CLTA newsletter May 2019

clta.newsletter

CLATTDFDFA




CLTA NEWSLETTER

Chinese Language Teachers Association (USA)

May 2019 | Volume 43 | Number 2

CLTA Annual

Meeting

An Interview with

Prof. Jing-Hua Yin

Undergraduate

Chinese Major

ISSUE

HIGHLIGHTS

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CLATTDFDFA

The Chinese Language Teachers Association Newsletter (CLTA Newsletter) keeps its readers informed

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

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

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

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

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

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

the Full-Page Newsletter Ad Form.

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

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

CLTA

Newsletter

Chinese Language Teacher

Association of USA

CLTA HEADQUARTERS

CLTA Headquarters

c/o Dept. of Modern Languages

Carnegie Mellon University

5000 Forbes Ave.

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

Email: clta@andrew.cmu.edu

Chinese Language Teachers Association-

USA:

http://clta-us.org

CLTA Newsletter Archive:

http://newsletter.clta-us.org

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CHINESE LANGUAGE TEACHERS ASSOCIATION

Elected Officers

President

Fangyuan Yuan 袁 芳 远

U.S. Naval Academy

Immediate Past President

Baozhang He 何 宝 璋

College of the Holy Cross

Vice President

Yi Xu 许 怡

University of Pittsburgh

Appointed Officers

CLTA Headquarters

Sue-mei Wu 吴 素 美 , Executive Director

Carnegie Mellon University

Journal Office

Dana S. Bourgerie, CSL Journal Editor

Brigham Young University

Journal Office

Prof. Scott McGinnis 馬 思 凱 , CSL Associate Editor

Defense Language Institute-Washington Office

K-12 Publication Office

Wenxia Wang 王 文 霞 (editor)

Williams Learning Solutions

Newsletter Office

Yang Xiao-DeSai 萧 旸 (editor)

San Francisco State University

Home Page Office (Webmaster)

Jun Da 笪 骏

Middle Tennessee State University

Committees

Steering Committee

Fangyuan Yuan (P) 袁 芳 远

Yi Xu (VP) 许 怡

Baozhang He (IPP) 何 宝 璋

Hsin-hsin Liang (Board) 梁 新 欣

Yongping Zhu (Board) 朱 永 平

Sue-mei Wu (ED) 吴 素 美

Awards Committee

Zhang Jie 张 洁 (Chair)

The National Collegiate Chinese Honor

Society

Zhiqiang Li 李 智 强 (Chair)

Nominating and Election Committee

Yongping Zhu 朱 永 平 (Chair)

Media and Publicity Committee

Lung-Hua Hu 胡 龙 华 (Chair)

Membership Drive Committee

Shijuan Liu 刘 士 娟 (Chair)

Regional Associations Committee

Hsin-hsin Liang 梁 新 欣 (Chair)

Conference Committee

Shuai Li 郦 帅 (Chair)

Fund-Raising Committee

Mingquan Wang 王 命 全 (Chair)

Professional Development Committee

Chan Lü 吕 婵 (Chair)

K-12 Working Group

Cilei Han 韩 慈 磊 (Chair)

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CLTA NEWSLETTER

Table of Contents

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

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

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

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

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

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

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

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

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

求 索 之 路 ................................................................................................................................................. 17

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

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

News and Announcements

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

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

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

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

JCWS 稿 约 .............................................................................................................................................. 29

Book News

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

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

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

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

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

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

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

《 求 实 商 务 汉 语 》 第 二 版 ..................................................................................................................... 38

Advertisements

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

今 日 世 界 面 面 观 ..................................................................................................................................... 40

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

台 大 國 際 華 語 研 習 所 ICLP ................................................................................................................... 42

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

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

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

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CLTA NEWSLETTER

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Journal updates

世 界 汉 语 教 学 ................................................................................................................................ 68

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

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

台 灣 華 語 教 學 研 究 ........................................................................................................................ 72

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CLTA NEWSLETTER January 2019

Letter from the Editor

Yang Xiao-Desai 萧 旸

San Francisco State University

各 位 同 仁 ,

又 一 度 樱 花 盛 开 , 又 一 季 年 会 盛 况 。 从 华 盛 顿 特 区 到 华 盛 州 顿 西 雅 图 , 四 月 已 经 成 为 学 会 同

仁 欢 聚 畅 谈 的 时 节 。 感 谢 华 盛 顿 大 学 的 梁 霞 老 师 为 本 期 封 面 提 供 了 摄 影 和 题 词 ,“ 正 是 一 年

春 好 時 , 綠 也 不 肥 , 紅 也 不 瘦 ,” 为 我 们 留 住 了 早 春 四 月 的 蓝 天 白 云 , 娇 花 暖 阳 。

本 期 时 讯 报 导 了 年 会 的 例 行 换 届 选 举 以 及 会 议 亮 点 。 新 当 选 的 学 会 主 席 袁 芳 远 老 师 在 主 席 来

信 栏 目 中 介 绍 了 理 事 会 的 新 成 员 和 新 变 化 。 今 年 最 大 的 变 化 , 是 学 会 的 总 部 从 佛 蒙 特 大 学 迁

到 了 卡 内 基 梅 隆 大 学 。 新 任 执 行 主 席 吴 素 美 老 师 和 前 任 印 京 华 老 师 已 经 开 始 通 力 合 作 , 确 保

总 部 的 顺 利 平 稳 交 接 。 我 们 非 常 感 谢 印 老 师 多 年 来 为 学 会 做 出 的 贡 献 , 也 非 常 荣 幸 他 能 在 卸

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

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

本 期 另 一 篇 深 度 报 道 来 自 德 州 理 工 大 学 的 王 彦 林 老 师 , 她 在 《 求 索 之 路 》 里 介 绍 了 本 科 中 文

专 业 从 无 到 有 的 开 设 过 程 。 相 信 王 老 师 这 种 筚 路 蓝 缕 , 以 启 山 林 的 经 历 , 一 定 能 引 起 各 位 同

仁 的 共 鸣 。 此 外 , 我 们 要 祝 贺 获 得 Language Learning Early Career Grant 的 肯 塔 基 大 学 柯 思 慧

老 师 , 以 及 诸 多 新 著 , 新 书 出 版 的 同 事 。 祝 大 家 研 究 顺 利 , 教 学 顺 心 , 生 活 顺 畅 !

萧 旸

旧 金 山 州 立 大 学

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CLTA NEWSLETTER January 2019

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CLTA NEWSLETTER

Letter from the President

Fangyuan Yuan

袁 芳 遠

Dear friends and colleagues,

It is my privilege and honor to have this

opportunity to serve as the elected President of the

Chinese Language Teachers Association, USA

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

Chinese teaching and learning in the U.S. for

about two decades as a teacher, researcher, and

material developer and have served on the CLTA

Board of Directors over the past four years. In a

large sense, CLTA is my home for my career

development and professional growth. Serving as

President is a way to repay what I have received

over the years.

Under the leadership of past Presidents, Executive

Directors, Board of Directors, and Appointed

Officers, and with the support of all CLTA

members, we have made a stride in accomplishing

the CLTA mission of promoting the study of

Chinese language and culture in an international

context. We have held two successful annual

conferences independently in 2018 and 2019. As

the new President, I am fully aware of my

responsibilities and possible challenges and

prepare to devote my energy and enthusiasm to

continuing our legacy. I am grateful that we have a

strong team of Board of Directors including

Professor Yi Xu, the elected Vice President, and

appointed officers, including Professor Sue-Mei

Wu as the new Executive Director, to whose

continued support I will be able to rely on during

my term. The following is the CLTA working

structure in 2019-2020:

Steering Committee:

Fangyuan Yuan (President) 袁 芳 远

Baozhang He (Immediate Past President) 何

宝 璋

Sue-mei Wu (Executive Director) 吴 素 美

Yi Xu (Vice President) 许 怡

Hsin-hsin Liang (Board member) 梁 新 欣

Yongping Zhu (Board) 朱 永 平

CLTA Sub-Committees:

Award Committee: Zhang Jie 张 洁 (chair)

Conference Committee: Shuai Li 郦 帅 (chair)

Fundraising Committee: Mingquan Wang 王

命 全 (chair)

Honor Society: Zhiqiang Li 李 智 强 (chair)

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K-12 Working Group: Cilei Han 韩 慈 磊

(chair)

Media and Publicity Committee: Lung-Hua

Hu 胡 龙 华 (chair)

Membership Committee: Shijuan Liu 刘 士 娟

(chair)

Nomination Committee: Yongping Zhu 朱 永

平 (chair)

Professional Development Committee: Chan

Lü 吕 婵 (chair)

Regional Association Committee: Hsin-Hsin

Liang 梁 新 欣 (chair)

It is somewhat a relief for me that CLTA is

operating in the capable hands of these leaders.

For example, as more K-12 teachers attend

our annual conferences, how to better serve

their interests has become a new topic. To that

end, a new working group has been set up and

will explore options to foster a stronger

connection between university and K-12

teachers. To attract more regional associations

to be part of CLTA, the Regional Association

Committee has set up specific dates for the

submission of the professional development

funds. The Media and Publicity Committee is

drawing up plans to enhance CLTA influence

and visibility in the national and international

communities in Chinese language teaching.

The Fundraising Committee has started to

explore new directions for raising funds for

the Association. The Awards Committee has

made proposals pertaining to the better use of

the awards funds; and etc.

One of our top priorities for the Association

leadership is to prepare and organize CLTA

annual conferences. Thanks to the hard work

of Professor John Jing-Hua Yin, Executive

Director (2015-2019), Professor Zhijun Wang,

Program Chair, and Professor Nian-Ping Bi,

Workshop Coordinator, and Professor

Baozhang He, our immediate past President,

we have just successfully held the 2019 Annual

Conference in Seattle. In the coming year, we

will be holding another annual conference of

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

first weekend of April, 2020 in Washington

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

to get together to exchange ideas and share

findings in research and practices.

Meanwhile, we will continue to partner with

ACTFL and contribute in organizing the 2019

ACTFL Annual Conventions and World

Language Expo to be held in Washington DC

in November; we will continue to develop

working relationships with other Chinese

language teaching organizations in the U.S.

and in the world; we will work more closely

with regional associations, develop more

special interest groups, and encourage more

colleagues to join our Association.

I am confident that working with my colleagues on

the Board of Directors and at the CLTA

Headquarters, CLTA will continue to provide

leadership, scholarship, and service to the field

and to all our members. I look forward to working

with you and for you throughout the year and to

seeing you at the 2020 Annual Conference next

April in Washington D.C.

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CLTA NEWSLETTER January 2019

Letter from the

Executive Director

Sue-mei Wu

吴 素 美

I am honored to be appointed as

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

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

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

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

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

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

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

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

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

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

serve our members.

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

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

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

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

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

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

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

EXECUTIVE DIRECTOR 执 行 长 / 秘 书 长

Sue-mei Wu 吴 素 美 , Ph.D.

Teaching Professor of Chinese Studies

Director, MA in Applied SLA

Dept. of Modern Languages

Carnegie Mellon University

Tel: 412-268-5949

Fax: 412-268-1328

E-mail: suemei@andrew.cmu.edu

Website: http://xinterra.com/suemeiwu

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CLTA NEWSLETTER January 2019

This year CLTA headquarter is moving from

University of Vermont to Carnegie Melon

University. We present here an interview

with the outgoing Executive Director,

Professor Jing-Hua Yin, as well as a letter

from the Executive Director, Professor Sue-

Mei Wu.

Our sincere thank you to both!

The CLTA WEBSITE 网 址

http://www.clta-us.org

CLTA HEADQUARTERS 总 部

CLTA Headquarters

c/o Dept. of Modern Languages

Carnegie Mellon University

5000 Forbes Ave.

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

Email: clta@andrew.cmu.edu

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CLTA NEWSLETTER

Featured Articles of the Issue

An Interview with

Professor Jing-hua Yin

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CLTA NEWSLETTER

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

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

your hobbies and favorite food, etc.)

Some teachers told me that they could easily tell

that I am from Beijing because of my Beijing

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

in Beijing. I received my English language

education at Beijing Foreign Language School,

where I learned British English first and then

switched to American English, as its retroflex r

caused me no trouble to pronounce. My

professional life consists of two segments:

teaching English as a foreign language in China

in 1980’s and teaching Chinese as a foreign

language in the United States since 1990’s. In

Fall 1988, I was accepted into the Graduate

School of Education at the State University of

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

PhD in Foreign Language Education, and I was

hired as a lecturer of Chinese by the University

of Oregon for Academic Year 1995-1996 and

then as a visiting assistant professor of Chinese

by the College of William and Mary for

Academic Year 1996-1997. In Fall 1997, I

started to teach Chinese language and

literature at the University of Vermont. As I

continued to teach, my position changed from

a visiting position to a tenure-track one, and

then to a tenured one. I was promoted to the

associate professorship in 2006 and then to the

full professorship in 2012. In Fall 2007, the

Department of Asian Languages and

Literatures was founded, and I have been

appointed to head the department in addition

to the Chinese language program since then.

With the language education I have received

and with the language teaching experiences I

have acquired, I am keenly aware of two facts

and two related presumptions: 1) Foreign

language teaching theories are mostly based on

the teaching of an Indo-European language

such as English, French, and Spanish as a

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CLTA NEWSLETTER

January 2019

foreign language; therefore, when teaching

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

foreign language, we must not simply follow

suit, and the characteristics of different learning

aptitudes; therefore, to increase teaching

effectiveness, they must not be taught with the

same teaching approach. What would be the

approach that is suitable for those students who

fall into the middle section of the normal

distribution curve? This is the question that I

have been trying to find an answer to. The

teaching approach that I have come up with

can be stated in Chinese as 语 文 分 治 , 分 进 合

击 , 节 奏 诵 读 , 整 体 输 入 。I have had this

approach put into teaching practice for some

years. Fundamentals of Chinese Characters,

published by Yale University Press, and

Practical Rhythmic Chinese, published Foreign

Language Teaching and Research Press, are

two books yielded from my endeavors. In

October 2018, Essential College Chinese (ECC)

Book 1 was published by Beijing Language and

Culture Press & Phoenix Tree Publishing Inc.,

and ECC Book 2 will be published later this

year. I have incorporated the teaching

approach into Essential College Chinese. I

hope that more teachers will be interested in

joining me in finding out if this teaching

approach is a good answer to the above

question in the years to come.

My personal life and my professional life have

inevitably influenced each other, yet the

influence has been positive, reinforcing, and

rewarding. Before Diana Yiqing Sun and I

were married, she had already started to teach

Chinese at Washington University in St. Louis.

I was a doctoral student writing my dissertation

and a part-time instructor teaching English as a

second language at St. Louis University. In the

summer of 1993, she went to teach Chinese at

Middlebury Chinese Summer School, and

when I joined her as a family member at

Middlebury the next summer, thanks to

Professor Scott McGinnis, the lead teacher of

the first-year Chinese then, and Professor

Richard Chi, the director of the Chinese

Summer School at the time, I was also hired to

teach Chinese there. They virtually had me

started my Chinese language teaching career in

the United States. Diana joined the Chinese

language faculty at the University of Vermont

in the year of 2000 and has been my colleague

since then. We have two children, a daughter

and a son, and we are fortunate that even

though they were born and grew up in the

United States, they have successfully inherited

their mother tongue. They have been speaking

Chinese with us ever since they first learned to

speak. When we taught at Middlebury Chinese

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

when we attended CLTA annual meetings

during the ACTFL conventions in early 2000’s,

and when we took our students to study abroad

in China in summer, they were with us. They

insist on us speaking Chinese to them as they

would feel wired if we speak English to them.

Our aged parents in China are particularly

happy as their grandchildren can communicate

with them in Chinese freely. We, as parents

who take Chinese language teaching as our

profession, feel that nothing can be more

gratifying than the fact that our children have

no trouble in listening, speaking, reading, and

writing in Chinese and enjoy communicating

with us in Chinese.

I have to say that your interview question about

my professional life, personal life, and even my

hobbies and favorite food is somewhat like the

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

I am just a Chinese language teacher who spent

some years serving CLTA. Do I actually

already have fans who want to know my

personal life and even my hobbies and favorite

food? Anyway, I have tried and will continue

to try to cooperate with you just in case there is

indeed the need to help some of our members

satisfy their curiosity about their former

executive director. My hobbies are listening to

Chinese music performed with western musical

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CLTA NEWSLETTER January 2019

instruments (as you may have heard playing

during the dinner time of our past two CLTA

annual conferences), watching travelogue

shows, and traveling. My favorite food is sticky

rice balls with sesame filling and taro dipped in

sugar.

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

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

Although I have stepped down from the

executive director position, I know that it will

take a while for the new executive director to be

in full control of all duties and responsibilities.

I need to make sure that the transitional period

is smooth. The executive director baton must

not be dropped. It is obvious that I will

eventually have more time than before, but

most of the time has already been demanded

and will be consumed by my teaching and

administrative duties at my university. I am

sure that I will also have a little more time to

spend with my family and for my hobbies.

Having stepped down from the position of

CLTA’s executive director does not mean that

I will disappear from CLTA. As a life-time

CLTA member, I will continue to participate

in and contribute to CLTA academic and

professional activities.

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

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

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

To me, CLTA has always been on its own feet

since it was founded in 1962. If you meant that

CLTA has been able to hold its own annual

conference independently for a couple of years,

then that is true. It is important for CLTA to

continue to be a co-organizer or partner

organization for ACTFL conventions and to

work with ACTFL. After all, CLTA shares the

same goal as that of ACTFL. Many of our

members still would like to attend ACTFL

conventions so as to be able to exchange ideas

with professionals of other languages. Holding

CLTA’s own annual conferences, on the other

hand, is academically, professionally, and

financially necessary for CLTA’s further

development. I am glad that CLTA is now able

to do both, and because CLTA starts to hold its

own annual conferences, CLTA is financially

more capable than four years ago to fund the

events and projects CLTA would like to have.

I am sure that Professor Fangyuan Yuan, the

2019-2020 CLTA president, and the 2019-

2020 Board of Directors, as well as the CLTA

presidents and the boards in the years to come,

will continue to develop CLTA on a healthy

track and carry out CLTA’s mission with

confidence.

I would like to take this opportunity to thank

the CLTA presidents of the past five years,

Professor Hongyin Tao (2014), Professor

Chengzhi Chu (2015), Professor Helen Shen

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

and Professor Baozhang He (2018-2019), for

their confidence and trust in me as well as their

leadership in guiding our organization to carry

out its missions. I am also grateful to the Board

of Directors and appointed officers during the

years of my term as the executive director for

their work and cooperation. I would like to

particularly thank Ms. Alice Wang, CLTA

financial assistant, and Professor Alan Peterka,

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CLTA NEWSLETTER

CLTA Web developer, for their diligent work

and professional assistance to me. They are my

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

I would also like to take this opportunity to

thank my predecessors, Professor Yea-Fen

Chen, Professor Cynthia Ning, and others, for

their services to CLTA and the ground work

they had laid for me to continue to work and

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

thank all CLTA members for their support to

CLTA.

Now, we are all pleased and thankful that

Professor Sue-mei Wu has accepted the offer to

be the next CLTA’s executive director. It is

healthy and beneficial for CLTA to have

younger and capable Chinese language

teaching professionals to lead and take of it.

Professor Wu is very talented and fully capable

of taking care of CLTA as its executive director.

I have been communicating with her about

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

provide advice to her, I will say what I might

have already said to her: Know the CLTA

Bylaws well and know the executive director’s

role well. The executive director is not a

decision maker, but a decision facilitator and

implementor. 己 欲 达 而 达 人 . A problem is

doubled when kept but reduced at least in half

when shared. Being an excellent language

teacher, a good mother, and a good wife,

Professor Wu will be an excellent executive

director for CLTA with support from all of us.

4.CLTA 会 员 之 中 , 中 小 学 教 师 的 比 例 目 前 还 是 偏 低 , 我 们 知 道 您 十 分 关 心 K-12 老 师 的 培 训

和 交 流 。 请 问 您 对 这 次 新 成 立 的 K-12 Working Group 有 哪 些 期 许 和 建 议 ?

近 30 年 来 , 美 国 中 、 小 学 的 中 文 教 学 发 展

得 很 快 。 但 是 , 中 、 小 学 教 师 在 “ 教 什 么 ”

和 “ 怎 么 教 ” 这 两 大 问 题 上 比 大 学 老 师 面 临

的 困 难 更 多 。 不 少 大 学 教 师 肩 负 研 究 的 责

任 , 更 偏 重 理 论 和 教 学 实 证 的 研 究 ; 而 中 、

小 学 老 师 还 负 有 管 理 和 教 育 学 生 的 责 任 ,

更 需 要 偏 重 于 教 学 的 实 际 操 作 。 中 、 小 学

是 学 生 打 基 础 的 阶 段 , 打 什 么 样 的 基 础 就

决 定 着 学 生 的 中 文 学 习 是 否 能 顺 利 地 进 入

更 高 一 级 阶 段 的 中 文 学 习 。 中 文 基 础 打 不

好 , 抱 怨 中 文 难 学 的 学 生 会 增 多 , 半 途 而

废 的 学 生 也 会 增 多 。 中 文 教 学 在 中 、 小 学

阶 段 长 达 10 多 年 。 应 该 分 成 初 小 、 高 小 、

初 中 、 高 中 四 个 阶 段 。 私 立 和 公 立 学 校 有

很 多 不 同 之 处 。 根 据 不 同 类 型 的 学 校 和 不

同 的 阶 段 , 应 该 分 类 、 分 阶 段 地 研 究 “ 教 什

么 ” 和 “ 怎 么 教 ” 的 问 题 。“ 教 什 么 ” 又 涉 及 到

怎 么 衔 接 的 问 题 。“ 怎 么 教 ” 还 涉 及 教 学 心

理 学 和 教 学 法 的 问 题 。 此 外 , 中 文 教 育 还

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

多 。 建 议 “K-12 工 作 组 ” 分 类 分 阶 段 组 织 在

职 的 中 小 学 老 师 , 先 侧 重 研 究 不 同 阶 段 和

不 同 类 型 学 校 “ 教 什 么 ” 的 问 题 , 取 得 一 些

共 识 后 , 再 研 究 “ 怎 么 教 ”。 还 应 该 组 织 热

心 中 、 小 学 教 学 研 究 的 大 学 老 师 参 与 进 来 ,

为 大 、 中 、 小 学 中 文 教 学 的 衔 接 把 关 。 然

后 还 可 根 据 “ 教 什 么 ” 制 定 出 中 文 教 师 学 会

认 可 的 标 准 , 并 编 制 相 应 的 标 准 化 测 试 。

总 之 , 应 该 以 中 文 的 “ 普 及 教 育 ” 为 重 , 不

以 片 面 追 求 AP 中 文 考 试 得 高 分 为 目 标 , 而

以 如 何 打 好 声 调 、 汉 字 、 基 本 语 法 基 础 ,

让 更 多 学 生 具 有 扎 实 中 文 基 础 而 能 在 进 入

大 学 后 继 续 学 习 中 文 为 目 标 。 以 上 建 议 仅

供 参 考 。 该 做 什 么 ,“K-12 工 作 组 ” 可 能 早

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

- 完 -

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CLTA NEWSLETTER

News from CLTA 2019

Annual Meeting

书 法 课 程 或 成 为 未 来 中 文 项

目 之 青 睐

CLTA 本 届 主 席 何 宝 璋 教 授 、 执 行 长 印 京 华 教 授 、 新 任

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

展 宣 传 、 培 训 、 交 流 、 研 讨 等 活 动 。

图 一 陈 曼 丽 、 吴 凤 涛 、 李 惠 文 在 交 流

图 二 李 惠 文 在 CLTA 年 会 上 呼 吁 重 视 书 法 教 育

图 三 部 分 书 法 教 师 合 影

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CLTA NEWSLETTER January 2019

2019 CLTA

Annual

Conference

Report

Thanks to the dynamic participation and generous support from

members and friends of CLTA, the 2019 CLTA Annual Conference

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

convened at Hilton Seattle Airport & Conference Center from April

4 to April 7 2019.

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

separation from ACTFL. It attracted more than 330 teachers and

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

conference program hosted 4 workshops, 121 individual

presentations, 33 panels, and 23 teaching demos.

Professor Chaofen Sun from Stanford University delivered a keynote

speech on adjectives in Chinese grammar. Publishers and immersion

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

publications and program features.

At the general membership meeting, Professor Baozhang He, CLTA

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

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

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

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

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

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CLTA NEWSLETTER January 2019

Professor Jinghua Yin, CLTA’s extraordinary Executive

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

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

selfless contribution and outstanding work. Kudos to

Professor Yin!

Professor He also shared the exciting news that CLTA

continued to work closely with our partner associations in

Europe and Asia and extended a hearty welcome to their

representatives, Professor Minkang Zhou from European

Association for Chinese Teaching ( 欧 洲 汉 语 学 会 ) and

Professor Yeng Seng Goh from Asia-Pacific Consortium on

Teaching Chinese as an International Language ( 亚 太 地 区

国 际 汉 语 教 学 学 会 ).

The 2020 CLTA annual conference will be held at Hilton

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

forward to seeing you there.

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CLTA NEWSLETTER

德 州 理 工 大 学 中 文 专 业 创 建 心 得

王 彦 琳

Assistant Professor of Practice, Chinese and Applied Linguistics

Coordinator of Chinese Program

Department of Classical and Modern Languages and Literatures

Texas Tech University

yanlin.wang@ttu.edu

中 文 项 目 网 站

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

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CLTA NEWSLETTER January 2019

地 理 坐 标

拉 伯 克 (Lubbock), 一 个 偏 安 德 克 萨 斯 州 西

北 隅 的 城 市 , 人 口 24 万 。

所 处 校 园

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

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

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

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

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CLTA NEWSLETTER

项 目 简 介

本 校 古 典 和 当 代 语 言 和 文 学 系 于 2006 年 开 设 中 文 课 , 长 期 没 有 专 职 中 文 师 资 , 由

2-3 名 应 用 语 言 学 硕 士 专 业 学 生 担 任 助 教 , 轮 流 由 其 他 外 语 教 授 担 任 负 责 人 , 处 于 “ 三 不

管 地 带 ”( 不 管 生 源 人 数 、 不 管 教 学 质 量 、 不 管 课 程 建 设 )。 中 文 可 满 足 学 生 外 语 学 分 需

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

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

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

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

选 课 人 数 接 近 90 人 , 中 文 本 科 学 生 4 人 。

创 建 过 程

从 我 任 职 到 中 文 本 科 项 目 批 准 , 前 后 用 了 1 年 时 间 准 备 和 申 请 。 中 文 本 科 专 业 创 建

过 程 如 同 “ 创 业 ”, 上 游 需 要 筹 措 资 金 ( 获 得 学 校 和 院 系 的 支 持 ), 中 游 需 要 打 造 产 品 ( 项

目 设 计 、 课 程 建 设 及 申 请 ), 下 游 需 要 市 场 推 广 ( 各 种 花 式 校 内 校 外 线 上 线 下 的 宣 传 推

广 )。

在 我 系 , 西 班 牙 语 有 博 士 点 , 德 语 、 法 语 、 古 典 语 和 应 用 语 言 学 有 本 科 和 硕 士 点 ,

还 有 美 国 手 语 和 俄 语 的 本 科 方 向 , 中 文 是 名 副 其 实 的 小 语 种 , 处 于 在 夹 缝 中 求 生 存 , 在 压

力 下 谋 发 展 的 状 态 。2016 年 秋 季 入 职 以 后 , 我 对 中 文 项 目 进 行 了 全 面 的 调 查 研 究 , 以 数

据 为 基 础 , 详 细 分 析 了 目 前 中 文 项 目 存 在 的 问 题 , 提 出 了 解 决 的 方 案 以 及 未 来 的 发 展 方

向 。 在 此 报 告 基 础 上 , 我 向 系 里 提 出 了 创 建 中 文 本 科 专 业 申 请 。 院 系 对 我 的 提 议 给 与 了 积

极 肯 定 和 大 力 支 持 , 就 如 同 注 入 了 天 使 资 金 , 在 信 息 传 递 、 课 程 申 请 和 人 员 配 置 上 给 与 了

实 质 性 支 持 。

2017 年 春 季 开 始 , 我 开 始 了 解 本 科 专 业 的 申 请 流 程 。 我 系 已 有 “ 语 言 和 文 化 ”

(Languages and Cultures) 学 士 学 位 , 按 照 学 院 规 定 , 在 现 有 的 学 位 下 增 加 新 的 专 业 方

向 , 只 需 要 学 院 (College of Arts & Sciences, 本 校 最 大 的 学 院 ) 的 学 术 专 业 委 员 会 (Arts

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

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

我 校 中 文 课 程 课 型 单 一 , 除 了 四 门 初 、 中 级 语 言 课 , 就 只 有 一 门 可 重 复 的 独 立 研 究

课 程 可 满 足 学 生 的 中 文 辅 修 要

求 。 我 为 项 目 设 计 的 是 语 言 课 和

内 容 课 相 结 合 的 课 程 大 纲 。 为 了

弥 补 语 言 课 的 不 足 , 我 申 请 开 设

了 “ 高 级 中 文 ” 课 , 每 学 期 讲 授 不

同 内 容 , 如 “ 高 级 口 语 ”、“ 高 级

写 作 ”、“ 报 刊 阅 读 ” 和 “ 电 影 和 中

文 ”, 此 外 还 申 请 了 “ 商 务 汉 语 ”

上 和 下 。 内 容 课 为 英 文 授 课 , 课

程 有 “ 中 国 文 化 ”、“ 汉 字 和 书

法 ”、“ 中 文 语 音 : 历 史 、 发 展 和

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CLTA NEWSLETTER January 2019

比 较 ”、“ 中 国 文 学 和 电 影 ”、“ 中 文 语 法 ” 等 。 另 外 , 为 了 丰 富 选 修 课 , 系 主 任 和 我 还 联 系

了 其 他 院 系 的 课 程 , 如 哲 学 系 的 “ 亚 洲 哲 学 ”、 政 治 系 的 “ 亚 洲 政 府 和 政 策 ”、 英 语 系 的 “ 美

国 亚 裔 文 学 ”、 历 史 系 的 “ 当 代 中 国 ”、 甚 至 农 学 系 的 “ 当 代 中 国 的 政 府 和 市 场 ” 以 及 “ 中 国 的

国 际 农 业 贸 易 ”。 我 还 申 请 了 留 学 中 国 的 暑 期 班 , 让 学 生 有 机 会 亲 身 体 验 中 国 文 化 , 在 真

实 语 境 中 使 用 和 提 高 中 文 水 平 。 这 一 系 列 的 课 程 申 请 结 束 后 , 中 文 项 目 的 课 程 框 架 就 初 步

搭 建 起 来 了 。 除 了 中 文 语 言 知 识 外 , 学 生 也 能 获 得 其 他 相 关 领 域 的 知 识 , 这 样 的 课 程 框 架

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

在 课 程 申 请 批 准 以 后 , 我 开 始 着 手 申 请 中 文 本 科 专 业 方 向 。 这 一 阶 段 , 主 要 集 中 在

撰 写 准 备 各 种 申 请 材 料 、 草 拟 四 年 修 课 样 本 、 敲 定 必 修 课 和 选 修 课 等 。 在 这 一 年 中 , 我 几

乎 参 加 了 每 一 个 月 的 ASCAP 会 议 , 陈 述 答 辩 每 一 门 课 的 申 请 和 专 业 申 请 。

有 了 院 系 支 持 , 也 有 了 产 品 , 接 下 来 就 是 市 场 营 销 了 。 市 场 推 广 工 作 从 2016 秋 天

我 入 职 时 就 开 始 了 。 对 中 文 项 目 的 宣 传 我 从 以 下 几 个 方 面 切 入 : 校 内 、 媒 体 、 社 区 和 高

中 。 在 校 内 , 为 了 提 高 曝 光 率 , 我 们 抓 住 机 会 参 加 各 部 门 各 院 系 组 织 的 各 种 文 化 宣 传 活 动

介 绍 中 文 项 目 和 中 国 文 化 。 为 了 提 高 学 生 学 中 文 的 积 极 性 , 提 高 凝 聚 力 , 我 们 每 个 学 期 组

织 一 次 大 型 活 动 , 如 拼 音 大 赛 、 汉 字 比 赛 、 演 讲 比 赛 、 书 法 大 赛 、 中 华 美 食 比 赛 、 中 文 卡

拉 OK 比 赛 等 , 从 另 一 方 面 让 学 生 看 到 自 己 的 学 习 效 果 和 成 绩 。 中 文 俱 乐 部 也 免 费 为 学

生 提 供 中 文 辅 导 , 进 行 文 化 宣 传 。 我 还 四 处 寻 找 工 作 机 会 转 发 给 学 生 , 让 学 生 明 白 学 中 文

是 有 就 业 市 场 的 ; 在 网 上 , 我 们 利 用 脸 书 和 院 系 网 站 介 绍 中 国 文 化 、 宣 传 中 文 活 动 ; 在 高

中 , 我 们 举 办 中 文 课 后 班 , 免 费 教 中 文 和 中 国 文 化 。 这 样 的 立 体 宣 传 很 快 就 初 见 成 效 了 ,

两 年 内 , 中 文 选 课 人 数 从 原 来 的 40-50 人 激 增 到 近 90 人 , 仅 仅 3 个 月 就 有 4 名 学 生 选 择

中 文 做 本 科 专 业 。

心 得 体 会

从 无 到 有 的 过 程 是 痛 并 快 乐 着 的 。 痛 的 体 验 是 牺 牲 了 自 己 的 周 末 和 业 余 时 间 , 是

牺 牲 了 陪 伴 家 人 的 时 间 , 是 无 数 个 通 宵 达 旦 的 挑 灯 夜 战 , 是 在 短 时 间 内 高 效 工 作 带 来 的

肩 背 酸 痛 。 然 而 , 结 果 是 令 人 欣 喜 和 快 乐 的 , 快 乐 欣 喜 的 是 选 课 率 接 连 攀 升 , 是 中 文 项

目 的 好 口 碑 , 是 学 生 自 然 流 露 出 对 中 文 课 的 喜 爱 , 是 逐 渐 增 多 的 学 生 专 业 学 生 , 是 自 我

价 值 实 现 的 成 就 感 。

然 而 , 我 也 深 知 , 这 只 是 一 个 开 端 , 我 仅 仅 是 搭 建 了 一 个 框 架 , 还 有 更 多 的 实 质

性 的 工 作 需 要 大 量 的 人 力 、 物 力 和 精 力 的 投 入 : 我 们 需 要 更 多 的 专 业 师 资 、 助 教 的 教 学

质 量 有 待 提 高 、 课 程 还 需 要 进 一 步 完 善 和 充 实 、 宣 传 工 作 还 需 要 深 度 和 广 度 、 学 生 毕 业

就 业 出 口 还 需 要 打 开 ……。 所 有 这 些 工 作 仅 凭 我 的 单 打 独 斗 是 绝 不 可 能 完 成 的 。 除 了 院

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

师 给 与 我 极 大 的 、 无 私 的 帮 助 , 分 享 了 他 们 宝 贵 的 项 目 创 建 和 课 程 设 置 经 验 供 我 借 鉴 学

习 。 我 所 认 识 的 中 文 老 师 们 , 大 多 “ 十 八 般 武 艺 样 样 精 通 ”, 个 个 身 怀 绝 技 , 经 验 丰 富 。 一

有 问 题 , 大 家 帮 忙 回 答 ; 一 有 资 料 , 大 家 共 同 分 享 。 为 了 北 美 的 中 文 教 学 事 业 发 展 , 群

策 群 力 , 共 同 努 力 。“ 路 漫 漫 其 修 远 兮 , 吾 将 上 下 而 求 索 ”, 中 文 项 目 发 展 之 路 也 是 漫

漫 长 路 , 需 要 上 下 求 索 。 在 此 分 享 我 浅 薄 的 心 得 和 体 会 , 供 有 兴 趣 的 老 师 参 考 。 祝 福 每

一 个 中 文 项 目 都 能 繁 花 似 锦 、 硕 果 累 累 ; 祝 福 每 一 位 中 文 老 师 都 有 心 之 所 往 、 梦 想 成

真 !- 完 -

20


CLTA NEWSLETTER

Research Frontiers

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

in an Exemplary World Language Teaching Video Library. American Educational

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

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

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

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

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

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

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

communicative competence. The proposed HLTP was broken down into

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

practices were enacted in particular classroom contexts.

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

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

Annals, 52(1), 101-120.

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

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

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

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

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

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

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

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

21


CLTA NEWSLETTER January 2019

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

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

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

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

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

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

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

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

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

as follows: L2 vocabulary knowledge contributed directly and consistently to

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

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

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

inferencing through the mediation of L2 vocabulary knowledge.

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

instruction and deductive instruction on semantic radical development in Chinese

character processing. Language Teaching Research.

This study compared the effectiveness of deductive instruction and guided

inductive instruction for developing semantic radical knowledge of Chinese

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

intervention involving 46 intermediate learners of Chinese as a foreign language

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

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

mapping and for Chinese character recognition and inferencing. This

study further found that the effectiveness of inductive instruction in strengthening

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

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

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

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

nature of instruction and the complexity of semantic radicals are

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

Chinese characters.

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

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

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

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

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

from recorded mundane conversations in Mandarin and playback with native

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

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

norms. The uncovered analyst understandings, participant understandings, and

metaparticipant understandings indicate the influence of the sociocultural context,

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

unexpected topic switching.

22


CLTA NEWSLETTER

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

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

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

本 文 研 究 视 频 学 习 中 文 此 普 遍 现 象 , 是 一 篇 定 性 的 个 案 型 研 究 。 中 文 学 习

不 是 一 个 大 同 的 过 程 , 而 是 个 性 化 十 足 的 文 化 碰 撞 。 因 此 视 频 学 习 的 过 程

中 有 跨 文 化 的 挑 战 也 有 多 元 化 发 展 的 机 遇 。 对 迥 异 的 视 频 学 习 , 教 师 必 须

引 导 。

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

in a Foreign Language. October, in press.

多 媒 体 的 现 在 , 图 画 是 否 能 帮 助 中 级 阅 读 ? 这 是 一 篇 定 量 实 验 研 究 , 用 被

试 间 和 被 试 内 四 种 组 合 来 假 设 验 证 图 画 效 果 。 画 对 中 文 中 级 故 事 阅 读 有 帮

助 , 但 是 组 图 也 不 是 越 多 越 好 。 其 效 与 性 别 、 策 略 、 背 景 、 测 试 都 有 关 。

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

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

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

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

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

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

according to essential questions regarding heritage pragmatic competence. It

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

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

pragmatics in heritage language context.

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

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

of Less Commonly Taught Languages 24, 121-170

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

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

2016 the authors incorporated Facebook into their Chinese curricula in three

higher education institutions and subsequently analyzed its affordances and

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

educational tools to engage Chinese learners in innovative and collaborative ways

but also helpful suggestions for teachers to enhance instructional outcomes through

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

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

SNSs and similar digital platforms.

23


CLTA NEWSLETTER January 2019

Language Learning Early Career Research

Grant Awarded to CLTA Member

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

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

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

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

understanding of to what extent decoding and linguistic comprehension

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

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

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

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

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

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

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

research on L2 reading development in diverse languages is of utmost

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

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

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

provide implications for promoting evidence-based best practices by improving

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

foreign language learners in the U.S

Sihui (Echo) Ke is an Assistant Professor of

Second Language Acquisition at the

University of Kentucky, where she teaches in

the MATESOL (Teaching English to

Speakers of Other Languages) and MATWL

(Teaching World Languages) programs. She

received her Ph.D. in Second Language

Acquisition from Carnegie Mellon

University. Her professional areas of interest

include second language reading and

biliteracy development, and foreign language

assessment and instruction. She has published research articles in Applied

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

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

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

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

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

24


CLTA NEWSLETTER

Call for Paper: CLTA-NCR Decennial Symposium 2019

National Capital Region (CLTA-NCR) Decennial Symposium 2019

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

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

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

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

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

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

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

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

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

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

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

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

presentations.

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

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

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

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

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

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

Baihuawen and Critical Language.

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

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

Important Dates:

· Proposal deadline: Tuesday, August 20, 2019

· Notification date: Sunday, September 1, 2019

· Conference date: Saturday, October 19, 2019

Submission of proposal:

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

450 Chinese characters

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

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

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

information.

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

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

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

25


CLTA NEWSLETTER January 2019

Scholarships Available to Study

Intensive Chinese or Japanese at

Washington University in St. Louis this Summer with

the ALLEX Foundation

Study Chinese or Japanese:

http://www.allex.org/summer

The WUSTL-ALLEX Intensive Chinese and Japanese

Institute will offer intensive beginning level classes in

Japanese and Mandarin Chinese at Washington

University in St. Louis for seven weeks this summer.

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

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

mandatory self-managed study per day.

This program is designed to train students to speak and

listen to Chinese or Japanese, and to introduce students

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

course students will be expected to perform in all four

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

basic level of proficiency. Students will not only learn to

speak the language; they will also develop an

understanding of Chinese or Japanese interpersonal

behavior. The ultimate goal is to teach students not just

to speak Chinese or Japanese, but to function

successfully in Chinese or Japanese culture—to present

yourself as an intelligent person in the culture using the

language. Students will learn to speak and perform

correctly in a variety of social situations.

Scholarships are available.

For more information please visit:

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

K-16 Chinese language teachers may wish to consider

participating in a summer workshop that includes

Chinese pedagogical focus and comprehension-based

communicative language teaching. A blog post with brief

information and links to registration and full details of

eight such programs, hosted by a variety of organizations,

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

April and August, 2019, can be found at:

Scholarship Support Available for

Chinese/Japanese Teacher Training

Program

Sponsored by Washington University in St. Louis

and the ALLEX Foundation [www.allex.org]

Washington University in St. Louis and the

ALLEX Foundation will again offer an intensive

teacher training program for Chinese and Japanese

instructors this summer from mid-June to early-

August. The WUSTL-ALLEX Chinese & Japanese

Teacher Training Institute is an intensive course

for current language teachers or those who plan to

enter the field. The program provides the

foundation for future instructors to teach Chinese

or Japanese and gives substantial tools to current

teachers to reinforce and strengthen their

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

methodology in teaching Chinese and Japanese to

North Americans is emphasized over a theoretical

analysis of the language.

Mari Noda (Ohio State University) is Academic

Director; Ginger Marcus (Washington University

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

Faculty have included Masayuki Itomitsu (Linfield

College), Cornelius Kubler (Williams College), Yu

Li (Williams College), Rachel Wayne (Ohio State

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

(Washington University), Yongfang Zhang

(Wofford College), and many others.

Successful graduates will receive credits from

Washington University and a certificate of

completion.

Significant substantial scholarship support is

available.

For more details on the course and registration

information please visit the ALLEX Website:

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

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

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


CLTA NEWSLETTER

2019 UVA STARTALK Program

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

Certificate of Excellence)

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

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

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

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

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

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

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

interested Chinese language educators and students.

2019 UVA STARTALK TEACHER Program

DATES:

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

ONSITE training: July 1-13, 2019

LOCATION

University of Virginia (Charlottesville, VA)

The hometown of the 3rd US President, Thomas Jefferson

PROGRAM FEATURES

Teach Chinese language & culture ONLINE

Receive intensive training and practicum experience

Apply research-endorsed best practices to teaching

Compile a comprehensive teaching E-portfolio

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

Explore historic and cultural heritage at Thomas Jefferson’s hometown

PROGRAM FEES & TRAVEL REIMBURSEMENT

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

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

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

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

the link to complete the online application.

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

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

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

2019 UVA STARTALK STUDENT Program

DATES

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

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

27


CLTA NEWSLETTER

LOCATION

ELIGIBILITY

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

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

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

and life experiences.

CLASS SCHEDULE

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

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

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

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

is 1:1.

INSTRUCTORS

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

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

Virginia STARTALK Chinese Teacher Academy.

PROGRAM FEE

GIFT CARD

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

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

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

CERTIFICATE OF EXCELLENCE IN LEARNING

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

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

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

Excellence in Learning after the end of the program.

APPLICATION DEADLINE

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

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

complete the online application.

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

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

QUESTIONS OR COMMENTS

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

28


CLTA NEWSLETTER

JCWS 稿 约

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

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

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

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

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

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

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

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

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

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

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

acquisition of Chinese characters.

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

AIMS AND SCOPE

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

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

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

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

concerning China.

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

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

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

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

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

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

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

The journal welcomes articles within the scope as below:

· modern Chinese characters, ancient scripts

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

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

writing systems

· semiotic concerns of Chinese writing systems

· cognition and acquisition of Chinese characters

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

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

meaning are particularly welcome.

《 中 国 文 字 》Journal of Chinese Writing Systems, 为 华 东 师 范 大 学 中 国 文 字 研 究 与 应 用 中

心 主 办 的 国 际 学 术 期 刊 , 由 英 国 世 哲 出 版 公 司 (SAGE) 发 行 , 一 年 四 期 , 中 英 文 各 两 期 。 本

刊 主 要 刊 发 中 国 文 字 ( 包 括 汉 字 和 少 数 民 族 文 字 )、 世 界 其 他 表 意 文 字 ( 如 域 外 汉 字 和 古 埃 及

圣 书 文 字 等 ) 的 理 论 研 究 文 章 以 及 文 献 、 考 古 、 历 史 、 民 族 学 等 领 域 内 和 汉 字 相 关 的 研 究 论

文 、 书 评 等 学 术 文 章 。

29


CLTA NEWSLETTER

《 中 国 文 字 》 目 前 发 表 下 列 类 型 的 文 章 :

· 原 创 文 章 (Original Article)

· 研 究 综 述 (Review)

· 书 评 (Book Review)

· 读 者 来 信 (Letter to the Editor)

2018 年 起 , 本 刊 不 再 接 受 纸 质 稿 或 电 子 邮 件 投 稿 , 唯 一 投 稿 平 台 为 :

https://mc.manuscriptcentral.com/cws, 具 体 操 作 方 法 详 见 《 网 上 投 稿 指 南 》。 本 刊 实 行 严 格 的

双 向 匿 名 审 稿 制 度 , 为 保 证 学 术 研 究 的 原 创 性 与 严 谨 性 , 中 文 来 稿 需 特 别 注 意 如 下 事 项 :

1. 必 须 使 用 规 范 的 简 化 字 , 少 量 有 特 殊 需 要 的 字 符 除 外 。 少 量 集 外 字 可 用 图 片 形 式 插

入 , 确 保 比 例 适 当 , 正 常 显 示 。 如 稿 件 使 用 了 特 殊 字 库 , 请 以 附 件 的 形 式 附 上 所 使 用

的 字 库 。 请 使 用 中 国 大 陆 发 行 的 字 符 集 ( 如 windows 系 统 自 带 的 宋 体 simsun、 楷 体

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

Mingliu 等 细 明 体 )。

2. 中 文 稿 件 篇 幅 一 般 在 10000 字 以 内 , 过 长 文 章 请 先 联 系 编 辑 部 , 或 可 连 载 。 中 文 摘 要

300 字 以 内 , 关 键 词 最 少 3 个 , 最 多 5 个 。 文 后 附 英 语 标 题 、 摘 要 、 关 键 词 。

3. 文 中 引 用 、 参 考 文 献 标 注 方 法 及 全 文 格 式 , 需 符 合 本 刊 《 中 文 稿 件 引 文 标 注 规 则 》 和

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格 式 文 档 。

“ 匿 名 正 文 ” 应 包 括 以 下 内 容 : 标 题 、 摘 要 、 关 键 词 、 正 文 、 注 释 、 参 考 文 献 及 英 文 标 题 、 摘

要 、 关 键 词 。 匿 名 正 文 用 于 双 盲 评 审 , 不 能 包 含 任 何 个 人 信 息 。

“ 标 题 页 ” 必 须 包 括 以 下 内 容 : 中 文 标 题 , 作 者 姓 名 、 机 构 名 、 通 讯 作 者 及 联 系 地 址 、 电 子 邮

箱 , 英 文 标 题 , 英 文 作 者 姓 名 、 机 构 名 , 英 文 通 讯 作 者 及 联 系 地 址 。

文 中 图 片 (jpg 格 式 , 高 分 辨 率 图 片 )、 所 用 罕 用 字 体 的 ttf 格 式 文 件 等 , 作 为 附 件 上 传 。

5. 网 上 投 稿 后 , 作 者 可 在 网 络 投 稿 平 台 查 询 审 稿 进 度 和 结 果 。 自 投 稿 之 日 起 两 个 月 内 ,

编 辑 部 会 通 过 系 统 告 知 作 者 录 用 与 否 。 其 间 , 请 勿 来 函 来 电 垂 询 。 对 决 定 采 用 的 稿

件 , 编 辑 部 有 权 进 行 修 改 。

6. 坚 决 杜 绝 剽 窃 、 一 稿 多 投 ( 包 括 局 部 改 动 后 投 寄 其 他 报 刊 或 公 开 出 版 的 会 议 论 文 集 )

等 学 术 不 端 行 为 。 稿 件 发 表 前 , 作 者 需 与 出 版 方 签 订 正 式 版 权 协 议 。

我 们 热 忱 欢 迎 国 内 外 学 者 不 吝 赐 稿 !

《 中 国 文 字 》 编 辑 部

30


CLTA NEWSLETTER

Current Studies

Nin EChinese W B OLanguage O K I Nand F ODiscourse

R M AT I O N

Discourse studies / Pragmatics / Sino-Tibetan languages

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

Discou rse

Global context and diverse perspectives

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

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

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

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

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

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

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

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

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

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

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

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

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

Table of contents

Contributors

Chapter 1. Chinese discourse from diverse

perspectives: An introduction

Yun Xiao and Linda Tsung

Chapter 2. New words in contemporary

Chinese language use: Linguistic

features and formation processes

Yun Xiao

Chapter 3. Usage based language change and exemplar

representations in Beijing Mandarin Chinese

Liang Tao

Chapter 4. Contextual variations of internal

and external modifications in Chinese

requests: c Effets of power and imposition

Shuai Li

Chapter 5. Some interactional functions of Yinweiclauses

in Mandarin Chinese conversation

Xiaoting Li and Jie Luo

Chapter 6. Preliminaries to delicate matters:

Some functions of “I say to you” sequences

in Mandarin Chinese conversations

Ni-Eng Lim

Chapter 7. Chinese near-synonyms jian

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

Chenhsuan Huang

Chapter 8. Constraints on the collocational behaviors

of Chinese near-synonyms: A corpus-based analysis

Jia Yang

Chapter 9. Genericity and sentences with an

AP state complement in Mandarin Chinese

Fei Ren

Chapter 10. Kinship metaphors in the

Chinese construction A shi B zhi fu/mu:

Biology and culture as conceptual basis

Lin Zhu

Chapter 11. a The classifict ion of

Chinese time expressions from Systemic

Functional Linguistics Perspectives

Linda Tsung and Lubei Zhang

Chapter 12. Being a Kam in China:

Ethnic identity in narratives

Wei Wang, Lisong Jiang and Meishu He

Chapter 13. Specialised corpora for Chinese

language education in Singapore

Hock Huan Goh, Jinzhan Lin and Chunsheng Zhao

Index

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

www.benjam ins.com

31


CLTA NEWSLETTER

Chinese Literacy Learning in an

Immersion Program

By Chan Lü

This book examines one-way foreign language immersion

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

description of a Chinese (Mandarin) immersion program, its

curriculum, instructional materials, assessment activities,

parental involvement and student outcomes. The author

analyses two studies that document the development of the

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

of their vocabulary knowledge, lexical inference, and reading

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

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

school leadership, parental involvement, neighbourhood support and language acquisition

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

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

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

Table of Contents

1. Introduction

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

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

4. Pacific Elementary School

5. Chinese Language, Orthography, and Learning to Read

6. Properties of School Chinese

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

Grade 2

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

Chinese in Grade 3

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

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

32


CLTA NEWSLETTER

Interaction in Mandarin Chinese and

English as a Multilingua Franca

By Weihua Zhu

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

shows the importance of understanding language use and perception in

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

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

argues that context is socioculturally shaped, interactionally constructed, and

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

and perception of communicative acts. The book also manifeststhe interplay

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

Chinese speakers in spontaneous conversations in Mandarin and EMF.

Table of Contents

Introduction

Chapter 1 Context and (im)politeness

Chapter 2 Understanding Chinese (im)politeness in context

Chapter 3 Pragmatics of English in multilingual contexts

Chapter 4 Practice in Mandarin Chinese

Chapter 5 Practice in English as a multilingua franca

Chapter 6 Perceptions of extended concurrent speech for strong disagreement

Chapter 7 Perceptions of disagreement and overlapping

Chapter 8 Context, practice and perception

33


CLTA NEWSLETTER

Classroom Research on Chinese as a

Second Language

Edited by Fangyuan Yuan, Shuai Li

This collection brings together a series of empirical studies on topics

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

a range of theoretical frameworks, methodological strategies, and pedagogical

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

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

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

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

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

experienced in classroom teaching, teacher education, or program

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

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

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

Table of Contents

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

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

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

Chen Hao and Jennifer Li-Chia Liu)

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

and Classifiers (Yu Wu)

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

Yuan)

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

(Qiaona Yu)

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

Part II: Interlanguage Development and Classroom Teaching and Learning

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

Non-Heritage Learner (Tianxu Chen)

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

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

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

Li, Yali Feng, and Ting Wen)

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

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

Teng, Xuexue Yang, and Dongbo Zhang)

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

Hsuan-Ying Liu)

34


CLTA NEWSLETTER

Studies on Learning and Teaching

Chinese as a Second Language

Edited by Xiaohong Wen, Xin Jiang

This book represents the current advances in the field. It

showcases theoretically motivated empirical studies and diverse

methods used for a better understanding of how Chinese language

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

acquisition research in general and L2 Chinese specifically.

Furthermore, this research is useful for teachers seeking to

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

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

pedagogical implications rooted in empirical findings.

Table of Contents

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

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

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

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

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

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

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

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

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

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

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

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

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

An Exploratory Pilot Study (Shuai Li)

35


CLTA NEWSLETTER

A Thematic Dictionary of

Contemporary Chinese

By Liwei Jiao, Yan Yang, Wei Liu

A Thematic Dictionary of Contemporary Chinese is a unique resource

for intermediate to advanced students of Chinese.

The dictionary presents 9,000 words organized thematically in

approximately 300 different subject areas. These themes cover the

vocabulary necessary for daily use and for conducting meaningful

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

politics to business, and from hobbies to education.

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

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

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

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

the new material.

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

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

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

Table of Contents

Introduction

List of abbreviations and grammatical terms

List of 302 themes

Structure and organization of entries

A Thematic Dictionary of Contemporary Chinese

Appendix one: English index of 302 themes

Appendix two: Pinyin index of 302 themes

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

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

36


CLTA NEWSLETTER

Particle Verbs in English

BY Han Luo

This book explains why Cognitive Linguistics offers a plausible

theoretical framework for a systematic and unified analysis of

the syntax and semantics of particle verbs. It explores the

meaning of the Verb + Particle syntax, the particle placement

of transitive particle verbs, how particle placement is related to

idiomaticity, and the relationship between idiomaticity and

semantic extension. It also offers valuable linguistic

implications for future studies on complex linguistic

constructions in a Cognitive Linguistic approach as well as

insightful practical implications for the learning and teaching of

particle verbs.

Table of Contents

1 Introduction.

2 Theoretical Framework.

3 The Conceptual Content of Particle Verb Schemas.

4 Particle Placement.

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

37


CLTA NEWSLETTER

《 求 实 商 务 汉 语 》 第 二 版

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

作 者 : 陈 青 海 , 李 可 宁 , 唐 乐 , 赵 秋 篱

Qinghai Chen, Qiuli Levin, Kening Li, Le Tang

本 教 材 适 合 英 语 国 家 高 校 各 专 业 学 习 中 文 的 学 生 , 从 汉 语

中 高 级 程 度 向 高 级 程 度 过 渡 时 ( 通 常 为 四 年 级 或 以 上 ) 使

用 , 在 提 高 学 生 汉 语 能 力 的 同 时 , 注 重 对 学 生 汉 语 学 习 能

力 的 培 养 , 意 在 授 之 以 “ 渔 ”。 该 书 的 课 文 涵 盖 大 商 务 的

基 本 知 识 , 不 但 可 面 向 全 体 学 生 , 而 且 能 长 期 相 对 稳 定 。

书 中 任 务 型 要 求 的 设 计 , 确 保 教 材 在 每 次 使 用 时 都 会 在 学

生 和 教 师 的 共 同 努 力 下 , 紧 密 联 系 世 界 和 中 国 的 最 新 商 务 现 实 。 各 课 中 的 “ 学 习 指 导 ” 专

门 为 这 一 程 度 的 学 生 归 纳 汉 语 特 点 , 教 授 学 习 方 法 , 培 养 自 学 能 力 。 修 订 版 中 新 增 的 习 测

课 还 特 意 通 过 新 材 料 的 引 入 , 向 学 生 提 供 了 自 学 、 复 习 、 自 测 和 融 会 贯 通 的 机 会 。 此 外 ,

本 书 附 设 的 辅 助 网 站 , 免 费 向 使 用 本 教 材 的 教 师 和 学 生 提 供 教 学 上 的 大 量 支 持 。

University of Michigan 多 年 来 使 用 本 教 材 的 实 践 证 明 , 在 教 师 的 刻 意 引 导 下 , 这 一 课

程 中 不 同 类 型 的 学 生 都 能 在 语 言 能 力 和 语 言 学 习 能 力 这 两 个 方 面 获 得 进 步 。

Description

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

各 专 业 学 生 汉 语 四 年 级 ( 或 以 上 ) 适 用

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

systems and phenomena, to issues of broad interest

使 用 通 用 商 务 题 材 确 保 教 材 长 期 相 对 稳 定

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

through students’ own efforts

组 织 大 量 以 学 生 为 主 体 的 任 务 型 实 践 活 动 , 实 现 题 材 即 时 更 新

• A focus on formal language style and business terminology

注 重 正 式 语 体 和 专 业 词 语 的 学 习

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

cultivate self-sustained and effective language learners

归 纳 汉 语 基 本 特 点 , 教 授 学 习 方 法 , 培 养 自 学 能 力

38


CLTA NEWSLETTER

【 月 涵 學 堂 】2019 暑 期 華 語 教 學 學 分 班 招 生 訊 息

39


CLTA NEWSLETTER January 2019

今 日 世 界 面 面 观

40


CLTA NEWSLETTER January 2019

Hopkins-Nanjing Center

41


CLTA NEWSLETTER January 2019

台 大 國 際 華 語 研 習 所 ICLP

42


CLTA NEWSLETTER January 2019

Mandarin Institute Startalk Online Pre-AP Program

43


CLTA NEWSLETTER January 2019

ALLEX foundation

44


CLTA NEWSLETTER

Jobs

Visiting Professor of Chinese (San Diego, CA)

The Department of Languages, Cultures and

Literatures at the University of San Diego seeks an

experienced and dynamic instructor to join our

growing Chinese Program. This is a benefits-based

full-time position with the possibility of renewal

contingent on satisfactory performance, student

enrollment, and approval of the College. The

candidate must have demonstrated excellence in

teaching both lower-division and upper-division

Chinese language courses at a university or college,

preferably with some experience teaching courses on

Chinese literature, film and culture.

Requirements: We require an MA or PhD in Chinese

language and culture, specifically, classical/premodern

Chinese literature, modern Chinese literature,

or related fields such as comparative literature or

second language acquisition. Applicants must be

legally authorized to work in the United States and,

upon hire, will undergo a pre-employment background

check.

Job description: Teaches six 3-unit courses per

academic year; works with the program director to

design and develop courses in the candidate’s area of

expertise and to fulfill the university’s CORE

requirements; applies for grants to support cocurricular

activities; plans and organizes student

activities; advises Chinese minors and the Chinese

Club.

Salary: $43,992 (commensurate with degree and

years of college-level teaching experience).

Description of benefits posted

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

Review of applications will begin immediately until the

position is filled. If interested, please email a cover

letter and a CV to Dr. Mei Yang

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

qualifications will be contacted for further documents.

Lecturer in Chinese (Iowa City, IA)

The Department of Asian and Slavic Languages and

Literatures at The University of Iowa announces an

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

Faculty track Lecturer position for the academic year

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

total of three years (2019-2022) and renewable

thereafter in three year increments, pending collegiate

approval and demonstrated excellence in teaching.

Applications to start the appointment in January 2020

will also be considered. Salary and benefits will be

45


CLTA NEWSLETTER

commensurate with qualifications and experience.

This track does not include the possibility of tenure,

but otherwise parallels the tenure track with various

ranks (Lecturer, Associate Professor of Instruction,

Professor of Instruction). More information about the

Instructional Track can be found on the Provost’s

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

Responsibilities include:

teaching three classes (up to 12 credit hours) per

semester from lower to upper level language courses

including a classical Chinese course, supervising

graduate teaching assistants, and assisting the

Chinese program coordinator with program

development.

Qualifications: native or near-native fluency in

Chinese and English; PhD in Second Language

Acquisition with focus on Chinese, Chinese Applied

Linguistics, or related fields; extensive experience in

teaching Chinese at the college/university level in

North America. Experience in teaching business

Chinese, in technology-based Chinese L2 instruction

and courseware design, and in leading summer study

abroad program are desirable.

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

reference Requisition #73681. The application

materials must include a letter of application, a

curriculum vitae, samples of the most recent course

evaluation by students, three letters of

recommendation, and a video of 30-minute Chinese

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

teaching recording online and indicate URL in the

letter of application and the curriculum vitae).

Screening begins May 22, 2019 with interviews

conducted by telephone or videoconference after May

22, 2019.

The Department of Asian and Slavic Languages and

Literatures, the Division of World Languages,

Literatures and Cultures, and the College of Liberal

Arts and Sciences are strongly committed to diversity;

the strategic plans of the University, College, Division,

and Department reflect this commitment. All qualified

applicants are encouraged to apply and will receive

consideration for employment free from discrimination

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

sex, pregnancy, sexual orientation, gender identity,

genetic information, religion, associational preference,

status as a qualified individual with a disability, or

status as a protected veteran. The University of Iowa

is an equal opportunity/affirmative action employer.

46

Visiting Assistant Professor of Modern Chinese

Literature and Culture (Iowa City, IA)

The Department of Asian and Slavic Languages and

Literatures in the Division of World Languages,

Literatures and Cultures at the University of Iowa

seeks a full-time Visiting Assistant Professor in

modern Chinese literature and culture for the 2019-

2020 academic year, with the possibility of renewal

pending collegiate approval and demonstration

excellence in teaching.

The successful candidate will teach courses in

modern and contemporary Chinese literature and

culture, including a general education course entitled

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

as self-designed courses in cinema and Chinese

popular culture. The normal teaching load, contingent

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

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

collaborate with faculty in programmatic activities,

including potential interactions with international

writers working in Chinese through the university’s

International Writing Program (IWP).

Required qualifications:

• Ph.D. with specialization in modern Chinese

literature and culture, which must be in hand by the

time of appointment.

• Native or near native fluency in English and

Chinese.

• Experience teaching courses in modern and

contemporary Chinese literature and culture

Desired qualifications:

• Secondary research interests in Chinese cinema

Application materials should be sent

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

interest, curriculum vitae, writing sample, and three

letters of recommendation. Refer to requisition

number 73665. Salary and benefits will be

commensurate with qualifications and experience.

Review of applications will begin May 10 until the

position is filled, with interviews conducted by

telephone or videoconference.

The Department of Asian and Slavic Languages and

Literatures, the Division of World Languages,

Literatures and Cultures, and the College of Liberal

Arts and Sciences are strongly committed to gender

and ethnic diversity; the strategic plans of the

University, College, Division, and Department reflect

this commitment. Women and minorities are

encouraged to apply. The University is an Equal

Opportunity Employer/Affirmative Action Employer.

Flex Chinese Instructor Florida Certified (FL)

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


CLTA NEWSLETTER

Job Title: Flex Chinese Instructor Florida Certified

Contract Type: 12 Month

Annual Salary: $48,331.00

Location: Remote Office or School Based Facility as

assigned

Job Description Summary:

Our Mission is to deliver a high quality, technologybased

education that provides the skills and

knowledge students need for success.

FLVS does not discriminate in admission or access

to, or treatment or employment in its programs and

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

sex, national origin, marital status, disability, genetic

information or any other reason prohibited by law.

The Position:

Position General Summary:

The Instructor provides an educational atmosphere

where students have the opportunity to fulfill their

potential for intellectual, emotional, physical, and

psychological growth. The Instructor organizes and

implements an instructional program that results in

students achieving academic success in accordance

with FLVS and state policies and laws.

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

Essential Position Functions:

-Plan, prepare, and implement instructional activities

that contribute to a climate where students are

actively engaged in meaningful learning experiences

-Identify, select, create and modify instructional

resources to meet the needs of the students with

varying backgrounds, learning styles, and special

needs

-Assist in assessing changing curricular needs and

offer plans for improvement

-Maintain effective and efficient record keeping

procedures

-Provide a positive environment in which students are

encouraged to be actively engaged in the learning

process

-Communicate with students, parents, and internal

and external professionals within established

timelines

-Collaborate with peers to enhance the instructional

environment for students by participating in activities

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

meetings, staff development, communities of practice,

and various committees

-Model professional and ethical standards when

dealing with students, parents, peers, and community

members

-Ensure that student growth and achievement is

47

continuous and appropriate for age group, subject

area, and/or program classification

-Establish and maintain cooperative working

relationships with students, parents, schools, and

colleagues measured by FLVS district/school survey

results

-Meet specific course and school-wide student

performance goals

-Demonstrate gains in student performance

-Participate in research and presentations about

online teaching; this may include activities such as,

authoring articles, hosting workshops, sharing of

information for professional growth, and student

outreach events and activities

-Participate in blended learning models, which

includes both on-line and classroom instruction and

interaction with students at various schools and

districts across the state; may be required to report to

an assigned school

-May be responsible for instructional tutoring

-Meet professional obligations through efficient work

habits such as, meeting deadlines, honoring

schedules, coordinating resources and meetings in an

effective and timely manner, and demonstrate respect

for others

-All work responsibilities are subject to having

performance goals and/or targets established

(These essential functions are not to be construed as

a complete statement of all duties performed.

Employees will be required to perform other jobrelated

duties as required.)

Minimum Requirements:

Education/Licensure/Certification:

-Bachelor’s Degree

-Valid Florida Professional Teaching Certificate in

content area assigned OR proof of active enrollment

in a stated-approved EPI or MAT program AND either

a valid Florida state-issued Statement of Eligibility OR

valid Temporary Certificate in content area assigned

-Endorsements as required by Florida Department of

Education

Experience:

-One year successful teaching experience within

subject area OR successful completion of an FLVS

instructional internship program OR current

enrollment in an approved EPI or MAT program

-Three years’ teaching experience, preferred

Knowledge, abilities and skills:

-Operational knowledge of the Internet and Webrelated

technologies

-Possess strong verbal and written communication

skills


CLTA NEWSLETTER

-Work independently with little direct supervision

-Demonstrated ability to collaborate on group projects

and work as part of a team

-Must be responsible, accountable and self-motivated

-Demonstrated strong work ethic to achieve school

goals

-Display effective prioritizing, organizing, and timemanagement

skills; ability to meet aggressive

deadlines

-Ability to learn and apply all required and

recommended FLVS computer applications to create

efficiency and consistency in internal workflows and

instructional practices

-Demonstrated ability to successfully support the

FLVS core competencies, values, and expectation for

student-centered behaviors

Physical Requirements and Environmental

Conditions:

Location: Remote Office or School-Based Facility as

assigned

Frequency of travel: Occasional travel may be

required to various schools as daily work locations, as

well as lab visits, meetings, trainings, and

conferences; assigned locations will vary, and may

require overnight stays

Light physical activities and efforts required working in

an office environment

(Reasonable accommodations will be made in

accordance with existing ADA requirements for

otherwise qualified individuals with a disability.)

Visiting Assistant Professor of Chinese (Easton, PA)

Visiting Assistant Professor of Chinese

Lafayette College

Easton, PA

Full Time, Non-Tenure Track

The Department of Foreign Languages and

Literatures at Lafayette College invites applications

for a one-year visiting assistant professor position in

Chinese for the 2019-2020 academic year. Area of

specialization open. The appointment will begin July

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

The College seeks a dynamic teacher to teach

Chinese language courses at all levels of the

undergraduate Chinese program. Experience in

teaching Chinese language courses in a North

American university and the ability to contribute to the

Asian Studies program are preferred.

Requirements:

• ABD or Ph.D. at time of interview.

• Native or near-native proficiency in Chinese and

English.

48

Apply:

To apply, please submit a cover letter, curriculum

vitae, three confidential letters of recommendation,

and a statement outlining your teaching philosophy

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

As part of your cover letter, please address how your

scholarship, teaching, mentoring and/or community

service support Lafayette’s commitment to diversity

and inclusion as articulated in the college’s diversity

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

We will begin reviewing applications on May 10,

2019. Inquiries can be directed to the chair of the

search committee, Dr. Markus Dubischar

(dubischm@lafayette.edu).

About Lafayette College:

Located within 70 miles of New York and

Philadelphia, Lafayette College is a highly selective

undergraduate liberal arts and engineering institution

with significant resources to support faculty members

in their teaching and scholarship. Lafayette College is

committed to creating a diverse community that is

inclusive, responsive, and supportive of each and all

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

College community share a responsibility for creating,

maintaining, and developing a learning environment

in which difference is valued, equity is sought, and

inclusiveness is practiced.

Lafayette College is an equal opportunity employer

and encourages applications from women and

minorities.

China Program Coordinator (Omaha, NE)

The University of Nebraska at Omaha is seeking a

China Program Coordinator.

The China Program Coordinator position is a two-year

temporary, benefits eligible position and contingent

upon continued funding after two years. The primary

purpose of the China Program Coordinator is to

ensure international students from Guangzhou

College of Commerce (GCC), and potentially

elsewhere in China, are provided with the support

necessary to ensure they are able to succeed at

UNO. The coordinator will provide a high level of

customized care and oversight for these students as

they transition to UNO and complete their degrees.

This includes identifying social, academic, and

cultural challenges of students and developing

programs to address these issues in coordination with

appropriate UNO and/or partner institution

faculty/staff/offices. This position requires flexibility

and the ability to establish priorities and manage


CLTA NEWSLETTER

multiple demands in a fast-paced environment.

Reports, database use, and student programming

also require attention to detail, strong organizational

and analytical skills.

The coordinator must have the ability to relate well to

students, scholars, and others from diverse cultural

backgrounds. This position requires collaboration in

the planning and implementation of orientation

programs, cross-cultural activities, and student

support services with the campus and community. In

addition, the coordinator must have a strong

commitment to being a team member in a

comprehensive international office to serve new and

continuing students with a student-centered

approach. The coordinator will act as a liaison

assisting with advising as it pertains to Immigration

regulations. This position is frequently on call after

hours.

Required Qualifications:

• Bachelor’s Degree

• Valid Driver’s License

Preferred Qualifications:

• Master’s Degree

• 1 year international student advising experience and

overseas study or living experience.

• Able to speak Mandarin Chinese

Salary Information:

Commensurate with Experience

For questions, please contact UNO Human

Resources at unohr@unomaha.edu

To apply, please

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

The University of Nebraska does not discriminate

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

pregnancy, sexual orientation, gender identity,

religion, disability, age, genetic information, veteran

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

programs, activities, or employment. UNO is a

VEVRAA Federal Contractor and an E-Verify

employer.

Lecturer in Chinese (Notre Dame, IN)

The Department of East Asian Languages and

Cultures at the University of Notre Dame invites

applications for a full-time lecturer position in Chinese

language beginning August 2019. This initial one-year

appointment, with the possibility of renewal, furthers

the development of a prospering program in Chinese.

Responsibilities include teaching beginning through

advanced Chinese, active involvement in language

and culture activities, as well as close collaboration

with faculty to build a rigorous and cohesive program.

49

The position offers excellent benefits and a

competitive salary commensurate with qualifications

and experience.

QUALIFICATIONS:

We are seeking highly skilled language instructors

with native or near-native proficiency in Chinese and

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

higher degree in teaching Chinese as a foreign

language, linguistics, second language acquisition, or

related field; and demonstrated success teaching

Chinese at the college/university level in the United

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

As an international Catholic, research university, the

University of Notre Dame has made a significant

commitment to furthering Asian studies, as evidenced

in the founding of the Liu Institute for Asia and Asian

Studies and the opening of a new graduate School of

Global Affairs, both of which collaborate regularly with

our growing Department of East Asian Languages

and Cultures. Information about the University is

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

Program in Chinese Language and Culture and the

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

APPLICATION INSTRUCTIONS

Applications are being accepted now via Interfolio,

and should include a cover letter, current curriculum

vitae, statement of teaching philosophy, and two

letters of recommendation. Review of applications

will begin immediately and continue until the position

is filled.

Apply at apply.interfolio.com/61975

Inquiries can be made to Rebecca McDaniel,

Administrative Coordinator of the department,

at rbrill@nd.edu.

Mandarin Chinese Teachers at K-12 Private Schools

(USA)

Carney, Sandoe & Associates, an educational

recruitment firm, is currently seeking Mandarin

Chinese Teachers to fill positions at all levels the K-

12 private and independent schools we work with

across the country.

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

getting to know you personally — beyond just your

resume — we provide you with customized, curated

job opportunities that match your specific

requirements (location, school type, position type,

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

thousands of job postings.

Responsibilities of the Mandarin Chinese Teacher:

-Develop and implement a full Mandarin Chinese

curriculum that meets the school’s mission and goals.


CLTA NEWSLETTER

-Develop knowledge and skills essential to effectively

teach students in the grade assigned.

-Promote students’ critical and creative thinking and

analysis and develop instructional materials.

-Facilitate learning for all students using a variety of

instructional methods, resources, and technological

tools.

Requirements of the Teacher:

-Bachelor’s degree in Chinese Language, Asian

Studies, or a related subject is REQUIRED (even if

you are a native speaker)

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

12 level

-Ability to coach or lead extracurricular programs

-Travel or study abroad experience a plus

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

To Apply:

Interested candidates must complete our online

application

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

ster

Visiting Instructor in Mandarin Chinese (Birmingham,

AL)

Birmingham-Southern College invites applications for

a full-time appointment in Mandarin Chinese. This

position is a visiting instructor appointment for the

2019-2020 academic year; the successful candidate

may be invited to apply for a possible future tenure

track line. The teaching load is three courses per

semester plus one January Exploration term course.

BSC’s small collegial Modern Foreign Languages

Department is committed to hiring a colleague with a

genuine passion for teaching and proven success in

the classroom. The College seeks a dynamic teacher

to continue growing our recently established Chinese

language program. The successful candidate will be

fluent in both Mandarin Chinese and English and will

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

of appointment. The field of expertise is open.

Experience in teaching undergraduates in a North

American university is required, with a strong

preference for candidates with experience in a liberal

arts setting. Primary teaching responsibilities will

include introductory and intermediate level Chinese

language courses; the ability to teach courses in

Chinese for the workplace is a plus. The successful

candidate will understand and uphold the academic

values of the College and will possess a strong

commitment to academic rigor and excellence in

undergraduate teaching in the liberal arts setting.

50

Review of applications will begin immediately, and will

continue until the position is filled. Applicants should

provide a letter of interest, a statement of teaching

philosophy that specifically addresses the liberal arts

setting, two sample course syllabi, a curriculum vitae,

and three letters of recommendation. Candidates are

also invited to submit teaching evaluations. All

materials should be sent to Dr. Barbara Domcekova,

Department of Modern Foreign Languages, Box

549029, Birmingham-Southern College, Birmingham,

AL 35254. Materials can also be sent electronically

to bdomceko@bsc.edu.

Birmingham-Southern College (BSC) is a selective

residential liberal arts college enrolling approximately

1300 undergraduate students. BSC is included in

Pope’s Colleges that Change Lives and is a

sheltering institution for Phi Beta Kappa. The

College’s curriculum is based on close faculty-student

interaction in teaching, advising, and research. For

more on the College’s faculty, students, educational

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

Birmingham-Southern College is located just minutes

from downtown Birmingham, which is the largest city

in Alabama and a leading hub for banking and

medical care and research in the Southeast. A vibrant

center for entertainment, commerce, and recreational

activities. There are six higher education institutions

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

botanical garden; the largest art museum in the

Southeast; a world-class civil rights institute and

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

numerous opportunities for outdoor adventure

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

“next hot food city” by Zagat’s.

BSC is an equal opportunity employer and is

especially interested in qualified candidates who can

contribute through their teaching, research, and/or

service to the diversity and excellence of the

academic community. BSC is also committed to

expanding the diversity of the faculty, staff and the

student body and in creating a welcoming and

inclusive environment for all. Individuals from diverse

populations are encouraged to apply. BSC complies

with the Alabama Child Protection Act and E-Verify.

EOE

Professor in Applied Language Sciences /

Bilingualism and Communication (Hong Kong)

THE HONG KONG POLYTECHNIC UNIVERSITY

The Hong Kong Polytechnic University (PolyU) is a

government-funded tertiary institution in Hong


CLTA NEWSLETTER

Kong. It offers programmes at various levels

including Doctorate, Master’s, and Bachelor’s

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

around 1,400. The total annual consolidated

expenditure budget of the University is in excess of

HK$7.4 billion.

DEPARTMENT OF CHINESE AND BILINGUAL

STUDIES

Professor in Applied Language Sciences /

Bilingualism and Communication (Ref. 19032113)

The Department of Chinese and Bilingual Studies is

one of the constituent departments of the Faculty of

Humanities. One of the core missions of the

Department of Chinese and Bilingual Studies is to

promote and develop studies of Chinese in

multilingual contexts and studies of multilingualism in

Chinese contexts. It has built a reputation in Applied

Chinese Language Studies, and seeks to extend its

strength in areas like Bilingualism (including

Translation and Interpreting), Intercultural

Communication and East Asian Studies. Another

mission of the Department is to offer professionoriented

programmes that meet the career aspirations

of young adults in Hong Kong and elsewhere in

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

doctoral degree programmes in Chinese Linguistics,

Chinese Language Teaching, Speech Therapy,

Teaching Chinese as a Foreign Language,

Translating & Interpreting, and Bilingual Corporate

Communication. It also offers courses in

Korean/Japanese language and culture at bachelor’s

level. Within the Department, there is a Centre for

Translation Studies, a PolyU-PekingU Research

Centre on Chinese Linguistics, a Speech Therapy

Unit, and a Chinese Language Centre which provides

training in Chinese language and Putonghua for the

whole University. The Department has over 90 fulltime

academic and teaching staff members. More

information about the CBS Department may be found

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

The appointee will be required to (a) engage in

teaching and related learning activities at both

undergraduate and postgraduate levels; (b) assume

an important role in curriculum design and

development; (c) undertake academic research in

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

making applications for external research grants; (d)

provide administrative support for academic

51

development and departmental objectives, and play

an active role in programme management; (e) render

professional service to the discipline and/or the

community at large; (f) provide academic leadership

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

other duties as assigned by the Head of Department

or his/her delegates.

Applicants should have (a) a PhD degree in a

relevant discipline, preferably with one of the following

specialisms: i) Clinical Linguistics, Special Education

Needs, Language Pathology, Speech Therapy,

Neuroscience or Computational Linguistics with

usage of language technology in digital humanities

and big data analytics. Additional expertise in other

areas of the humanities such as media studies or

language and literature will be a significant

advantage; or ii) Bilingual Corporate Communication,

Intercultural Communication,

Bilingualism/Multilingualism or related fields; (b)

substantial years of relevant post-qualification

experience and an excellent record of relevant

academic and/or professional achievements; (c) a

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

commitment to excellence in teaching, scholarly

activities and professional service.

Preference will be given to those who are fluent in

Cantonese or Putonghua and literate in written

Chinese.

Remuneration and Conditions of Service

A highly competitive remuneration package will be

offered. An appropriate term will be provided for

appointment at Professor level. For general

information on terms and conditions for appointment

of academic staff in the University, please visit the

website

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

should state their current and expected salary in the

application.

Application

Please send a completed application form to Human

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

Kong Polytechnic University, Hung Hom, Kowloon,

Hong Kong or via email

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

obtained via the above channels or downloaded

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


CLTA NEWSLETTER

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

provided, please still complete the application form

which will help speed up the recruitment

process. Consideration of applications will

commence on 12 April 2019 until the position is filled.

The University’s Personal Information Collection

Statement for recruitment can be found

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

s.php.

Assistant Professor in Applied Language Sciences /

Bilingualism and Communication / Chinese

Linguistics / Translation and Interpreting (two posts)

(Ref. 19032114) (Hong Kong)

THE HONG KONG POLYTECHNIC UNIVERSITY

The Hong Kong Polytechnic University (PolyU) is a

government-funded tertiary institution in Hong

Kong. It offers programmes at various levels

including Doctorate, Master’s, and Bachelor’s

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

around 1,400. The total annual consolidated

expenditure budget of the University is in excess of

HK$7.4 billion.

DEPARTMENT OF CHINESE AND BILINGUAL

STUDIES

Assistant Professor in Applied Language Sciences /

Bilingualism and Communication / Chinese

Linguistics / Translation and Interpreting (two posts)

(Ref. 19032114)

The Department of Chinese and Bilingual Studies is

one of the constituent departments of the Faculty of

Humanities. One of the core missions of the

Department of Chinese and Bilingual Studies is to

promote and develop studies of Chinese in

multilingual contexts and studies of multilingualism in

Chinese contexts. It has built a reputation in Applied

Chinese Language Studies, and seeks to extend its

strength in areas like Bilingualism (including

Translation and Interpreting), Intercultural

Communication and East Asian Studies. Another

mission of the Department is to offer professionoriented

programmes that meet the career aspirations

of young adults in Hong Kong and elsewhere in

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

doctoral degree programmes in Chinese Linguistics,

Chinese Language Teaching, Speech Therapy,

Teaching Chinese as a Foreign Language,

Translating & Interpreting, and Bilingual Corporate

Communication. It also offers courses in

Korean/Japanese language and culture at bachelor’s

52

level. Within the Department, there is a Centre for

Translation Studies, a PolyU-PekingU Research

Centre on Chinese Linguistics, a Speech Therapy

Unit, and a Chinese Language Centre which provides

training in Chinese language and Putonghua for the

whole University. The Department has over 90 fulltime

academic and teaching staff members. More

information about the CBS Department may be found

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

The appointees will be required to (a) engage in

teaching and related learning activities at both

undergraduate and postgraduate levels; (b) assume

an important role in curriculum design and

development; (c) undertake academic research in

their areas of expertise, including but not limited to

making applications for external research grants; (d)

provide administrative support for academic

development and departmental objectives, and play

an active role in programme management; (e) render

professional service to the discipline and/or the

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

as assigned by the Head of Department or his/her

delegates.

Applicants should have (a) a PhD degree in a

relevant discipline, preferably with the specialism in i)

Clinical Linguistics, Special Education Needs,

Language Pathology, Speech Therapy, Neuroscience

or Computational Linguistics with usage of language

technology in digital humanities and big data

analytics, additional expertise in other areas of the

humanities such as media studies or language and

literature will be a significant advantage; ii) Bilingual

Corporate Communication, Intercultural

Communication, Bilingualism/Multilingualism or

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

Semantics, Sociolinguistics or Phonology); or (iv)

Chinese-English or English-Chinese Translation &

Interpreting (involving Cantonese and/or Mandarin);

(b) relevant post-qualification teaching and research

experience and a proven record of relevant academic

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

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

excellence in teaching, scholarly activities and

professional service.

Applicants should normally have evidence-based

research experience (as supported by evidence of

research projects and outputs). Experience of

postdoctoral research positions will be a plus but not

required.


CLTA NEWSLETTER

For the post in Applied Language Sciences /

Bilingualism and Communication, preference will be

given to those who are fluent in Cantonese or

Putonghua and literate in written Chinese.

Remuneration and Conditions of Service

A highly competitive remuneration package will be

offered. Initial appointments will be on a fixed-term

gratuity-bearing contract. Re-engagement thereafter

is subject to mutual agreement. For general

information on terms and conditions for appointment

of academic staff in the University, please visit the

website

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

should state their current and expected salary in the

application.

Application

Please send a completed application form to Human

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

Kong Polytechnic University, Hung Hom, Kowloon,

Hong Kong or via email

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

obtained via the above channels or downloaded

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

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

provided, please still complete the application form

which will help speed up the recruitment

process. Consideration of applications will

commence on 12 April 2019 until the positions are

filled. The University’s Personal Information Collection

Statement for recruitment can be found

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

s.php.

Program Coordinator (San Francisco, CA)

Confucius Institute at San Francisco State University

invites application for a full-time Program Coordinator

position to begin in April 2019.

Job Description

Job Title: Program Coordinator (Administrative

Analyst/Specialist Exempt I) – Confucius Institute,

Division of International Education, San Francisco

State University

Job ID: 10188

Location: On Campus

Full/Part Time: Full Time

Regular/Temporary: Regular

53

Working Title

Program Coordinator

SF State University

San Francisco State is an Equal Opportunity

Employer and does not discriminate against persons

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

disability, genetic information, gender, gender identity,

gender expression, marital status, medical condition,

National origin, sex, sexual orientation, covered

veteran status, or any other protected

status. Reasonable accommodations will be provided

for qualified applicants with disabilities who selfdisclose

by contacting the Senior Human Resources

Manager.

Applicants may visit titleix.sfsu.edu for more

information on SF State’s policy prohibiting

discrimination, and how to file an online report using

the procedures under Executive Order 1096 Revised.

Inquiries can be directed to the campus Title IX

Coordinator and Discrimination, Harassment, and

Retaliation Administrator by calling (415) 338-2032 or

emailing vpsaem@sfsu.edu.

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

Campus. Smoking or Vaping of any tobacco/plantbased

substance is not permitted on any University

properties.

The person holding this position may be considered a

“mandated reporter” under the California Child Abuse

and Neglect Reporting Act and is required to comply

with the requirements set forth in CSU Executive

Order 1083 as a condition of employment.

This position may be a “designated position” in the

California State University’s Conflict of Interest

Code. The successful candidate accepting this

position may be required to file Conflict of Interest

forms subject to the regulations of the Fair Political

Practices Commission.

Department: Confucius Institute

Department Description

The Confucius Institute at San Francisco State

University (CISFSU) was established as the first

home of the Confucius Institute in Western United

States in July 2005, and was formally inaugurated in

February 2006 in response to the increasing need for

learning Chinese in the United States.

The partner institution in China is Beijing Normal

University. CISFSU has devoted every effort to

encourage the growth of Chinese language programs

in Northern California, and persisted in its

commitment to developing and supporting Chinese

language teaching, teacher training, and outreach

and exchange. We have worked together with our


CLTA NEWSLETTER

partners to provide more opportunities for Chinese

language learners and teachers at all level of

education.

We have developed an activity plan which sets out to

establish new courses in Chinese, creating new

second language acquisition materials, training

Chinese teachers and developing new curricula,

developing textbook and teaching resource center,

and promoting teaching credential programs. Major

activities include Mandarin courses, teacher training

programs, Chinese Language Bridge Cup Contests

for K-12 Students, Chinese Bridge-Chinese

Proficiency Competition for College Students,

Summer Camps, seminars/conferences, community

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

one of the important strategic opportunities to

enhance its Chinese language learning and

instruction, reach out to and serve the communities in

Northern California and beyond, contribute to its goal

of internationalization.

Appointment Type

Temporary CSUEU position: Position to end on or

before December 31, 2019. Permanent status may

be earned in this position if it is renewed for four

years without a break in service in accordance with

collective bargaining agreement provisions.

Time Base: Full-Time (1.0)

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

5:00 PM

Anticipated Hiring Range

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

$54,000.00 annually)

Salary is commensurate with experience.

Position Summary

Under the direct supervision of the Confucius Institute

(CI) Director, the Program Coordinator provides

complex administrative support to the Director and

manages customer functions for CI, including general

oversight of CI operations, facilities, and telephone

and email inquiries. The incumbent is responsible for

knowledge, interpretation and implementation of SF

State and California State University (CSU) operating

and administrative policies and procedures; and

providing assistance in the planning and

implementation of the programs, workshops, and

activities of CI. The incumbent provides extensive

budgetary analysis, financial planning, human

resources support, administrative reports and account

management for CI, in cooperation with visiting

scholars and supporting the Division of International

Education (DoIE). The incumbent works directly with

faculty and students and assists the Director in

54

supervising student staff. The incumbent supports the

Director in performing a variety of administrative and

technical support in financial management, office

operation, and CI program design and coordination;

completing travel forms, reimbursement requests,

budget and expenditure reports; promoting programs

such as Summer Camp in China for American

Students and the Summer Institute for local Chinese

language teachers; and organizing Chinese language

programs and cultural activities, and outreach

services in communities. The incumbent is

responsible for other duties as assigned by the CI

director, and assisting DoIE in administrative support,

educational exchange programs, student service, and

bilingual (English and Chinese) service.

Position Information

Confucius Institute Support and Customer Service

– Responsible for office customers service for CI,

including answering telephones, managing general

correspondence, and hours of operation.

– Respond to routine inquires, take messages and/or

refer inquires as appropriate.

– Develop and maintain CI operational calendar and

hours of operation.

– Develop, receive, review, and track program and

event assessment forms from CI activities.

– Serve as the primary contact for all CI related

requests and inquiries, such as requests for Chinese

classes, presentations, training workshops, Chinese

cultural events, Chinese proficiency tests, and

Confucius Institute Scholarships and Chinese Bridge

programs.

– Manage requests and distribution of outreach and

materials, including event news and announcements

on website. Refer visitors with inquiries to the

appropriate office.

Administrative Coordination

– Support CI Director and team members.

– Responsible for ordering supplies.

– Maintain CI budget and expenditures.

– Responsible for coordinating Director and team

members’ travel arrangements and completing travel

claims.

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

creation and maintenance of accurate training

materials.

– Inform and assist CI team members with CSU and

SFSU travel, budget, and approval protocol.

– Maintain budget request processes and protocol.

– Assist in the completion of Year-End reports in

collaboration with CI Director.

– Contact appropriate campus departments to resolve


CLTA NEWSLETTER

functional and operational issues.

– Support faculty, staff, and students in daily office

management, schedule CI meetings and campus

special events.

– Draft correspondence/memos.

– Maintain the office files and programs materials.

– Research and submit service request to facilities

and telecommunications.

– Coordinate CI activities and events.

– Compile and analyze data.

– Produce routine and ad hoc reports.

Program Coordination and Management

– Responsible for the annual update of

communication and promotion materials.

– Develop and maintain program checking system.

– Research and develop administrative reports

related to CI.

– Assist the Director in collaborating with campus

community including, but not limited to, the

academic colleges /departments (in particular:

Department of World Languages and Literatures,

Graduate College of Education, Department of

Psychology, Department of Cinema, College of

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

Research and Sponsored Programs (ORSP),

International Programs, Risk Management, Human

Resources, and Associated Students (with the goal of

providing high quality Chinese language and culture

programs for students, faculty and staff).

– Assist the Director in improving access and success

for students from diverse language and cultural

backgrounds.

– Support faculty and staff in providing information

about CI to students and visitors.

– Manage the application/invitation,

registration/confirmation processes for CI activities.

– Reserve facilities and arrange appropriate set-up

and decorations for events, including ordering

refreshments as appropriate, and preparing agenda

and all other documents and presentations.

– Assist in the planning and implementation of on and

off campus special events.

Support Division of International Education (DoIE)

– Perform administrative tasks in support DoIE in

international outreach, particularly in the greater

China areas, for recruitment and educational

exchange programs, including planning events and

assisting with services for international students and

scholars, and bilingual (English and Chinese )

services.

Other Duties as Assigned.

Minimum Qualifications

55

Entry to this classification requires general knowledge

and skills in the applicable administrative and/or

program field with a foundational knowledge of public

administration principles, practice, and methods. This

foundation would normally be obtained through a

bachelor’s degrees and/or equivalent training and

administrative work experience involving study,

analysis, and/or evaluation leading to the

development or improvement of administrative

policies, procedures, practices, or programs.

-Working knowledge of and ability to apply standard

theories, principles, practices, and techniques

applicable to the program and administrative specialty

in order to develop conclusions and make

recommendations.

-Thorough knowledge of the university policies,

procedures, and outside regulations pertaining to the

applicable program and/or administrative specialty.

-Working knowledge and experiences of operational

and fiscal analysis and techniques.

-Ability to work in a team and take initiative and

independently plan, organize, coordinate, and

perform work in various situations where numerous

and diverse demands are involved.

-Skill in the research, development and evaluation of

policies and programs, including the collection,

evaluation, and interpretation of data to develop

sound conclusions and make appropriate

recommendations.

-Experience in team work and analyzing problems

with a broad administrative impact and implications.

Ability to anticipate problems and address them

proactively.

-Demonstrated ability to effectively interpret, organize,

and present information and ideas in written or

presentation form.

-Ability to train others on new skills and procedures

and provide lead work direction.

Preferred Qualifications

– Bachelor’s Degree in

Education/Language/Communication/ Management

or a related discipline.

– Knowledge of Chinese language, culture, and

history.

– Possession of strong bilingual (English and

Chinese) communication skills and the ability to

provide information accurately and effectively, both

orally and in writing, to large groups and to individuals

of culturally and economically diverse backgrounds.

– Ability to plan and coordinate Chinese language

classes and Chinese cultural events programming.

– Proven background in educational program


CLTA NEWSLETTER

development including experience in Chinese

language training development and working with

faculty and students in diversity institutions.

– Proven background working with teachers and

students on campus or in communities in promoting

training workshops and conferences.

– Demonstrated skills to logically analyze complex

situations and data and develop clear and concise

reports or recommendations.

– Excellent organizational and team working skills.

– Two years of working experience with programs

that address education and program management

that impact the success of Chinese language

teaching and learning.

– Particular knowledge of California and the CSU

higher education environment.

– Demonstrated experience in supervising student

assistants and excellent customers services skills.

– Computer skills in Microsoft Office (Word,

PowerPoint, Excel, Outlook, etc.)

– Knowledge of a wide range of communication and

design applications, including InDesign, Microsoft

Office suite, Drupal, Adobe Creative, page layout

software, html, email and social networking

applications.

– Thorough knowledge of SFSU, its philosophy,

policies and procedures, programs, and services

related to quality education for students.

– Excellent time management skills, ability to

effectively work independently, or in teams on

multiple tasks or projects.

– Knowledge of University Fiscal Affairs,

Procurement, Human Resources policies, practice &

procedures, and experience in budgetary analysis,

financial planning, including budget application and

expenditure report to the Board of Directors of the

Confucius Institute.

– Knowledge of PeopleSoft, Human Resources

Management Systems (HRMS), Campus Solutions

(CS), and iLearn.

– Previous office experience working with budget and

personnel documents, and ability to produce

statistical data/charts.

– Ability to work with changing deadlines and within

time constraints.

Core competencies-embody the following

competencies:

– Bias toward collaboration and teamwork.

– Effective communication skills.

– Customer/Client Focus with an emphasis in

problem solving and resolution.

– Personal effectiveness and credibility as

56

demonstrated by interpersonal and professional

confidence.

– Diversity and inclusion.

Environmental/Physical/Special

– Required to travel to off-campus locations for

special events.

– Must have access to a car with current registration

and automobile insurance to travel to school sites,

college fairs, and pre-admissions events within

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

transportation arrangements to meet outreach

commitments on time.

– Must be able to competently interact with a

culturally and ethnically diverse population of

students, faculty and staff.

Pre-Employment Requirements

This position requires the successful completion of a

background check.

Benefits

Threaded through our Total Compensation package

is a commitment to Bridging Life’s Transitions. SF

State is committed to providing our employees with a

comprehensive program that rewards efforts that are

appreciated by your colleagues, students and the

customers we serve.

We offer a competitive compensation package that

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

Healthcare Savings Account, Life Insurance,

Disability Insurance, Vacation and Sick Leave as well

as State Holidays and a dynamic Fee Waiver

program, all geared towards the University’s

commitment to attract, motivate and retain our

employees.

CSUEU Position

Eligible and qualified on-campus applicants, currently

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

preference.

How to Apply

**THE ONLINE RECRUITMENT SYSTEM WILL

ALLOW ONLY ONE FILE ATTACHMENT FOR EACH

SUBMISSION**

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

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

age&isappinstalled=0

Submit an online application and upload in one file

attachment your resume, cover letter, describing your

specific qualifications for each position AND three (3)

professional references who can comment upon your

education and/or job related experience.

SF STATE IS NOT A SPONSORING AGENCY FOR

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

VISAS).


CLTA NEWSLETTER

The Human Resources office is open Mondays

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

reached at (415) 338-1872.

Application Deadline: April 1, 2019.

Please note that this position, position requirements,

application deadline and/or any other component of

this position is subject to change or cancellation at

any time.

Full-time Lecturer in the Chinese Language Program

(Philadelphia, PA)

The Department of East Asian Languages and

Civilizations at the University of Pennsylvania

announces the availability of a full-time Lecturer in the

Chinese Language Program for the academic year

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

the possibility of annual renewal for up to an

additional two years based on satisfactory

performance and approval of the Dean. Applicants for

the position should possess at least a Master’s

degree in Education or Humanities with a primary

focus on Chinese language and culture, and

pedagogy. They should have native or near-native

competency in Mandarin and advanced level

proficiency in English. Preference will be given to

candidates who have experience in teaching all levels

of Chinese language at the university or college level

in the U.S. Duties include teaching language classes

(6 courses per academic year), attending meetings of

the Chinese language program, and working with the

Director of the language program and China faculty

on materials development.

Candidates should apply online

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

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

teaching philosophy, and contact information for a

minimum of two individuals who have agreed to

provide a recommendation letter. The University will

contact the recommenders with instructions on how to

submit their letters. We also encourage the applicants

to upload additional documents if available: 1) recent

teaching evaluations including written comments, 2) a

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

description of the video and relevant materials.

The review of applications will begin immediately and

will continue until the position is filled.

The Department of East Asian Languages and

Civilizations is strongly committed to Penn’s Action

Plan for Faculty Diversity and Excellence and to

creating a diverse faculty (for more information

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

/diversityplan.html.)

57

The University of Pennsylvania is an Equal

Opportunity Employer. Minorities/Women/Individuals

with disabilities/Protected Veterans are encouraged to

apply.

Chinese Lecturer – Part-Time Renewable (Lexington,

Virginia)

Part-Time Renewable Chinese Lecturer

The Department of East Asian Languages and

Literatures at Washington and Lee University invites

applications for a part-time Chinese lecturer position

to begin in late August 2019. This position is annually

renewable, if there is need. Responsibilities include

teaching Chinese language at all levels and active

involvement with departmental activities.

Qualifications:

Master’s degree or higher in Chinese language,

Teaching Chinese as a Second Language, linguistics

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

Chinese and English; demonstrated excellence in

teaching Chinese at the college level.

Required Application Materials:

Applications should include the following items: a

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

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

vitae, and three letters of recommendation.

Please submit your application

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

applications will begin on April 8, 2019 and will

continue until the position is filled.

Founded in 1749 and located in the Shenandoah

Valley of Virginia, Washington and Lee University

offers a unique academic setting of arts and sciences,

commerce and law, and is consistently ranked in the

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

equal-opportunity employer, Washington and Lee

University is deeply committed to building a

multicultural educational environment and a culturally

diverse and pluralistic faculty and staff and strongly

encourages applications from underrepresented

groups.

Associate Professor in Linguistics and Applied

Linguistics (Shanghai Jiao Tong University)

University: Shanghai Jiao Tong University

Department: International Chinese Education of the

School of Humanities

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

Specialty Areas:

Linguistics: Psycholinguistics, Computational

Linguistics, Second Language Acquisition, Linguistic

Typology, Applied Linguistics, Chinese Linguistics


CLTA NEWSLETTER

Required Language(s): Chinese and English

Key Requirements:

The applicant should have a PhD degree in

Linguistics conferred by an accredited university,

have demonstrated good academic research abilities

and potential, and be able to conduct independent

academic research, give lectures, and mentor

doctoral students. The applicant should also have at

least one year’s experience of postdoctoral research

or of teaching and independent research at an

academic institution, and have outstanding research

achievements that represent a higher academic

level.

The Holder of this position will not be granted with

tenure until s/he goes through a formal review

process successfully at end of a trial period of 3

years.

Salary and Benefits:

The salary and benefits will be in accordance with the

regulations of Shanghai Jiao Tong University.

Supporting Documents:

Applicants are required to provide the following

supporting documents with their application:

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

institution, contact information, a list of publications,

major research and teaching areas,

etc.)

2. Research and Teaching Statement

3. Three to five recent research samples (within five

years)

Note: Three academic references or letters of

recommendation are preferred but not required.

If you are interested in the position, please send the

required documents to

hr.human@sjtu.edu.cn

and indicate your name and the position you apply for

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

about this position in the email.

About the institution:

Shanghai Jiao Tong University (SJTU) was founded

in 1896 and is one of the highest ranking universities

in China with a world-class reputation.

The School of Humanities (SHSS) includes four

categories of academic disciplines covering Chinese

Language and Literature, History,

Philosophy, and Arts. The School of Humanities has

two undergraduate programs for disciplines of

Chinese Language and Literature (Sino-foreign

culture exchange) and Chinese Language (designed

for overseas students); three undergraduate minor

courses separately for Chinese Language and

Literature, History, and Musicology; three

Master degree programs separately for first-level

discipline in Chinese

Language and Literature, Chinese History, and

Philosophy; one professional Master degree program

for International Chinese Language

Education; two doctoral programs in comparative

literature and cultural theory, and Marxism. The total

number of faculty and staff currently working in the

School is 140 and there are 1700 students studying in

the School.

If you have interest in the position or want to know

more about the institution, you are welcomed to

attend “The First SJTU International Young Scholars

Forum on Humanities” in May (with your travel

expense

fully covered by SJTU). See below.

The First SJTU International Young Scholars Forum

on Humanities

1. Introduction

Hosted by the School of Humanities, the First SJTU

International Young Scholars Forum on Humanities is

designed for outstanding young scholars all over the

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

seminars and talent exchanges, a platform will be

established for worldwide young scholars with

excellent academic background in literature, history,

philosophy and art to promote understanding and

share insights, that the development strategy,

discipline construction, scientific research and faculty

policies of SJTU and the School of Humanities can be

fully understood, and that young scholars will be

motivated to achieve their aspirations in SJTU,

boosting the development of Humanities.

2. Schedule

Registration: May 17th, 2019

Forum: May 18th-19th, 2019

May 18th:

Morning: Opening Ceremony & Keynote Lectures

Afternoon: Academic Sessions &Seminars

May 19th:

Morning: Introduction of SJTU Policies & Campus

Tour

Afternoon: Domain-specific Discussions, Talent

Exchanges & Closing Ceremony

Address: School of Humanities, Minhang District,

Shanghai Jiao Tong

University

3.Selection Criteria

Applicants should have a doctoral degree conferred

by an accredited university and are in their early

teaching and research career years.

58


CLTA NEWSLETTER

4.Academic Fields

Four disciplines will be involved in this Forum, namely

Chinese Language

& Literature, History, Philosophy, and Art Education.

The principal academic directions are as follows:

Chinese Language Literature: Ancient Literature,

Modern and Contemporary

Literature, Literature and Art (including Literary

Anthropology),

Comparative Literature and World Literature, Folk

Literature, Chinese Philology, Linguistics and Applied

Linguistics, including

Psycholinguistics, Computational Linguistics, Second

Language Acquisition, Linguistic Typology, Applied

Linguistics, etc.

History: Chinese history, World history

Philosophy: Western Philosophy, Chinese

Philosophy, Logic, Philosophy of

Science Art education: Musicology

5. How to Apply

Application: Complete the online application form on

the school

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

ply.

Invitation: All the applications will be assessed by

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

candidates will be evaluated by the school academic

committee. Applicants who pass the

assessment will receive an official invitation letter

through email by mid-April 2019.

RSVP: Invited scholars are required to fill in a receipt

within one week and confirm the participation.

6.Financial Assistance:

Board & Lodging: FULL SUPPORT

Travel Expenses: SJTU will offer reimbursement for

round-trip travel expenses(economy class air ticket,

hard sleeper ticket, or second-class

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

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

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

coordinator during the registration.

7. Contact Details:

Contact person: Ms. Song

Tel: 86-21-34208519

Email: hr.human@sjtu.edu.cn

Address: School of Humanities, Shanghai Jiao Tong

University, 800 Dongchuan Road, Minhang District,

Shanghai, 200240, China

59

Chinese Language Teaching Assistant (Lancaster,

PA)

Franklin & Marshall College invites applications for a

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

position in its Chinese Language Program, beginning

Fall Semester 2019.

Candidates must have native or near-native

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

Chinese pedagogy, literature, linguistics, or a related

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

not required. The successful candidate will teach drill

sessions to elementary level students of Chinese,

conduct one-on-one tutoring sessions with students of

different levels, and assist students in learning the

Chinese language and gaining an understanding of

Chinese culture through a variety of co-curricular

activities. Candidates should submit the following

materials electronically via Interfolio

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

application, current curriculum vitae, transcripts, and

a sampling of teaching evaluations. Applicants must

also arrange for two letters of recommendation to be

submitted by referees directly to Interfolio. Inquiries

may be directed to sshao@fandm.edu. Application

review will begin March 11, 2019 until the position is

filled. Applications will not be accepted after April 26,

2019.

The search committee will holistically assess the

qualifications of each applicant. We will consider an

individual’s record working with students and

colleagues with diverse perspectives, experiences,

and backgrounds. We will also consider experience

overcoming or helping others overcome barriers to

academic success.

Franklin & Marshall College is committed to having an

inclusive campus community where all members are

treated with dignity and respect. As an Equal

Opportunity Employer, the College does not

discriminate in its hiring or employment practices on

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

national origin, religion, age, disability, family or

marital status, sexual orientation, or any protected

characteristic. Individuals who need an

accommodation due to a disability in order to submit

an application or attend an employment interview

should contact Human Resources at 717-358-3995.

Assistant Teaching Professor of Chinese (Winston-

Salem, NC)

The Department of East Asian Languages and

Cultures at Wake Forest University is seeking to fill an

Assistant Teaching Professor or Assistant Professor


CLTA NEWSLETTER

of the Practice position in Chinese to begin Fall 2019.

The responsibilities include teaching Chinese

language courses at all levels as well as language for

specific purpose courses. The successful candidate

may also work with an adjunct instructor and other

faculty members to organize extracurricular activities.

Applicants may have a PhD in second language

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

extensive professional experience), native or nearnative

fluency in Chinese and English, experience in

teaching all levels of Chinese language courses at the

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

proficiency-oriented teaching.

A complete application should include: cover letter,

CV, three letters of recommendation, two sample

syllabi, two most recent student evaluations, a lesson

plan, and a 30-minute teaching demonstration as an

attachment. Have your letter writers submit the

confidential letters of recommendation

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

the top of this posting for best results. Questions

regarding the application process can be directed

to AskHR@wfu.edu. Review of applicants begins

immediately; the position will remain open until it is

filled. Interested candidates are encouraged to also

apply for our position of visiting assistant professor of

Chinese.

Please go to this link to

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

US/Faculty_Career_Website_live/job/Winston-Salem-

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

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

Cultures_R0001436

Wake Forest University is a private, coeducational

institution dedicated to academic excellence in liberal

arts, graduate and professional education. Founded

in 1834, the University is ranked among the top 30

national universities, with approximately 5100

undergraduates and 3000 graduate and professional

students. Wake Forest is a collegiate university

offering a vibrant intellectual community with a rich

cultural life, an impressive array of facilities and an

active athletics community. The University has a deep

institutional commitment to public service and

engagement with the world, as indicated by the motto

Pro Humanitate. For quick facts about the University,

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

Wake Forest is located in Winston-Salem, North

Carolina – part of the Piedmont Triad metropolitan

region which has a population of more than 1.5 million

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

North America by Cities Ranked and Rated and is

60

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

Winston-Salem offers a vast array of arts experiences

ranging from music venues to galleries to theatre and

film festivals. The city is also ranked among the top

50 US cities for affordability on national surveys.

Wake Forest University welcomes and encourages

diversity and inclusivity, and seeks applicants with

demonstrated success in working with diverse

populations. Wake Forest seeks to recruit and retain

a diverse workforce to maintain the excellence of the

University, and to offer students richly varied

disciplines, perspectives, and ways of knowing and

learning.

Full-time Lecturer of Chinese (Knoxville, TN)

The Department of Modern Foreign Languages and

Literatures at the University of Tennessee, Knoxville

is seeking applications for a full-time lecturer position

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

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

renewable term as Senior Lecturer, and a 5-year

renewable term as Distinguished Lecturer. Lecturer

comes with full benefits. The teaching load is four

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

expected to be able to teach Chinese language at all

levels and be actively involved in the development of

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

Chinese pedagogy, linguistics, or related fields; native

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

two years of Chinese teaching experience at the postsecondary

level in the U.S.; demonstrated excellence

in teaching. Review of applications will begin March

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

Please send your application to the search committee

at utkmfllchinese@gmail.com, including:

1. Letter of application

2. CV

3. Names and contact information of three references

(who may be contacted to provide a letter of

recommendation)

4. Summary of student evaluation and/or class

observation reports (optional)

The University of Tennessee is an EEO/AA/Title

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

provision of its education and employment programs

and services. All qualified applicants will receive

equal consideration for employment and admission

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

sex, pregnancy, marital status, sexual orientation,

gender identity, age, physical or mental disability,

genetic information, veteran status, and parental

status.


CLTA NEWSLETTER

Project Coordinator at Confucius Institute at

Cleveland State University (Cleveland, OH)

JOB SUMMARY: Working with the Director of the

Confucius Institute (CI), organizes and manages

Chinese cultural programs of the Cleveland State

University Confucius Institute. Provides complex

administrative assistant in the areas of

program/project planning, research development and

special project support. Ensures the timely and

effective provision of administrative support. Interacts

professionally with all internal and external customers

using strong interpersonal skills.

MINIMUM QUALIFICATIONS: Bachelor’s degree in

Asia or China Studies, Education, Communications,

Accounting, Marketing, or related field. Native or

near-native fluency in both Chinese and English

languages. Three years relevant administrative

experience. Knowledgeable in or interested in

learning Chinese language and culture. Excellent

communication skills, both oral and written, and

strong interpersonal skills. Ability to manage multiple

projects simultaneously and meet deadlines in a fastpaced

environment. Team-oriented. Detail-oriented,

with ability to analyze problems and develop practical

solutions. Skilled in word processing and database

management, desktop publishing, and/or web site

management. Ability to manage and reconcile fiscal

records.

PREFERRED QUALIFICATIONS: Advanced degree.

Prior experience organizing and marketing language

and/or cultural programs. Previous administrative

experience in higher education. Successful

experience collaborating with colleagues from the

People’s Republic of China.

APPLICATION

Offer of employment is contingent on satisfactory

completion of the University’s verification of

credentials and other information required by law

and/or University policies or practices, including but

not limited to a criminal background check.

Applications will be exclusively accepted online

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

l. Mailed or emailed application materials will not be

accepted.

REVIEW BEGINS: 04/20/2019

EMPLOYMENT DATE: 08/1/2019

Lecturer Pool – Cantonese Language – East Asian

Languages and Cultures (Berkeley, CA)

Description

The Department of East Asian Languages and

Cultures at the University of California, Berkeley

seeks applications for a pool of qualified temporary

lecturers to teach elementary or intermediate courses

in Cantonese language should a need arise during

Summer, Fall 2019, and Spring 2020.

In addition to teaching responsibilities, general duties

may include holding office hours, assigning grades,

advising students, preparing course materials (e.g.

syllabus), writing exams, attending appropriate

meetings, and interacting with students outside of

class time via email and/or bCourses.

Please note: The use of a lecturer pool does not

guarantee that an open position exists. See the

review date specified in AP Recruit to learn whether

the Program is currently reviewing applications for a

specific position. If there is no future review date

specified, your application may not be considered at

this time. Screening of applicants is ongoing and will

continue as needed. The number of positions may

vary each teaching term, depending upon the needs

of the Department, and in some semesters may be

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

respectively equivalent to one, two or three courses

per semester.

Basic Qualifications (required at the time of

application):

• Advanced degree or enrolled in an advanced degree

program

Additional qualifications (required by the start date):

• Advanced degree

• At least two years of university-level teaching

experience

Preferred Qualifications:

• MA or equivalent international degree in teaching

Cantonese as a Foreign Language, Linguistics,

Second Language Acquisition or related field.

Experience with computer-assisted language learning

and language instructional software.

• Native or near-native fluency in Cantonese; English

fluency. Eligible to work in the United States.

Salary

Salary is commensurate with education and years of

college-level teaching experience. The starting

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

accordance with the current Unit 18 lecturer salary

scale and its provisions. The department is interested

in candidates who will contribute to diversity and

equal opportunity at UC Berkeley through their work.

The University is committed to addressing the family

needs of employees and has a number of policies

61


CLTA NEWSLETTER

and programs in place to support employees as they

balance work and family.

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

The posting will remain open until December 16, 2019

to accommodate department needs and new

applicants. Appointments for summer are usually

reviewed in March; fall appointments are typically

reviewed in April; and spring appointments are

usually reviewed in October. If you wish to remain in

the pool after December 16, 2019 you will need to

reapply.

All letters will be treated as confidential per University

of California policy and California state law. Please

refer potential referees, including when letters are

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

career center), to the UC Berkeley statement of

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

to submitting their letters.

Please direct questions to the Department of East

Asian Languages and Cultures

at: easearch@berkeley.edu

The University of California is an Equal

Opportunity/Affirmative Action Employer. All qualified

applicants will receive consideration for employment

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

orientation, gender identity, national origin, disability,

age or protected veteran status. For the complete

University of California nondiscrimination and

affirmative action policy see:

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

Act

Lecturer Pool – Mandarin Language – East Asian

Languages & Cultures (Berkeley, CA)

Recruitment Period

Open date: February 12th, 2019

Next review date: March 1st, 2019

Apply by this date to ensure full consideration by the

committee.

Final date: December 16th, 2019

Applications will continue to be accepted until this

date, but those received after the review date will only

be considered if the position has not yet been filled.

Description

Lecturer Pool – Mandarin Language – East Asian

Languages & Cultures

Description

The Department of East Asian Languages and

Cultures at the University of California, Berkeley

seeks applications for a pool of qualified temporary

lecturers to teach elementary, intermediate, or

advanced courses in Mandarin language or reading

62

competency courses taught in English should a need

arise during Summer, Fall 2019 and Spring 2020.

In addition to teaching responsibilities, general duties

may include holding office hours, assigning grades,

advising students, preparing course materials (e.g.

syllabus), writing exams, attending appropriate

meetings, and interacting with students outside of

class time via email and/or bCourses.

Please note: The use of a lecturer pool does not

guarantee that an open position exists. See the

review date specified in AP Recruit to learn whether

the Program is currently reviewing applications for a

specific position. If there is no future review date

specified, your application may not be considered at

this time.

Screening of applicants is ongoing and will continue

as needed. The number of positions may vary each

teaching term, depending upon the needs of the

Department, and in some semesters may be zero.

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

respectively equivalent to one, two or three courses

per semester.

Basic Qualifications (required at the time of

application):

• Advanced degree or enrolled in an advanced degree

program

Additional qualifications (required by the start date):

• Advanced degree

• At least two years of university-level teaching

experience

Preferred Qualifications:

• MA or equivalent international degree in teaching

Mandarin as a Foreign Language, Linguistics, Second

Language Acquisition or related field. Experience with

computer-assisted language learning and language

instructional software.

• Native or near-native fluency in Mandarin; English

fluency. Eligible to work in the United States.

Salary

Salary is commensurate with education and years of

college-level teaching experience. The starting

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

accordance with the current Unit 18 lecturer salary

scale and its provisions.

The department is interested in candidates who will

contribute to diversity and equal opportunity at UC

Berkeley through their work.

The University is committed to addressing the family

needs of employees and has a number of policies

and programs in place to support employees as they

balance work and family.

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


CLTA NEWSLETTER

The posting will remain open until December 16, 2019

to accommodate department needs and new

applicants. Appointments for spring are usually

reviewed in October; summer appointments are

usually reviewed in March, and fall appointments are

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

pool after December 16, 2019 you will need to

reapply.

All letters will be treated as confidential per University

of California policy and California state law. Please

refer potential referees, including when letters are

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

career center), to the UC Berkeley statement of

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

to submitting their letters.

Please direct questions to the Department of East

Asian Languages and Cultures

at: easearch@berkeley.edu

The University of California is an Equal

Opportunity/Affirmative Action Employer. All qualified

applicants will receive consideration for employment

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

orientation, gender identity, national origin, disability,

age or protected veteran status. For the complete

University of California nondiscrimination and

affirmative action policy

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

firmAct

Job location

Berkeley, CA

Requirements

Document requirements

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

• Cover Letter

• Statement of Teaching

• Internet Link to Teaching Demonstration (Maximum

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

document.

Reference requirements

• 3-5 required (contact information only)

Resident Director in China (Bellevue, WA)

American Cultural Exchange Service (ACES) is

seeking a qualified Resident Director (RD) to work on

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

for an approximately six-week program in China

through the National Security Language Initiative for

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

engage in language learning in both formal (language

courses) and informal settings (dormitory and/or host

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

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

63

early June), attend a student orientation in

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

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

and submit reports during and immediately after the

program.

For detailed information about the position, please

visit:

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

Visiting Assistant Professor of Chinese (Worcester,

MA)

The Department of Modern Languages and

Literatures at the College of the Holy Cross invites

applications for a visiting full-time faculty appointment

in Chinese for the 2019-2020 academic year to begin

in August 2019.

QUALIFICATIONS

Candidates must have native or near native

proficiency in Mandarin Chinese and English, a PhD

or ABD in Chinese pedagogy, literature, linguistics,

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

experience in Chinese language at the college level.

They must demonstrate commitment to, and

excellence in, undergraduate teaching as informed by

current practice and scholarship in the field.

APPLICATION INSTRUCTIONS

Please submit a letter of application, current

curriculum vitae, a statement on teaching philosophy

and interests, official transcripts of undergraduate and

graduate study, two confidential letters of

recommendation, and a link to a recent video of

yourself teaching elementary or intermediate

Mandarin. Provide information about the location of

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

the topic that your lesson covered, and the learning

goals you had for the students in that class.

Please submit all application materials to Interfolio

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

Visiting Assistant Professor or Instructor, Chinese

Language Pedagogy and Linguistics (University

Center, MI)

The Master of Arts in Teaching Chinese as a Foreign

Language (MA-TCFL) Chinese teacher preparation

program invites applicants for a 10-month

appointment from late August 2019 through late May

2020. Applicants for the visiting professor rank must

have an earned Ph.D. in second language pedagogy

or applied linguistics with a focus on Chinese. The

instructor rank applies to candidates with ABD status

in the same fields. The successful candidate would be


CLTA NEWSLETTER

expected to teach courses in Chinese linguistics,

pedagogy and culture. All courses will be taught at

Ming Chuan University: Michigan, located on the

University Center campus of Saginaw Valley State

University.

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

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

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

the salary. Other expenses would be the

responsibility of the individual accepting this position.

Position is contingent on student enrollment, and may

be renewed subject to the same contingency. This

position will meet the requirements for OPT visa

status. For those seeking a work permit, Ming Chuan

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

process.

The MA-TCFL Program is a joint program between

Saginaw Valley State University (SVSU), one of the

15 state universities in Michigan, and Ming Chuan

University: Michigan campus. We are a small,

individual-oriented bilingual program with a unique

mission– preparing graduates to teach Mandarin and

Chinese culture to students at the tertiary level

(College or university) and to clients in business and

service organizations.

To apply, please send a cover letter (include three

references), Curriculum Vita, and transcripts to Jubi

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

begin March 18, 2019 and conclude as soon as a

qualified pool of finalists has been identified.

Applications will not be accepted after April 19, 2019.

Specific questions may be addressed to Dr. Kerry

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

at fthsieh@mail.mcu.edu.tw.

Chinese Teacher (Fort Worth, TX)

The Upper School at Trinity Valley School in Fort

Worth, Texas, is seeking an experienced high school

Chinese language teacher with the ability to teach all

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

successful candidate should possess a deep

commitment to and a passion for teaching the five

components of Chinese language: listening, reading,

speaking, writing and culture; therefore, an

enthusiasm for and knowledge of Chinese language

and literature are requirements for favorable

consideration. Equally important is the knowledge of

varied pedagogy. Also, the candidate should possess

leadership qualities that serve to inspire, motivate,

and develop students. The ideal candidate should

have the ability to be flexible and caring while holding

students to high expectations in academic endeavors

64

inside and out of the classroom experience. Finally,

the successful candidate must be able to work

collegially with other members of the department. An

advanced degree is desirable, as is familiarity with the

culture of private, independent schools, and a

willingness to become involved in the school beyond

the classroom.

Trinity Valley offers competitive salaries; fully paid

employee health, disability and life insurance; and

family dental insurance. The school offers and

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

outstanding facilities, supportive faculty and staff and

wonderful students.

Application material submitted

online: http://www.trinityvalleyschool.org

Chinese Language Fellow (Poughkeepsie, NY)

Vassar College

Chinese Language Fellow

Department: Chinese & Japanese Department

Duration of Position: Academic year / Part time

Position Type: Administrator

Posting Removal Date: Open Until Filled

Posting Number: 1001564

About Vassar College

Located in the scenic Mid-Hudson Valley, Vassar

College is a highly selective, residential,

coeducational liberal arts college. Vassar is strongly

committed to fostering a community that reflects the

values of a liberal arts education and to promoting an

environment of equality, inclusion and respect for

difference. Vassar College is an affirmative action,

equal opportunity employer with a strong commitment

to increasing the diversity of the campus community

and the curriculum and promoting an environment of

equality, inclusion and respect for a difference.

Candidates who can contribute to that goal through

their teaching, research, advising, and other activities

are encouraged to identify their strengths and

experiences in this area. Individuals from groups

whose underrepresentation in the American

professoriate has been severe and longstanding are

particularly encouraged to apply.

Vassar College is a smoke-free campus

Position Summary and Responsibilities

Vassar College invites applications for Chinese

Language Fellow (Intern) for the 2019-20 academic

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

Qualifications

The Language Fellow, who must be a native level

speaker of Chinese, assists the Chinese faculty


CLTA NEWSLETTER

members in preparing teaching materials and

conducting drill sessions for 15 hours a week.

Language Fellows receive free room and board on

Vassar’s campus in student housing for the academic

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

health insurance coverage. They may also take up to

two courses per semester free at Vassar. Language

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

English.

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

recording introducing yourself in both Chinese and

English, and at least one recommendation letter to

Peipei Qiu, Chair, Department of Chinese and

Japanese, Box 285, Vassar College, 124 Raymond

Avenue, Poughkeepsie, NY 12604 or (preferably) via

email to chineseandjapanese@vassar.edu.

Review of applications is ongoing until the position is

filled.

Required Applicant Documents

Vita

Cover Letter

Other 1

Other 2

Special Instructions to Applicants

Review of applications will begin immediately; this

position will remain open until filled.

To Apply

All applicants must apply online

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

Vassar is strongly committed to fostering a

community that reflects the values of a liberal arts

education and to promoting an environment of

equality, inclusion and respect for difference. Vassar

College is an affirmative action, equal opportunity

employer, and applications from members of

historically underrepresented groups are especially

encouraged.

jeid-a369b75e3da16f4593f6ba6e7fe5272f

Copyright ©2017 Jobelephant.com Inc. All rights

reserved.

Instructor of Chinese (Calgary, Alberta, Canada)

The School of Languages, Linguistics, Literatures and

Cultures invites applications for a 2-year limited term

position in Chinese, at the rank of Instructor, effective

July 1, 2019. The area of specialization is the

teaching of Chinese language and/or culture.

The successful candidate will be expected to teach

seven undergraduate courses in Chinese language,

participate in curriculum/program and materials

development, maintain currency in the scholarship of

teaching at university level language programs, and

65

participate in course coordination and student

advising and mentoring. Service to the School and

University is also expected.

The successful candidate will have a Master’s degree

or a higher degree with a specialization in Chinese

linguistics, Chinese culture, Chinese literature,

second language acquisition, second language

teaching or pedagogy, linguistics, teaching Chinese

as a second/foreign language, Chinese language

education, or a related field. Demonstrated evidence

of excellence in teaching at the post-secondary level

as well as native or near-native competence in

Chinese and English are required. Teaching

excellence can be demonstrated by presenting a

record of relevant teaching experience at the postsecondary

level, evidence of pedagogical innovation,

experiences with developing undergraduate curricula

and student supervision and mentorship. Expertise in

language assessment and/or competence in other

languages taught in the School of Languages,

Linguistics, Literatures and Cultures, would be a

valuable asset.

To view the full posting details and to apply, please

follow this link to our website and click on ‘Apply

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

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

Interested individuals are encouraged to submit an

application online via the ‘Apply Now’ link.

All applications must be received by March 8, 2019 at

which time the Academic Selection Committee will

begin reviewing applications to select applicants to

invite for on-site interviews.

The University of Calgary recognizes that a diverse

staff/faculty benefits and enriches the work, learning

and research experiences of the entire campus and

greater community. We are committed to removing

barriers that have been historically encountered by

some people in our society. All qualified candidates

are encouraged to apply; however Canadians and

permanent residents will be given priority.

Mandarin Chinese Teacher – IMMEDIATE OPENING

(Westwood, MA)

TITLE: Mandarin Chinese Teacher – IMMEDIATE

OPENING

DEPARTMENT: World Languages

REPORTS TO: Mrs. Catherine Douglas, Department

Chair

DESCRIPTION:

Xaverian Brothers High School in Westwood, MA is a


CLTA NEWSLETTER

Catholic, college-preparatory school for young men

founded in 1963. The school enrolls approximately

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

communities in eastern Massachusetts and Rhode

Island.

GENERAL EXPECTATIONS:

The applicant will have demonstrated content

knowledge and pedagogic skill relative to Mandarin

Chinese. In addition to proficiency in both Chinese

and English, a history of collaborating with other

educators, as well as the ability to maintain and adapt

existing curricula to meet the ever changing needs of

students is required. The ideal candidate will be

comfortable using a variety of teaching strategies and

assessment tools to focus on the skills of listening,

speaking, reading, and writing, have a passion for

educating young men, and a willingness to be

involved in the school community beyond the

classroom setting while also working with our

International Culture Club and our Chinese Honor

Society. Candidates should have excellent

interpersonal and organizational skills, and an

enthusiasm for the school’s mission as a Catholic and

Xaverian Brothers Sponsored School.

HOW TO APPLY:

Resume, cover letter, and three references should be

submitted electronically to Linda Corbett

at lcorbett@xbhs.com. Please indicate MANDARIN

CHINESE TEACHER SEARCH in the Subject line.

Position available IMMEDIATELY. Salary

commensurate with experience; excellent benefits.

Applications will be accepted until position is filled.

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

York, NY)

HudsonWay Immersion School (HWIS) has the

reputation as the “best Mandarin and Spanish

immersion program in NYC and NJ” due to its unique

full immersion model, early start in preschool, teacher

training and immersion leadership. Reflecting that

reputation, the school’s mission is to develop students

as flexible thinkers, culturally aware and linguistically

capable in at least two languages.

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

oldest independent Mandarin and Spanish immersion

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

on the upper west side of Manhattan, and one in

NJ. The school is poised to more than double

enrollment growth with recently-obtained funding to

expand and relocate the NY school in September

2019, and with the recent NJ move to a newly

renovated Catholic school in NJ this past September

66

2018. The school has also announced plans to grow

in grades through grade 8 by 2021.

The new educational director/head of school will

report to and partner with a board consisting of three

owner investors. Two of the owner investors are the

original founders having started this school for their

own children 13 years ago. The third investor joined

HWIS in late 2018 to support the NY

expansion. Initially the role would focus on the

education and operations of the school, expansion to

middle school grades 6-8, development of after

school clubs and building the parent community. The

roles of finance, legal, HR, marketing and admissions

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

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

these functional areas and evolve from Educational

Director to Head of School.

Educational Director/Head of School

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

strong collaborative builder of people, possesses

pedagogical high standards, and is passionate about

the benefits of immersion education. The ED will

oversee two locations: Stirling, NJ and NY,

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

directors with both significant and newly acquired

immersion experience. The position will be subject to

a bi-annual review by the school founders. The

successful candidate will possess many of the

following experiences and skills:

• MA,Education related field (Administration,

Curriculum & Instruction, Linguistics, etc.)

• Prior administrative experience in a leadership role

in an independent school

• Prior teaching or administrative experience with an

immersion school

• K-8 and early childhood experience

• Excellent community-outreach and relationship

building skills

• Extensive knowledge of curriculum development;

new research and technology enhancements

• Ability to create and sustain positive, ambitious

school culture among staff and students

• Ability to develop teachers- mentor, provide

feedback and constructive criticism, corrective action,

coaching and discipline if necessary.

• Experience in assessment and achievement data

analysis

• Leading school in acquiring accreditation

• Bilingual/fluent in one of the languages of instruction

– Mandarin or Spanish

• Ability to partner with HR, Accounting, Admissions,

Facilities, etc. in upholding and enforcing School


CLTA NEWSLETTER

policies and procedures

• Excellent communication skills– clear, direct

communication with tact and professionalism

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

manage administrative paperwork

Responsibilities:

Staff and Program Development

• Inspires a culture of mission-driven excellence and

inclusion

• Implements and enhances a language immersion

education program that promotes an international

perspective for responsible citizenry at both a local

and international level

• Manages and supervises all full and part-time staff

• Helps formulate performance management and

culture of accountability

• Ensures that school’s curriculum and programs are

evolving to meet student needs

• Ensures that school appearance and day to day

management of operations is smooth

• Coordinate and oversee staff development and

training that is aligned with New York and New Jersey

State Standards, and the school’s curriculum

• Conducts regular staff meetings

• Designs and implements professional development

workshops for all employees

• Oversees school data reporting systems and data

analysis to inform instructional practice

• Effectively recruits and retains student population

• Effectively recruits and retains teacher population

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

strategic plan

• Oversee the development of other programs such

as after school, extended care, summer camp and

Mommy & Me

• Works with high schools to develop feeder programs

in support of ex-missions

• Works with licensing regulatory bodies

Parents/Community

• Ensures that the school builds enrollment and

retains students

• Maintains an open-door policy for parents

• Participates in Family conferences when appropriate

• Articulates the school’s mission and vision to

parents and the community

• Works with the parent association

Financial

• Oversees the implementation of the school’s annual

budget

• Tracks and assigns all purchases

• Assures proper reporting of financials to Owners

Policies and Procedures

• Provides regular updates to founders/investor on:

Policies and procedures

Curriculum plan and achievement

Parent satisfaction

HR plan

Budget updates

Supervisory

• All instructional teachers; a diverse cultural and

lingual employee base

• Administrative – finance, custodial, HR, admissions

(this may evolve in year 2)

• Parent volunteers

Compensation = Competitive salary and benefits

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

401K, etc.

Initial contract for a two-year period as Educational

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

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

start as soon as agreed upon, possibly prior to the

end of the 2018/2019 academic year.

TO APPLY:

Applicants should submit a cover letter, resume (with

salary requirements) and a personal statement

to: hr@hwis.org

HWIS is an equal opportunity employer and values

diversity in the workplace. We actively encourage all

qualified applicants regardless of race, color, religion,

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

or sexual orientation to apply.

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

submission. Only applicants of interest will be

contacted.

Thank you for your interest in working for HWIS!

67


CLTA NEWSLETTER

世 界 汉 语 教 学

《 世 界 汉 语 教 学 》(1987 年 创 刊 · 季 刊 )

2019 年 第 2 期 目 录

汉 语 国 际 教 育 知 识 体 系 研 究

“ 汉 语 国 际 教 育 知 识 体 系 的 特 色 与 构 建 研 讨 会 ” 观 点 汇 辑

„„„„„„„„„„„„ 刘 利 、 李 宇 明 、 刘 珣 、 陈 绂 、 曹 秀 玲 、 徐 正 考 、

崔 希 亮 、 鲁 健 骥 、 贾 益 民 、 吴 应 辉 、 李 泉 、 陆 俭 明

汉 语 研 究

时 间 顺 序 原 则 与 像 似 性 的 “ 所 指 困 境 ”„„„„„„„„„„„„„„„„„ 张 敏

从 话 语 功 能 看 所 谓 “ 无 定 NP 主 语 句 ” „„„„„„„„„„„„„„„„„ 方 梅

从 词 汇 构 式 化 看 A 1 A 2 A 3 的 词 汇 化 与 词 法 化 „„„„„„„„„„„„„„„„ 宋 作 艳

言 者 事 理 立 场 表 达 :“ 再 怎 么 说 ” 的 信 据 性 „„„„„„„„„„„„„„„„ 石 飞

汉 语 教 学 与 学 习 研 究

媒 介 差 异 与 汉 语 听 力 教 材 语 料 编 写 的 话 主 可 识 别 原 则 „„„„„„„„„„„ 张 金 圈

不 同 语 言 类 型 的 二 语 学 习 者 汉 语 动 结 式 加 工 的 眼 动 研 究 „„„ 何 美 芳 鹿 士 义 张 亚 旭

基 于 词 类 信 息 的 语 标 标 示 对 汉 语 二 语 句 法 规 则 建 构 的 影 响 研 究

„„„„„„„„„„„„„„„ 陈 路 遥 韩 笑 吴 俊 杰 付 永 奔 姜 薰 兑 冯 丽 萍

基 于 复 杂 适 应 系 统 原 则 的 汉 语 反 身 代 词 二 语 习 得 研 究 „„„„„„„ 杨 梅 徐 富 平

简 讯

“ 新 时 代 汉 语 国 际 教 育 学 术 研 讨 会 ” 征 稿 启 事

《 世 界 汉 语 教 学 》 青 年 学 者 论 坛 ( 第 7 届 ) 征 稿 启 事

69


CLTA NEWSLETTER

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

69


CLTA NEWSLETTER

CHINESE LANGUAGE TEACHING METHODOLOGY AND TECHNOLOGY

Volume 1, Issue 4 December 2018

TABLE OF CONTENTS

Title and Author

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

language classrooms

Danping Wang

First language transfer in mandarin compositions written by learners with

English as mother tongue

Rui Liu

Using Thinking Maps in Chinese novel analysis and instruction

Qiuping Yuan

Teaching objective development: Mistakes commonly made by Hanban Chinese

language teachers in the United States

Hui Pang, and Hong Sun

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

Alex Yuan

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

Huiwen Li, Hui Pang, and Zhenzhen Hu

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

professional guidelines, resources, and standards

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

Techniques and methods change, methodology remains the same: Web

technology use as cosmetic change in CFL classrooms

Art.

No.

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7

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

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CLTA NEWSLETTER

汉 语 教 学 方 法 与 技 术

第 一 卷 第 四 期

2018 年 12 月

目 录

文 号

题 目 及 作 者

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

classrooms

Danping Wang

以 英 语 为 母 语 的 汉 语 二 语 学 习 者 习 作 中 的 母 语 迁 移 现 象

刘 瑞

运 用 思 维 导 图 分 析 小 说 在 中 文 教 学 中 的 应 用

袁 秋 萍

美 国 汉 办 教 师 课 堂 教 学 目 标 设 计 存 在 的 问 题 及 建 议

庞 晖 , and 孙 泓

中 国 文 化 在 汉 语 教 学 中 的 必 要 性 和 重 要 性 — 基 于 对 汉 语 学 生 和 汉 语 教 师 的 问

卷 调 查 和 访 谈 的 案 例 分 析

Alex Yuan

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

Huiwen Li, Hui Pang, and Zhenzhen Hu

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

professional guidelines, resources, and standards

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

教 学 技 巧 更 新 教 学 理 念 依 旧 : 网 络 技 术 在 汉 语 课 堂 的 运 用 换 汤 不 换 药 ?

1

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

71


CLTA NEWSLETTER

台 灣 華 語 教 學 研 究

72


CLTA NEWSLETTER

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