Using Weibo (Chinese Twitter) for Chinese ClassesYinghuaCai
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Pedagogical scaffolding can be achieved for Chinese classes using Weibo by employing various techniques. For beginner classes, continuity is established through connecting vocabulary, tutorials and worksheets to account registration. Contextual support comes from materials like vocabulary lists and tutorials. More advanced classes see less need for support and more individualized contingency. Across classes, handouts on useful accounts facilitate handing student control over to using Weibo independently. Analyzing teaching videos and Weibo posts shows how scaffolding techniques help students meet objectives like signing up for and engaging with Weibo.
TCSL/TCFL Workshop at NKNU Oct. 4-5, 2013Joanna Huang
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This document outlines various examples of digitally-infused Chinese language teaching and learning projects at a school with 1850 students from pre-reception to grade 12. It provides examples of project-based learning, task-based language teaching, and the use of various technologies including Skype, wikis, blogs, Google sites, and Schoology. Specific examples outlined include a Skype exchange with a Taiwanese school, a global environmental project with a Shanghai school, an ancient Chinese civilization project, and a China trip sharing project.
EdTech Team HK Summit, Featuring Google for Education, Sep. 19-20, 2015Joanna Huang
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This document provides an overview of Google Apps that can be used for Chinese language teaching and learning. It describes the key features and functions of Google Drive for storing and sharing files, Google Docs for creating and collaborating on documents, Google 狠狠撸s for presentations, Google Sites for creating websites and wikis, Google Classroom for managing classwork, Google YouTube for watching and sharing videos, Google Community for posting and commenting, Google Photos for images, Google Blogger for blogging, and concludes with a call to brainstorm and create activities using the Google Apps in a hands-on session.
This document discusses effective project-based learning approaches for teaching Chinese. It advocates teaching students how to do things in Chinese rather than just teaching the language itself. Several project ideas are provided that engage students' emotional, meaningful, social, and curious brains. Examples include having students write and perform skits and songs, conduct interviews, solve mysteries, and create brochures and stories. The goal is for students to use Chinese as a tool to communicate, express themselves, and discover things about others.
Teaching Chinese Language in International Contexts Joanna Huang
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This document outlines Joanna Huang's philosophy and approach for teaching Chinese language at the Canadian International School of Hong Kong. She aims to create a supportive learning environment using varied teaching methods and technology. Her curriculum is based on the IB PYP framework and focuses on developing communication skills and intercultural understanding. She organizes collaborative projects between her students and a school in Taiwan using Wikispaces and Skype to practice Mandarin in a meaningful context.
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