Research and Teaching Chinese as a Foreign Language, 2016
Traditional university Chinese programs aim to produce students who can function at what the ACTF... more Traditional university Chinese programs aim to produce students who can function at what the ACTFL Language Proficiency Guidelines considers the 'advanced' level. However, unless students spend significant time studying abroad, most non-heritage speakers have difficulty moving past the 'intermediate' level of proficiency. In order for students to function at the advanced level, they must also develop content knowledge on a variety of topics beyond 'the self ', about the community and the world. Moreover, students must also develop intellectual maturity and be able to think critically and analytically, to synthesize and connect content learned outside the language class with the course content. Finally, students need to use their language skills to express complex ideas in Chinese. This paper discusses developing Higher-Order Thinking Skills (HOTS) in students through the integration of specific assignments, in-class activities, and the introduction of course content, in order to help students move from the intermediate to advanced level of proficiency.
Researching and Teaching Chinese as a Foreign Language, 2017
Traditional university Chinese programs aim to produce students who can function at what the ACTF... more Traditional university Chinese programs aim to produce students who can function at what the ACTFL Language Proficiency Guidelines considers the 'advanced' level. However, unless students spend significant time studying abroad, most non-heritage speakers have difficulty moving past the 'intermediate' level of proficiency. In order for students to function at the advanced level, they must also develop content knowledge on a variety of topics beyond 'the self ', about the community and the world. Moreover, students must also develop intellectual maturity and be able to think critically and analytically, to synthesize and connect content learned outside the language class with the course content. Finally, students need to use their language skills to express complex ideas in Chinese. This paper discusses developing Higher-Order Thinking Skills (HOTS) in students through the integration of specific assignments, in-class activities, and the introduction of course content, in order to help students move from the intermediate to advanced level of proficiency.
Traditional university Chinese programs aim to produce students who can function at what the ACTF... more Traditional university Chinese programs aim to produce students who can function at what the ACTFL Language Proficiency Guidelines considers the 'advanced' level. However, unless students spend significant time studying abroad, most non-heritage speakers have difficulty moving past the 'intermediate' level of proficiency. In order for students to function at the advanced level, they must also develop content knowledge on a variety of topics beyond 'the self ', about the community and the world. Moreover, students must also develop intellectual maturity and be able to think critically and analytically, to synthesize and connect content learned outside the language class with the course content. Finally, students need to use their language skills to express complex ideas in Chinese. This paper discusses developing Higher-Order Thinking Skills (HOTS) in students through the integration of specific assignments, in-class activities, and the introduction of course content, in order to help students move from the intermediate to advanced level of proficiency.
This short article outlines what we have done at the University of Northern Colorado to integrate... more This short article outlines what we have done at the University of Northern Colorado to integrate learning in the classroom with real world activities to create a successful experiential-learning study abroad program in China.
Research and Teaching Chinese as a Foreign Language, 2016
Traditional university Chinese programs aim to produce students who can function at what the ACTF... more Traditional university Chinese programs aim to produce students who can function at what the ACTFL Language Proficiency Guidelines considers the 'advanced' level. However, unless students spend significant time studying abroad, most non-heritage speakers have difficulty moving past the 'intermediate' level of proficiency. In order for students to function at the advanced level, they must also develop content knowledge on a variety of topics beyond 'the self ', about the community and the world. Moreover, students must also develop intellectual maturity and be able to think critically and analytically, to synthesize and connect content learned outside the language class with the course content. Finally, students need to use their language skills to express complex ideas in Chinese. This paper discusses developing Higher-Order Thinking Skills (HOTS) in students through the integration of specific assignments, in-class activities, and the introduction of course content, in order to help students move from the intermediate to advanced level of proficiency.
Researching and Teaching Chinese as a Foreign Language, 2017
Traditional university Chinese programs aim to produce students who can function at what the ACTF... more Traditional university Chinese programs aim to produce students who can function at what the ACTFL Language Proficiency Guidelines considers the 'advanced' level. However, unless students spend significant time studying abroad, most non-heritage speakers have difficulty moving past the 'intermediate' level of proficiency. In order for students to function at the advanced level, they must also develop content knowledge on a variety of topics beyond 'the self ', about the community and the world. Moreover, students must also develop intellectual maturity and be able to think critically and analytically, to synthesize and connect content learned outside the language class with the course content. Finally, students need to use their language skills to express complex ideas in Chinese. This paper discusses developing Higher-Order Thinking Skills (HOTS) in students through the integration of specific assignments, in-class activities, and the introduction of course content, in order to help students move from the intermediate to advanced level of proficiency.
Traditional university Chinese programs aim to produce students who can function at what the ACTF... more Traditional university Chinese programs aim to produce students who can function at what the ACTFL Language Proficiency Guidelines considers the 'advanced' level. However, unless students spend significant time studying abroad, most non-heritage speakers have difficulty moving past the 'intermediate' level of proficiency. In order for students to function at the advanced level, they must also develop content knowledge on a variety of topics beyond 'the self ', about the community and the world. Moreover, students must also develop intellectual maturity and be able to think critically and analytically, to synthesize and connect content learned outside the language class with the course content. Finally, students need to use their language skills to express complex ideas in Chinese. This paper discusses developing Higher-Order Thinking Skills (HOTS) in students through the integration of specific assignments, in-class activities, and the introduction of course content, in order to help students move from the intermediate to advanced level of proficiency.
This short article outlines what we have done at the University of Northern Colorado to integrate... more This short article outlines what we have done at the University of Northern Colorado to integrate learning in the classroom with real world activities to create a successful experiential-learning study abroad program in China.
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