials to Owners<br />

Policies and Procedures<br />

• Provides regular updates to founders/investor on:<br />

Policies and procedures<br />

Curriculum plan and achievement<br />

Parent satisfaction<br />

HR plan<br />

Budget updates<br />

Supervisory<br />

• All instructional teachers; a diverse cultural and<br />

lingual employee base<br />

• Administrative – finance, custodial, HR, admissions<br />

(this may evolve in year 2)<br />

• Parent volunteers<br />

Compensation = Competitive salary and benefits<br />

package includes PTO, medical, dental, vision, FSA,<br />

401K, etc.<br />

Initial contract for a two-year period as Educational<br />

Director, followed by a two-year period as Head of<br />

School. This is a Full-time 12-month position. To<br />

start as soon as agreed upon, possibly prior to the<br />

end of the 2018/<strong>2019</strong> academic year.<br />

TO APPLY:<br />

Applicants should submit a cover letter, resume (with<br />

salary requirements) and a personal statement<br />

to: hr@hwis.org<br />

HWIS is an equal opportunity employer and values<br />

diversity in the workplace. We actively encourage all<br />

qualified applicants regardless of race, color, religion,<br />

gender, national origin, age, disability, veteran status,<br />

or sexual orientation to apply.<br />

We regret that we will not be able to respond to every<br />

submission. Only applicants of interest will be<br />

contacted.<br />

Thank you for your interest in working for HWIS!<br />


<strong>CLTA</strong> NEWSLETTER<br />

世 界 汉 语 教 学<br />

《 世 界 汉 语 教 学 》(1987 年 创 刊 · 季 刊 )<br />

<strong>2019</strong> 年 第 2 期 目 录<br />

汉 语 国 际 教 育 知 识 体 系 研 究<br />

“ 汉 语 国 际 教 育 知 识 体 系 的 特 色 与 构 建 研 讨 会 ” 观 点 汇 辑<br />

„„„„„„„„„„„„ 刘 利 、 李 宇 明 、 刘 珣 、 陈 绂 、 曹 秀 玲 、 徐 正 考 、<br />

崔 希 亮 、 鲁 健 骥 、 贾 益 民 、 吴 应 辉 、 李 泉 、 陆 俭 明<br />

汉 语 研 究<br />

时 间 顺 序 原 则 与 像 似 性 的 “ 所 指 困 境 ”„„„„„„„„„„„„„„„„„ 张 敏<br />

从 话 语 功 能 看 所 谓 “ 无 定 NP 主 语 句 ” „„„„„„„„„„„„„„„„„ 方 梅<br />

从 词 汇 构 式 化 看 A 1 A 2 A 3 的 词 汇 化 与 词 法 化 „„„„„„„„„„„„„„„„ 宋 作 艳<br />

言 者 事 理 立 场 表 达 :“ 再 怎 么 说 ” 的 信 据 性 „„„„„„„„„„„„„„„„ 石 飞<br />

汉 语 教 学 与 学 习 研 究<br />

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<br />

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<br />

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<br />

„„„„„„„„„„„„„„„ 陈 路 遥 韩 笑 吴 俊 杰 付 永 奔 姜 薰 兑 冯 丽 萍<br />

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<br />

简 讯<br />

“ 新 时 代 汉 语 国 际 教 育 学 术 研 讨 会 ” 征 稿 启 事<br />

《 世 界 汉 语 教 学 》 青 年 学 者 论 坛 ( 第 7 届 ) 征 稿 启 事<br />


<strong>CLTA</strong> NEWSLETTER<br />

International Chinese Language Education Volume4, <strong>2019</strong> (No. 1)<br />


<strong>CLTA</strong> NEWSLETTER<br />


Volume 1, Issue 4 December 2018<br />


Title and Author<br />

Motivating students to talk: TED conference in university-based Chinese<br />

language classrooms<br />

Danping Wang<br />

First language transfer in mandarin compositions written by learners with<br />

English as mother tongue<br />

Rui Liu<br />

Using Thinking Maps in Chinese novel analysis and instruction<br />

Qiuping Yuan<br />

Teaching objective development: Mistakes commonly made by Hanban Chinese<br />

language teachers in the United States<br />

Hui Pang, and Hong Sun<br />

The importance to integrate Chinese culture into Chinese teaching: A case study<br />

Alex Yuan<br />

Chinese language teacher competency: A literature review for a study series<br />

Huiwen Li, Hui Pang, and Zhenzhen Hu<br />

A study of CFL teacher competency in the U.S.: An overview of<br />

professional guidelines, resources, and standards<br />

Haixia Wang, Gang Liu, Shunqin Li, and Lingjing Luo<br />

Techniques and methods change, methodology remains the same: Web<br />

technology use as cosmetic change in CFL classrooms<br />

Art.<br />

No.<br />

1<br />

2<br />

3<br />

4<br />

5<br />

6<br />

7<br />

8<br />

Justin Olmanson, Xianquan Liu, Nannan Wang, and Christopher Heselton<br />


<strong>CLTA</strong> NEWSLETTER<br />

汉 语 教 学 方 法 与 技 术<br />

第 一 卷 第 四 期<br />

2018 年 12 月<br />

目 录<br />

文 号<br />

题 目 及 作 者<br />

Motivating students to talk: TED conference in university-based Chinese language<br />

classrooms<br />

Danping Wang<br />

以 英 语 为 母 语 的 汉 语 二 语 学 习 者 习 作 中 的 母 语 迁 移 现 象<br />

刘 瑞<br />

运 用 思 维 导 图 分 析 小 说 在 中 文 教 学 中 的 应 用<br />

袁 秋 萍<br />

美 国 汉 办 教 师 课 堂 教 学 目 标 设 计 存 在 的 问 题 及 建 议<br />

庞 晖 , and 孙 泓<br />

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<br />

卷 调 查 和 访 谈 的 案 例 分 析<br />

Alex Yuan<br />

Chinese language teacher competency: A literature review for a study series<br />

Huiwen Li, Hui Pang, and Zhenzhen Hu<br />

A study of CFL teacher competency in the U.S.: An overview of<br />

professional guidelines, resources, and standards<br />

Haixia Wang, Gang Liu, Shunqin Li, and Lingjing Luo<br />

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 ?<br />

1<br />

2<br />

3<br />

4<br />

5<br />

6<br />

7<br />

8<br />

Justin Olmanson, Xianquan Liu, Nannan Wang, and Christopher Heselton<br />


<strong>CLTA</strong> NEWSLETTER<br />

台 灣 華 語 教 學 研 究<br />


<strong>CLTA</strong> NEWSLETTER<br />



Chinese Language Teachers Association, USA<br />

c/o Dept. of Asian Languages and Literatures<br />

University of Vermont<br />

479 Main Street<br />

Burlington, VT 05405<br />

United States of America<br />


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