Chinese Language Development and Assessment

ED413A Chinese Language Development and Assessment

Course Overview

This course is designed to enhance the Chinese language proficiency of students. Coursework covers the basic components of the Bilingual Authorization Program language exam: Reading, Writing, Speaking, Understanding Spoken Chinese, and Translation. The class will explore language variation and language usage within various Chinese ethnic groups, as well as in larger Chinese-speaking communities in the United States. The course also seeks to highlight and analyze manifestations of Chinese culture found within Chinese language structure and usage.

Students of this course will explore the following aspects in depth:

  • Phonetics - Pinyin, syllables, intonations, rhythm, etc.

  • Morphology - Formation of Chinese characters, both traditional and simplified

  • Syntax (grammar) - Parts of speech, word order, sentence structures, and patterns.

Chinese will be the primary language of instruction, discussion, and assessment in this class. All written assignments will be completed in Chinese. The readings will include articles and excerpts in Chinese and in English.

This course addresses the following Standards and Expectations:

California Bilingual Authorization Program Standards

Standard 2: Assessment of Candidate Competence
Standard 3: Context for Bilingual Education and Bilingualism
Standard 5: Culture of Emphasis Standard 6: Assessment of Candidate Language Competence California Educator Preparation Standards
Standard 4: Relationships Between Theory and Practice
Standard 6: Pedagogy and Reflective Practice
Standard 9: Equity, Diversity and Access to the Curriculum for All Children 

Standard 12: Preparation to Teach English Learners

California Teaching Performance Expectations (with an in-depth focus on TPE 7, Teaching English Learners)
TPE 1. Specific Pedagogical Skills for Subject Matter Instruction
TPE 2. Monitoring Student Learning During Instruction

TPE 4. Making Content Accessible
TPE 5. Student Engagement
TPE 6. Developmentally Appropriate Teaching Practices
TPE 7. Teaching English Learners
TPE 8. Learning about Students
TPE 9. Instructional Planning
TPE 10. Instructional Time
TPE 11. Social Environment
TPE 12. Professional, Legal, and Ethical Obligations
TPE 13. Professional Growth

Course Requirements

  • Attendance: No more than two absences will be excused.

  • Readings: Students must complete all assigned reading before class and arrive ready to respond to questions and participate in discussions based on the readings

  • Participation: Consistent, meaningful, and active participation in class discussions and group work are required for full credit.

  • Class observations: All students must observe and participate in two Chinese classes at least twice. They must also submit an observation report following each visit.

  • Final Project: The Final Project will consist of an essay and oral presentation.

    Students can choose to create their presentations individually or in a group (up to 3 people per group). However, they must individually submit their own, original paper at the conclusion of the presentations.

    Grading

  • Attendance and participation 20%

  • Completion of homework & observation reports 30%

  • Class presentation 20%

  • Final project 30%

Students with Disabilities

Students needing an academic accommodation based on a disability should contact the Office for Students with Disabilities (OSD) located at (310) 825-1501 or A255 Murphy Hall. When possible, students should contact the OSD within the first two weeks of the term as reasonable notice is needed to coordinate accommodations. For more information visit www.osd.ucla.edu.

Required Texts

漢語語音教程(曹文編),北京語言大學.
A Chinese-English dictionary
Li, Dejin. (1998). A Practical Chinese Grammar for Foreigners. Beijing: China Sinolingua.

Supplemental Reading

  • Ho, Dah-an (2015). Chinese dialects. In William S-Y Wang & Chaofen Sun (Eds.), The Oxford Handbook of Chinese Linguistics. Oxford, England: Oxford University Press.

  • Schrier, Leslie. (2008). Understanding the culture of American schools, and managing the successful Chinese language classroom. In Michael E Everson & Yun Xiao (Eds.).Teaching Chinese as a Foreign Language. Boston, MA: Cheng & Tsui.

  • Tsou, Benjamin K. & Kwong, Oi Yee (2015). Some basic and salient linguistic features across Chinese speech communities from a corpus linguistics perspective. In William S-Y Wang and Chaofen Sun (Eds.), The Oxford Handbook of Chinese Linguistics. Oxford, England: Oxford University Press.

  • Wang, William S-Y (2015). The peoples and languages of China: evolutionary background. In William S-Y Wang & Chaofen Sun (Eds.), The Oxford Handbook of Chinese Linguistics. Oxford, England: Oxford University Press.

    COURSE SCHEDULE (TBA)

    COURSE CONTENT

  • Introduction to the Course

  • Assignment: Preliminary Self-Assessment (Oral, Writing, and Reading)

    Assignment: Outline of Mandarin Pinyin System 2

  • Lecture: Chinese Phonetics

  • Reading: Basic Issues of Mandarin Pronunciation

  • Reading: Advanced Chinese Grammar Chapter 1 (page 27-107)

  • Assignment: Complete exercises

  • Lecture: Mandarin Syllables System

  • Reading: Mandarin Sandhi

  • Reading: Intonation and Rhythm of Mandarin

  • Reading: Advanced Chinese Grammar (page 108-133):

  • Assignment: Complete exercises

  • Lecture: Learning Mandarin Phonetics through Comparison of the

    Phonological Systems between Mandarin and English

  • Reading: Advanced Chinese Grammar Chapter 2 (2.1, 2.2, 2.3).

  • Lecture: Learning Mandarin Phonetics through Comparison of the

    Phonological Systems between Mandarin and English

  • Reading: A Practical Chinese Grammar for Foreigners, Chapter 3 (3.2, 3.4)

  • Assignment: Complete exercises (3.2,3.4)

  • Lecture: Chinese Syntax (1): Structures & Patterns; Parts of Speech of

    Chinese Words, Word Order.

  • Reading: A Practical Chinese Grammar for Foreigners, Chapters 3 (3.3, 3.5, 3.7).

  • Assignment: Complete exercises (3.3, 3.5, 3.7)

  • Lecture: Chinese Syntax (2), Sentence Structures and Characteristics of Mandarin

  • Reading: Advanced Chinese Grammar Chapter 2 (2.6, 2.7). Morphology: Forming of Chinese Words, Conventions and Meaning.

  • Reading: A Practical Chinese Grammar for Foreigners, Chapters 3 (3.6, 3.8, 3.9).

  • Assignment: Complete exercises (3.6, 3.8, 3.9)

  • Lecture: Morphology: Forming of Chinese Words, Conventions and Meaning (1)

  • Reading: A Practical Chinese Grammar for Foreigners Chapter 3 (3.9-3.12)

  • Assignment: Contrastively Analyzing the Grammatical Issues Between Chinese and English

  • Lecture: Morphology (2)

  • Reading: A Practical Chinese Grammar, Chapter 3 (3.13-3.14)

  • Assignment: Assigning term paper

  • Lecture: Learning Chinese Grammar through Case Study

  • Reading: Advanced Chinese Grammar Chapter 4

  • Seminar, Learning Chinese Grammar through Case Studies Seminar, Learning

    Chinese Grammar through Case Studies

  • Class presentation, 15 minutes per student

  • Final paper due