Supply and Effectiveness of Chinese Language Teachers:

What Have Accomplished and What Are the Next Steps?

Shuhan C. Wang, PhDDeputy Director

National Foreign Language CenterUniversity of Maryland

2012 NCLC

Overview• Look back to some issues and data regarding

Chinese language teachers from a historical perspective

• Share STARTALK data on Chinese language teacher preparation

• Discuss the characteristics of effective teacher programs

• Suggest strategies to enhance institutional capacity for teacher development

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2005 Asia Society Report: Planning Chinese: What would it take to have 5 percent of US high

school students learning Chinese by 2015? 1. Tap into major developments and initiatives to

advance the field

2. Take both short- and long-term approaches to create a supply of qualified Chinese language teachers

3. Leverage growing interest to expand and improve Chinese language programs

4. Incorporate research and technology to develop effective curriculum, materials, assessment and delivery systems

5. Make a long-term commitment to invest in the future (Asia Society Report, 2005)

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2005 AS Report: Urgent Needs• A comprehensive set of data on student enrollment, teachers,

programs, and schools• Analysis on students (the type and levels of students, goals of

learning, proficiency attainment levels); teachers (number of all and certified teachers in various educational sectors, educational background and pedagogical training of teachers; and programs (types, geographical location, funding source, evaluation)

• Teacher education/training programs that are flexible and portable across states, which can meet the needs of multiple groups of prospective and practicing teachers

• Teacher trainers who know about teaching Chinese as a second/heritage/foreign language

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2005: Chinese Language Programs/Schools and Teachers

HEd K-12HL

Schools

Programs/Schools

640 (LCTLs

Database, 2005)

163 (CLASS,

2003)

634 (NCACLS-Taiwan system)130 (CSAUS-PRC system)

764 HL schools

Teachers6,135

382 members (CLTA, 1995)

213 (CLASS, 2004-05

membership)

5,540 (NCACLS,

1996)(CSAUS, N/A)

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2006: Chinese Teacher Training ProgramsState Approved: 4 Undergraduate; 5 Graduate

1. California State University at East Bay2. California State University at Long Beach3. George Mason University 4. University of Hawaii5. University of Iowa6. University of Kansas7. University of Mass, Amherst8. New York University 9. Ohio State University10. Rice University11. Rutgers University12. University of Pennsylvania: Summer Chinese Teachers’ Institute

(College Board & Asia Society Meeting, May 31, 2006 )

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Chinese Field National Accomplishments: 2005-2012

• Launched federal, state, local initiatives

• Increased student enrollment in all levels

• Increased K-12 school programs

• Began to develop curricular, materials, and assessment resources

• Increased the numbers of teachers and teacher education programs

STARTALK Chinese Programs: 2007-2011

Year Student Programs Teacher Programs

Number of Programs

Number of Participants

Number of Programs

Number of Participants

2007 18 681 17 292

2008 37 2079 27 702

2009 45 3143 33 776

2010 54 4242 44 991

2011 63 5737 49 986

Total 217 15882 170 3747

Key Findings: STARTALK 2011 Teacher Participant Data

• Only 11% of respondents were born in the United States.

• Female participants (84.3%) outnumbered male participants (15.4%).

• Half (50%) had graduate degrees.• About 67% of Chinese teachers have taught

for fewer than 5 years.

Age of STARTALK Teacher Program Participants

# of Respondents (N=1181)

20-29 253 (21.4%)30-39 317 (26.8%)40-49 354 (30.0%)50-59 194 (16.4%)60-69 41 (3.5%)70 and over 5 (0.4%)No response 17 (1.4%)

Highest Degree Attained: All STARTALK Languages

# of Respondents (N=1181)Doctorate 78 (6.6%)Master's 517 (43.8%)Some graduate school 76 (6.4%)Bachelor's (4yr) degree 425 (36.0%)Associate’s or vocational (2yr) degree

38 (3.2%)

Some college 31 (2.6%)High school 8 (0.7%)No response 8 (0.7%)

Aggregated grade levels in which respondents have taught the target language

Chinese (N=774)Pre-Kindergarten 128Elementary (K-5) 339Middle School (6-8) 221High School (9-12) 225Post-Secondary 94

Aggregated settings in which respondents have taught the target language

Chinese (N=774)Public PreK–12 291Private PreK–12 180Heritage PreK–12 (incl. afterschool)

215

Number of participants who are certified to teach the target language (All STARTALK)

# of Respondents (N=1181)Yes 253 (21.4%)Not yet, but I plan to become certified

537 (45.5%)

No 371 (31.4%)No response 20 (1.7%)

Key Findings: About Teacher Programs

• The two most common responses about the best aspects of the program:

– the quality of teachers (they were knowledgeable, helpful, concerned about students, etc.)

– the opportunity to learn from and share information with fellow teacher trainees

What teacher trainees liked best about the program (Top 10 responses)Response # of Respondents (N=1046)

Excellent teaching staff 261

Sharing ideas/experiences with fellow teachers 148

New/useful information 73

Practice/practicum 59

Well-organized 57

Hands on experiences/activities 41

Resources used and received 41

Practical skills learned 30

Lectures 29

Feedback from instructors 27

Top 10 topics teacher trainees found most valuable to have learned

Response # of Respondents (N=1046)

Teaching methods/strategies 81Technology training 68Assessment 27Lesson planning 265 C's/standards 21Using the target language in the classroom 21MOPI/OPI training 13Student-centered 11Backwards design 10Culture 9

Teacher Development

• What are the characteristics of effective program design and implementation of teacher development?

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www.startalk.umd.edu

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A National Vision: An Additive Language Policy for All StudentsFive Goals:(1) expand the range of languages offered; (2) increase the number and effectiveness of language

programs; (3) begin language instruction at a younger age and

continue through a longer, articulated sequence; (4) establish clear expectations for students’ language

learning outcomes; and (5) expand access and opportunity to learn via both

traditional and innovative delivery systems.

New Trends, New Demands

1. Demands for world language education have expanded and changed in the global age

2. Our world language teacher supply system was built for the past era, which must be modernized to become more effective and responsive

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Indicators of Demand for World Language Programs in the US

• Greater awareness of the need for a linguistically and culturally competent citizenry

• Increasing popularity of immersion and early language learning programs

• Expanded offerings of online or distance learning language learning programs

• STARTALK , FLAP grants, and Language Flagships have generated enthusiasm and planted seeds for programs in less commonly taught languages

We Need:

• Effective foreign/world language teachers

• Elementary and immersion world language teachers

• Teachers of emerging world languages

• Teachers with technological literacies who can teach in distance learning, online, and blended learning environments

• Teacher Recruitment

• Teacher Preparation

• Certification/ Licensure

• Induction, PD & Lifelong Learning

Aspiring individuals Candidates/

Apprentices

Novice teachers

PracticingMaster/Teacher trainers

Continuum of Teacher Development & Life Cycle of a WL Teacher

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Seven Aspects of the Teacher Supply System

Teacher compet-encies

Certifica-tion

Expanded pools

Capacity &

Quality

Data Collectio

n & Evaluatio

n

Partner-ships

An agenda for Transforming World Language Education and Teacher Supply

• What are the competencies of world language teachers in light of the new demands?

• What does it take to produce a highly effective world language teacher?

• How can we, as a society, leverage resources across federal, state, local, and institutional boundaries to ensure that the supply of world language teachers meets the demand?

Discussion

• What are other needs of Chinese language teachers?

• What are the needs of teacher preparation programs?

• What can we do together to contribute to the supply of and support for Chinese language teachers?

Conclusion (1)

1. We must close the world language gap. 2. Second language study plays an essential role

in a “world-class” US education and in overall student achievement in the global age.

3. Advocate for an “additive” language education policy that encourages all students to become biliterate.

4. Every language classroom needs a highly effective teacher.

Conclusion (2)5. Make sure demands meet supplies, and vice versa.

6. New trends and demands: early language learning, a wider range of languages, student attainment of higher language

proficiency learning via technological tools and in real

and virtual environments

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Take a Short- and Long-Term Strategy1. Consider recruiting Hanban guest teachers, but

ensure the necessary support and professional development is in place

2. Identify and prepare local Chinese language teachers

3. Tap into local Chinese heritage communities4. Re-examine and revise outdated teacher

preparation models and certification requirements

5. Make sure supply meets demand and vice versa

Access the Teachers We Need and Resource Guide atSTARTALK Central:

http://www.startalk.umd.edu

Shuhan C. Wang: swang@nflc.org