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Source: http://tprsforchinese.blogspot.com/feeds/posts/default

<?xml version='1.0' encoding='UTF-8'?><?xml-stylesheet href="http://www.blogger.com/styles/atom.css" type="text/css"?><feed xmlns='http://www.w3.org/2005/Atom' xmlns:openSearch='http://a9.com/-/spec/opensearchrss/1.0/' xmlns:blogger='http://schemas.google.com/blogger/2008' xmlns:georss='http://www.georss.org/georss' xmlns:gd="http://schemas.google.com/g/2005" xmlns:thr='http://purl.org/syndication/thread/1.0'><id>tag:blogger.com,1999:blog-7308862023068505523</id><updated>2024-05-24T02:56:32.175-05:00</updated><category term="Reflection"/><category term="reading"/><category term="Teacher effectiveness"/><category term="reading activities"/><category term="why CI?"/><category term="Movie Talk"/><category term="curriculum"/><category term="video"/><category term="assessment"/><category term="reading activity"/><category term="auditory input"/><category term="cold character reading"/><category term="Curriculum design"/><category term="classroom management"/><category term="Backward Design"/><category term="hanzi"/><category term="training"/><category term="writing activities"/><category term="activities"/><category term="comprehensible input"/><category term="free write"/><category term="Free Voluntary Reading"/><category term="Reading in Chinese"/><category term="book review"/><category term="extensive reading"/><category term="online teaching"/><category term="student-centered"/><category term="students"/><category term="MovieTalk"/><category term="interactive activities"/><category term="listening"/><category term="reading strategies"/><category term="teaching demo"/><category term="ACTFL"/><category term="CI"/><category term="Culture"/><category term="Embedded Reading"/><category term="Reflection on learning"/><category term="lesson planning"/><category term="planning class"/><category term="story asking"/><category term="technology"/><category term="TCI"/><category term="Terry Waltz"/><category term="online tutoring"/><category term="可理解输入"/><category term="Music"/><category term="discipline"/><category term="language acquisition"/><category term="storytelling"/><category term="upper level strategies"/><category term="Back-to-School Night"/><category term="Moon Festival"/><category term="NTPRS"/><category term="TPR"/><category term="TPRS"/><category term="circling"/><category term="differentiated instruction"/><category term="how to do movie talk"/><category term="speaking"/><category term="student results"/><category term="student-centered activities"/><category term="Chinese New Year"/><category term="Doof"/><category term="FVR"/><category term="FVR readers"/><category term="Not the Same as Kitties"/><category term="TPRS curriculum"/><category term="Timed Speaking"/><category term="Value"/><category term="Workshop"/><category term="coaching"/><category term="create story"/><category term="grading"/><category term="instruction"/><category term="native-likeness"/><category term="parallel reading"/><category term="pinyin"/><category term="pronunciation"/><category term="story listening"/><category term="Brain and Learning"/><category term="Chinese Track"/><category term="Chinese legends"/><category term="Fleet of time"/><category term="Gestures"/><category term="Reader's Theater"/><category term="Reading in Pinyin"/><category term="Review activities"/><category term="Supporting Materials"/><category term="assignment"/><category term="challenges"/><category term="characters"/><category term="cooking theme"/><category term="graphic organizer"/><category term="handwriting"/><category term="iFLT"/><category term="parents"/><category term="poster"/><category term="stay in bounds"/><category term="AP Chinese"/><category term="Agen"/><category term="Alina Filipescu"/><category term="Authentic materials"/><category term="Chinese Demo"/><category term="Chinese Zodiac Story"/><category term="Chinese cooking"/><category term="Cuijian"/><category term="Diversity"/><category term="Gesture reading"/><category term="Halloween story"/><category term="I Am Beibei"/><category term="Kindergarden Day"/><category term="Mid-Autumn Festival"/><category term="Multimedia"/><category term="New Year Resolutions"/><category term="Not the Same as Kittens"/><category term="Power of Reading"/><category term="Presentation"/><category term="Simon's Cat"/><category term="Thanksgiving special"/><category term="Zoom"/><category term="back to school"/><category term="back to school activities"/><category term="brain break"/><category term="classroom jobs"/><category term="cognates"/><category term="demo lesson"/><category term="drawing"/><category term="games"/><category term="giving directions"/><category term="heritage students"/><category term="listening exercise"/><category term="mindfulness and education"/><category term="movie"/><category term="pairwork"/><category term="parent-teacher conference"/><category term="retell"/><category term="slow processing students"/><category term="stay in bound"/><category term="students complain"/><category term="students growth"/><category term="tones"/><category term="verifying details"/><category term="what's movie talk"/><category term="#ACTFL16"/><category term="#NTPRS17"/><category term="37 days challenge"/><category term="Ben Slavic"/><category term="Black Friday Sale"/><category term="Black Hole"/><category term="Blaine Ray"/><category term="CIMW16"/><category term="Chapter Story"/><category term="EDpuzzle"/><category term="Edcamp"/><category term="Empathy"/><category term="Farmers vs. Turkey"/><category term="First day of School"/><category term="Fluency Reading"/><category term="German demo"/><category term="Introduction"/><category term="Invisible"/><category term="Lantern festival"/><category term="Latin demo"/><category term="Legend of Jade Rabbit"/><category term="Legend of Mid-Autumn festival"/><category term="Marshmallow Test"/><category term="Meditation"/><category term="Miniature Earth"/><category term="NCLC"/><category term="One Word Image"/><category term="Pink's Love"/><category term="Post storyasking activities"/><category term="Sanmao"/><category term="Simon's Cat in Fowl Play"/><category term="Simplified Chinese"/><category term="Spanish demo"/><category term="Special Personal Interview"/><category term="Stephen Krashen"/><category term="Storyasking"/><category term="Thanksgiving"/><category term="Thanksgiving story"/><category term="The Great Mandarin Reading Project"/><category term="Time Bank"/><category term="Valentine's Day Special"/><category term="basic skills"/><category term="body parts"/><category term="cat and mouse story"/><category term="chain commands"/><category term="classroom"/><category term="confucius says"/><category term="download"/><category term="enlightenment"/><category term="feedback"/><category term="gazing"/><category term="high level demo"/><category term="homework"/><category term="illness"/><category term="independent learning"/><category term="intercultural competence"/><category term="it hurts like hell"/><category term="natural order"/><category term="nearpod"/><category term="novel commands"/><category term="output"/><category term="poetry"/><category term="praising style"/><category term="proficiency"/><category term="reflection on acquistion"/><category term="reflection on leanring"/><category term="sale"/><category term="syllabus"/><category term="teachable moment"/><category term="the Balcony Girl"/><category term="theme"/><category term="traditional Chinese"/><category term="typing"/><category term="video download"/><category term="video project"/><category term="电台采访，TPR，TPRS，"/><category term="电台采访，可理解输入，Dr. Krashen"/><title type='text'>Ignite Language</title><subtitle type='html'></subtitle><link rel='http://schemas.google.com/g/2005#feed' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/posts/default'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default?redirect=false'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/'/><link rel='hub' href='http://pubsubhubbub.appspot.com/'/><link rel='next' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default?start-index=26&max-results=25&redirect=false'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15816109716855419976</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><generator version='7.00' uri='http://www.blogger.com'>Blogger</generator><openSearch:totalResults>402</openSearch:totalResults><openSearch:startIndex>1</openSearch:startIndex><openSearch:itemsPerPage>25</openSearch:itemsPerPage><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-8940800969871153556</id><published>2024-03-04T19:32:00.005-06:00</published><updated>2024-03-09T21:08:22.546-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="language acquisition"/><category scheme="http://www.blogger.com/atom/ns#" term="Teacher effectiveness"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching demo"/><category scheme="http://www.blogger.com/atom/ns#" term="TPRS"/><title type='text'>Visiting Blaine Ray’s online TPRS 2.0 Spanish class</title><content type='html'><p>&nbsp;<span face="Calibri, sans-serif" style="font-size: 18pt; font-weight: 700; white-space-collapse: preserve;">Visiting Blaine Ray’s online TPRS 2.0 Spanish class</span></p><span id="docs-internal-guid-e62e2cd9-7fff-0899-0dbe-9019df3b60e0"><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><a href="https://sites.google.com/view/dianen/home" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Diane Neubauer&nbsp;</span></a></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><a href="https://www.tprsbooks.com/presenter-bios/" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Blaine Ray</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> has recently invited interested teachers to visit his current, online Spanish class, only requesting that observers would afterwards post online about what they saw in his class. I wrote this post to fulfill his request and to share with other language educators. I thank Blaine &amp; his students for their welcome to those of us who observed on Feb. 22, 2024.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">I visited </span><a href="https://www.youtube.com/watch?v=7rFBPkzIvzY" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">this class</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">, the recording of which Blaine posted publicly later. I arrived 5 minutes before the class start time, and stayed through 6 minutes after the official end time. The recording is about 30 minutes longer than what I was present to observe. Blaine directly greeted or spoke about observers during class several times, but as far as I know, class was conducted as usual. Students seemed to understand well how the class operated. This lesson was about the 60th hour of lessons.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">To be thorough, I’m taking something of a researcher lens in this post, which will be long as a result! This is not research however, just shared observations. I’m keeping it informal by embedding my references in links in the text rather than a formal citation or reference list. </span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">I welcome comments </span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">from anyone involved in TPRS 2.0 and those curious about it.&nbsp;</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Feel free to jump around the post! To help you navigate, here is a…</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 16pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Table of Contents&nbsp;</span></p><ol style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-wrap: wrap; vertical-align: baseline;">Why I visited</span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;"> and my background related to TPRS and Blaine’s work;</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-wrap: wrap; vertical-align: baseline;">An encouragement to TPRS Books to respond </span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">to concerns, as TPRS Books initiated in 2021;</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-wrap: wrap; vertical-align: baseline;">Procedures </span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">that I saw in the class;</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">My</span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-wrap: wrap; vertical-align: baseline;"> language teaching goals</span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;"> and those that I perceived Blaine to have;</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-wrap: wrap; vertical-align: baseline;">Questions frequently asked about TPRS 2.0 </span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">and my attempt at answers, such as, “Will this work in schools?” “How do students feel about talking so much independently, with evaluation of their accuracy?” and “Are these really beginners reaching Intermediate Low in 50 hours of class time?” as well as questions of my own, like, “What would TPRS 2.0 be like in Chinese?” and “Would I use TPRS 2.0, or some aspects of it, myself?”</span></p></li></ol><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 16pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Why I visited &amp; my background relevant to TPRS</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">My own teaching experience has been influenced by earlier versions of TPRS, which I learned first in training by </span><a href="https://fluencyfast.com/about-us/presenters/katya-paukova/" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Katya Paukova</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> in February 2010. I have branched into many other comprehension-based teaching methods since, and try to base teaching decisions on principles rather than following any method strictly. So, I am not a TPRS teacher, but I do use things I learned from older versions of TPRS: involving students in co-creating stories and other content, and techniques and tools to aid student comprehension. I cite Blaine</span><a href="https://cheng-tsui.publishercart.com/product/comprehension-based-chinese-ebook/" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;"> in my book about Chinese teaching</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> in how the three steps from an older version of TPRS influenced my usual four-ish steps for teaching Chinese.&nbsp;</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">I am also keenly interested in language acquisition in classroom settings and teaching methodology. Since 2018 or 2019, I have seen promotion of Blaine’s new, more output-based approach TPRS Books calls </span><a href="https://www.tprsbooks.com/shop/the-fastest-way-to-fluency-tprs/" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">TPRS 2.0</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">. Some teachers I know have praised perceived benefits from these new procedures, notably having students do individual, error-corrected retells of a class story called “Describe the Situation.” For example, </span><a href="https://www.youtube.com/watch?v=YxVCi44CGzM" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Jeff Brown recently made a video</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> about 2.0. Since Blaine originated these changes, I was grateful for the opportunity to visit his class. Blaine has portrayed this group as his best-ever student results. (Below I explore what results he seemed to want, based on my observation.)</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Personally, I’ve met Blaine a few times briefly at language conventions. Blaine also observed me once while I was teaching as a Mandarin Chinese instructor during </span><a href="https://theagenworkshop.com/" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">The Agen Workshop</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> in 2017, which was the first day I ever taught in an observed language lab.<u> *Edit: Blaine contacted me by email after this post was made public. With his permission, I want to share that he apologized for the following incident, and that in his words, I kindly accepted his apology. I am really thankful he read the post &amp; contacted me.*</u> Nonetheless, t</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">hat experience could influence my perspective. I didn’t think his time observing contained my strongest moments of teaching, and it also seemed to me that he didn’t understand the activity I was trying to do. Later, Blaine spoke in a plenary session about focusing on one sentence with many circling questions. While he spoke, he turned to me in the audience, called me “</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-style: italic; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">chica</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">,” and suggested that I needed to be more careful to do that until students mastered a sentence. I was embarrassed, but I didn’t say anything then. I spoke with him privately later, noting that my goal wasn’t immediate mastery of everything they heard, but strong comprehension. Early readings that I then prepared were </span><a href="https://www.youtube.com/watch?si=HImjmg2z8qNRmkBd&amp;v=3zlNR3WdMe0&amp;feature=youtu.be" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">based only on what they did have strong recognition for aurally, as total beginners</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> when all characters were unknown. He told me that he asked students after that one lesson if they “</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-style: italic; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">really</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> thought they were ‘getting it’”, and they told him “somewhat.” I was not surprised; we had a whole week class and I fully expected (and later saw) them grow in comprehension &amp; production. That brief conversation ended cordially, and probably without either of us thinking any differently. I was glad that I had spoken to him, though it was only privately. The conversation reinforced to me that when instructional goals differ, instructional practices also often differ.&nbsp;</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 16pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">An encouragement to TPRS Books to address concerns&nbsp;</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Before I describe the class I observed, I wish to encourage Blaine and TPRS Books to follow up on their expressed intention to respond to questions they received from educators. This topic arose again recently online, and I do not want to overlook it. In 2021, it became more widely known that in 2008, Blaine gave several thousand dollars to an effort to prevent the passage of same-sex marriage in California (“Prop 8”). As I heard the story first in 2014 and since, I have been told that he had first used a company account and later repaid that account from his own personal funds. This donation, when it became known, caused concern among TPRS teachers. In 2014, I was told that some of the relationships that had been strained or broken by that had later been restored, and TPRS Books has hired LGBTQ+ educators as presenters, speakers, and coaches at their national conferences, both before and after 2008. In 2021, many teachers learned for the first time about this history and</span><a href="https://towardproficiency.com/2021/06/15/all-hands-on-deck-to-hold-tprs-books-accountable/" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;"> initiated concerns </span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">about TPRS Books. TPRS Books invited questions through a Google Form, to which they said they would respond. I encourage Blaine and/or TPRS Books to follow through on that intention, and mention all this here because it is an ongoing concern to many involved in language teaching.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 16pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Visiting the class</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">In the rest of this post, I’ll describe what I observed in the online class on February 22, 2024. I have observed many Spanish teachers in person and online, and generally can follow a CI-based lesson well. However, I teach Chinese. I have intermediate low French and some hours of Spanish study a few years ago in an online class with </span><a href="https://zonadeprofes.weebly.com/about.html" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Amy Marshall</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">; living in the US and often being in language teaching settings, I hear Spanish quite often and understand some. Before class Blaine sent me a reading of their current story. Apart from 3-4 words in the two paragraphs, I understood it without translation tools. I checked those few words so I understood the whole reading before class. While I think I understood 95% or more of the Spanish I heard throughout class, I do not speak Spanish at the level that the students did. I also may not ‘feel’ how much students could produce in the way that a longtime Spanish language teacher might.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 16pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Procedures in class</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 14pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Outline of the lesson:&nbsp;</span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Brief Greetings and explaining observers, introducing students;</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Brief translation from readings in Spanish by two students;</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Brief prompting from Blaine about the current story;</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">45 minutes of class time with students retelling the class story in their own words.</span></p></li></ul><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 14pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Details about what I saw, and what the teacher and students did</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">:</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">I arrived 4 minutes before official start time. Several people were already present, and Blaine and a student were talking (in English) about her recent experience speaking with a native Spanish speaker, and how happy she was to be able to communicate even though she felt it was only “simply.” Blaine suggested that even so, that is intermediate proficiency, and congratulated her. (That student later said that she had recently tested as Intermediate Low. She had taken the class before, and had about 120 hours of class time.)</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Around the class start time (</span><a href="https://www.youtube.com/watch?v=7rFBPkzIvzY" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">link to recording</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">), Blaine addressed students and observers (in English). He encouraged students to confirm that they were complete beginners before the class, noting, “That’s really important, because you guys are so good that they’re going to say, ‘is this really believable?’” One early teen student said, “I knew </span><span face="Calibri, sans-serif" style="font-size: 12pt; font-style: italic; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">hola </span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">and </span><span face="Calibri, sans-serif" style="font-size: 12pt; font-style: italic; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">adios</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">” before taking the class. Blaine said, “It sticks, and we don’t review. … it stays there, you just remember it.” He asked observers to add a “T” (for “teacher”) before our name on our video display, so that he would know not to call on us. He explained that otherwise, since there were about 60 people in the class, he might not recall which of us were not students. That suggested that cold calling was likely, and he did mostly call on students rather than ask for volunteers.&nbsp;</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">By these few minutes into class, there were 29 present in the meeting. I counted 7 of us who had added “T.” A few minutes later, I noticed we were up to 37 participants.&nbsp;</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Next</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">, Blaine shared screen to display reading that he asked a student to “read” which they understood to mean translating it aloud into English, one student at a time, one paragraph each. The paragraphs were the same as those I had before class, so I can confirm that the two students translated very accurately and confidently, with only a few missed words or pauses. Blaine jumped in to correct or to fill in words if a student paused longer than usual.&nbsp;</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Blaine then began</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"> talking about the class story,</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> referring to a slide with an image and some text. Blaine asked questions and sometimes paused for students to fill in with a Spanish word, suggesting that many of them remembered details. He also sometimes asked for the English meaning. After class, I learned from students that this was their third or fourth lesson about the same story, so their familiarity with it made sense.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">By about 15 minutes into the class, and throughout the remaining 45 minutes of class time</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">, individual students retold the story from their choice of one character’s perspective (“describe the situation”). Blaine stated that he’d choose “faster students” first so others could listen. Blaine said that they benefited from “hear[ing] in everyone’s words over and over, and from the perspective of one of the characters.” The speed and complexity of the first couple of students did seem stronger compared to some later students. It was a whimsical story about a cat, a woman, and two elephants. One elephant was amazing because he could read, and could read elephant (language), but could not read cat (language). Students seemed to be thinking and telling the story from words they chose; they were not all repeating the same words as if it were scripted and memorized. I counted 15 different students who were called upon to retell, one of whom passed. All students I heard could retell the story, some with more assistance from Blaine and the first few with almost no assistance.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Blaine broke in to offer error correction, sometimes by asking something like, “You are saying ‘he spoke,’ how do you say ‘I spoke’?” to get the student to self-correct verb forms. After and sometimes during each student’s turn, Blaine responded enthusiastically and praised their linguistic abilities individually and as a whole class. Sometimes his praise was partly in Spanish, but mostly in English.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Overall procedures:&nbsp;</span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-wrap: wrap; vertical-align: baseline;">Greetings &amp; procedural talk</span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;"> (like instructions-giving) were mostly in English. Blaine may have done that partly because of observers being present, but it seemed ordinary in class that Blaine and students spoke in English about instructions, praise, or with questions.</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-wrap: wrap; vertical-align: baseline;">Time spent with reading </span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">was brief and focused on translation accuracy.&nbsp;</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Students demonstrated a similar </span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-wrap: wrap; vertical-align: baseline;">focus on accuracy of oral Spanish forms</span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;"> as Blaine did. In </span><a href="https://scholar.google.com/scholar?q=%22student+beliefs+about+language+learning%22+speaking+&amp;hl=en&amp;as_sdt=0%2C16&amp;as_ylo=2000&amp;as_yhi=" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; text-wrap: wrap; vertical-align: baseline;">research about student beliefs</span></a><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">, students often express concern about accuracy of production, and having the teacher emphasize that may have fit their expectations. Blaine at one point described class time as just listening to the students speak, but I did see a lot of involvement from him. He called on students, gave instructions (both usually in English). Sometimes, I saw students ask him for help translating or choosing a word or verb form correctly. Many times, I saw Blaine jump in as a student paused to offer correction or prompting. The focus on accuracy of production was prominent.&nbsp;</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-wrap: wrap; vertical-align: baseline;">Comprehension level </span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">of students listening to their classmates retell the story was not directly checked or confirmed, as far as I could tell. Based on their own later speaking, they seemed to understand and remember story details well.</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Sometimes, he </span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-wrap: wrap; vertical-align: baseline;">prompted students </span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">sometimes to be able to continue retelling by responding in Spanish with enthusiastic emotional responses (such as sentences meaning, “But you are a cat!”)</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-wrap: wrap; vertical-align: baseline;">Praise </span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">after (and occasionally during) a student’s retells, often in English, and focused on accuracy of form rather than meaning per se. “You sound so good! You all are amazing!” This looked to promote mutual admiration and encouragement among students, particularly for students who could speak more and with greater ease and accuracy. However, praise also can </span><a href="https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-4781.2008.00788.x?casa_token=AnlYCfwYydsAAAAA:ciS3QEH_F4jJzvHmNPdENSLj1EgQCDKHFcmjj0UEyXzAcKDDpQCVpMMhdrp9Z5NcH8zUTTBMso26QEXv" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; text-wrap: wrap; vertical-align: baseline;">end a student’s turn</span></a><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;"> and close opportunities to ask questions or speak more.&nbsp;</span></p></li><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">I’m not entirely sure </span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; text-wrap: wrap; vertical-align: baseline;">which procedures </span><span style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">are Blaine’s own, and which he considers necessary aspects of TPRS 2.0.</span></p></li></ul><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 16pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Language teaching goals</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Blaine’s single goal appeared to be students’ spoken Spanish with accurate pronunciation, word choice, and verb forms, based on procedures in class and what feedback he gave students. He was clearly very satisfied with the results he saw, and clearly attributed that to modifications in TPRS 2.0. I did not perceive any other instructional goals. My impression is that his praise was more about production in accurate forms rather than remembering the meaning of the story. I was surprised both by how much he spoke in English during procedural talk (which can be wonderful opportunities for communicative use of the language being taught) and by how much the focus seemed to be on accuracy of language forms. For students whose goals align with his about speaking accuracy, and who are willing to or want to receive correction any time they speak, the class seemed to be achieving that goal.&nbsp;</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">As mentioned in the anecdote from 2017, my language teaching goals differ. I want students to have “robust exposure” to language (</span><a href="https://www.donnatatumjohns.com/" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Donna Tatum-Johns</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">) that provides over time “a large and representative sample of language” (</span><a href="https://sites.lsa.umich.edu/nickellis/wp-content/uploads/sites/933/2021/08/FinalProof9781138587373_VanPatten_CH04_063-082.pdf" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Ellis &amp; Wulff, 2020, p. 75</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">). To me, that suggests wider ranging experiences with highly comprehensible language, in many contexts. I also generally seek to maintain communicative reasons to talk, read, listen, or write during classes. That is, students are not only practicing language forms, but </span><a href="https://eric.ed.gov/?id=ED582326" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">using language to do something else</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">. Creating or interpreting a story is one way to do that, but repeated retelling feels to me to lose&nbsp; that purpose. I also aim to promote intercultural learning and to develop an understanding for the perspectives of other people through the language by using photos, videos, legends and news stories from target language communities. Some of my goals did not seem to fit with the example of TPRS 2.0 that I saw, at least in that lesson.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 16pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Questions about TPRS 2.0</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">“</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Does this work in schools?</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">” Blaine’s class members were mostly adults and all students had chosen to take the class. For 2.0 to work in a middle or high school, I think procedures that I saw in the online class would have to be modified greatly or other activities and tasks would need to be interspersed. Almost the full hour of class time was a series of activities in which one student spoke, with some guidance and interaction from the teacher, while all other classmates listened. Some students might also mentally check out in a lesson structured that way, and many administrators would want to see more evident activity from all students. It seemed to me that Blaine’s students were highly engaged, but choosing to be there and having strong buy-in to his methodology seemed likely to help them stay focused throughout the lesson. I do hear of teachers adapting to school settings; Jeff Brown posted online that he teaches college Spanish and does TPRS 2.0 about 55% (</span><a href="https://www.youtube.com/watch?v=YxVCi44CGzM" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">link to his video</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">).&nbsp;</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">I was not sure how much </span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">student agency or choice</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> was involved in the content of the lesson. If I understood correctly, Blaine used a prepared story and slides from TPRS Books. Students’ choice seemed limited to which character’s perspective they would use for their retell, and to some degree which words they used to retell (subject to error correction). I think that many schools and students would want more student choice.</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">“Are these really true beginners reaching Intermediate Low in 50 hours of class time?”</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> I think some were true beginners, and any who had prior study never had developed proficiency in Spanish. Some students said they did more with Spanish outside of class, like watching class recordings, reading, and writing scripts to read from as during their turn to describe the situation. It seems that some students had spent more than 50 hours learning Spanish as a result. I’m also not sure that what I saw was so remarkable for students who are highly motivated, high functioning learners who chose to be there, and who speak English and are learning Spanish, two languages that share a lot of cognates and a similar writing system. The time spent in retelling also felt like a kind of </span><a href="https://journals.sagepub.com/doi/10.1191/1362168805lr166oa" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">dynamic assessment</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> of speaking – not quite like an OPI (</span><a href="https://www.actfl.org/assessments/postsecondary-assessments/opi" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Oral Proficiency Interview</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">), because there was more teacher assistance at points of breakdown. I’m not able to judge clearly how much students would be able to do entirely on their own, without practicing.</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Also, the speaking that I saw was very practiced, and about a very familiar story, so </span><a href="https://www.actfl.org/educator-resources/actfl-performance-descriptors" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">according to ACTFL</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">, it is more properly considered performance than proficiency even if students didn’t have a written script (which one student did say she used). On the </span><a href="https://www.actfl.org/assessments/k-12-assessments/aappl" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">AAPPL </span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">test (</span><a href="https://www.actfl.org/assessments/k-12-assessments/aappl" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">ACTFL Assessment of Performance toward Proficiency in Languages</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">), rehearsed settings for language use are considered performance that suggests proficiency, but not necessarily proficiency per se. *The STAMP test, used by Blaine's students to determine proficiency, operate in a similar way. One student said that when taking the STAMP test, she found it very helpful to record her answer once, then because the test offers a second try, to record again a second time when she could repeat her answer in a smoother, more polished way. That makes a lot of sense: </span><a href="https://onlinelibrary.wiley.com/doi/pdf/10.1111/0023-8333.00102?casa_token=KeuBp_HBYE4AAAAA:qHCJzOlkSpfyxN9ttDI8UbKqReyjfgDilwgsnAIiiUz4UdH6DMlmmYCnRZkHndntCFtytUQzqh0XaFQT" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">repeating a language task</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> generally allows us to speed up and embellish more.&nbsp;</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">These results do seem very good for the goal of linguistic performance that suggests proficiency with students in this setting.</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-style: italic; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> </span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">However, I do not think these results can be generalized to all students in all other learning contexts if the teacher would use TPRS 2.0. I expect there would be some variation and differences both in instruction and in results.</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">“How do students feel about talking so much independently, with evaluation of their accuracy?” </span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">After class ended, in the chat another observer asked students about how they felt talking. One student said speaking helped her learn faster; another student said she “loves being able to speak in her own words”. A third student said it was “a little scary sometimes” and that she had “to write the story down and translate it for myself.” Their comments line up with my observations: some excited, some felt successful, &amp; some had anxiety about speaking. I think it’s possible that these students’ perceptions about speaking in front of others, subject to error correction, are mostly based on their personality.&nbsp;</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">“</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Does this ‘work’ for Chinese or other languages more distant than English and Spanish are?</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">” I imagine that similar procedures for aural/oral language might be possible in Chinese, though in Chinese, verbs never change, so some procedures to elicit verb forms are not as necessary. A major question for me is reading. I am not sure how much students read in 2.0. I’ve found that beginning learners of Chinese (to me that’s students within 200 hours of study) benefit from lots of opportunities to encounter Chinese characters in very comprehensible texts. Ideally, </span><a href="https://www.youtube.com/watch?v=_gEsjNgq5tU&amp;list=PLCaX8Z4AkGZriWRXX-tVi52CF6RS3qV45&amp;pp=gAQB" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">these texts</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> use the same words in many ways – they </span><a href="https://youtu.be/3zlNR3WdMe0?si=T5iQwXhiK07ZuaMV" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">repeat exposure to familiar words and phrases without being predictably the same</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">. When I taught in K-12 schools, I spent about 50% of class time somehow using texts. It seems likely TPRS 2.0 (as with other methods) for English speakers learning Spanish requires much less time to develop proficient reading skills. Chinese characters are entirely new to most students I teach, and there are no cognates between English and Chinese (words with shared roots), loanwords are rare and almost only nouns (words borrowed in and transliterated from other languages), which are unrecognizable at first in written form.&nbsp;</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">In Chinese, however, if TPRS 2.0 involved re-reading the same story as many times that I saw students retell it orally, then they’d probably read that story very accurately – but it might become memorization instead of interpretative reading. I’d be concerned, also, that rereading one story again and again might promote boredom, especially with less motivated and/or younger learners. (I saw some of that</span><a href="https://scholar.google.com/citations?view_op=view_citation&amp;hl=en&amp;user=RueFkesAAAAJ&amp;citation_for_view=RueFkesAAAAJ:zYLM7Y9cAGgC" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;"> in my dissertation study</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> with a class that re-read the same story 12 times. I could perceive a shift in students’ involvement in the task based on the teacher’s amount of redirection of students’ behavior.)</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">“Would I use TPRS 2.0 myself? Would I encourage others to use it?”</span><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> As mentioned above, my own teaching goals make me less inclined to focus so much on students’ highly practiced, corrected output as an outcome of my classes. While I want to see students develop productive skills in speaking, I also want them to learn about target language communities and cultural perspectives in addition to learning language and learning about themselves and their classmates. I want to involve students’ ideas, opinions, imagination, and allow them to use language more spontaneously for communicative purposes like learning about each other, learning about the world, and creating imaginative worlds together in stories. As a result, I aim to plan about 50% of our content around target language cultures and people, and about 50% of our content around student co-created content. What I saw in the class did not clearly include either TL cultures or student co-created content, but I’m not sure how much TPRS 2.0 requires following stories prepared by TPRS Books. I also like a variety of instructional activities. I found the activities in class more repetitive than I prefer. However, I can only speak to this particular day in class rather than all that led up to it.&nbsp;</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">I was personally uncomfortable with the level of teacher-initiated error correction. I’m fairly sure that this is considered necessary for TPRS 2.0, maybe because each student’s speaking is treated as input for their classmates? However, the feeling of so much error correction suggested to me that the focus of the class was not the story or communication, but students correctly producing Spanish forms. The story meaning was secondary, more of a scaffold for production, it seemed. A topic of another post would be how much I view TPRS 2.0 practices to align with my understanding of language acquisition, or some of the SLA perspectives current today, but this post is already very long.&nbsp;</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">I don’t plan to use TPRS 2.0 for the above reasons. I would also encourage language teachers to consider more than just linguistic accuracy in their instructional goals. I nevertheless respect those who are finding aspects of 2.0 useful in promoting their own goals for students’ oral performance and proficiency development. Feel free to explore techniques that you find useful in promoting your and your students’ goals.&nbsp;</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Thanks for reading and thank you again to Blaine and his students for allowing me to observe their class! Thanks also to </span><a href="http://www.reedriggs.com/" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Reed Riggs</span></a><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">, </span><a href="https://languageley.com/about/" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">Bill Langley</span></a><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">, and another reviewer for their thoughtful feedback as I drafted this post. I remain solely responsible for its contents.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"><br /></span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">*Edited from Blaine's information to correct that students now use the <a href="https://avantassessment.com/tests/stamp" target="_blank">STAMP test</a> to determine proficiency, rather than the <a href="https://www.languagetesting.com/aappl" target="_blank">AAPPL test</a>.</span></p></span><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/8940800969871153556/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2024/03/visiting-blaine-rays-online-tprs-20.html#comment-form' title='5 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/8940800969871153556'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/8940800969871153556'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2024/03/visiting-blaine-rays-online-tprs-20.html' title='Visiting Blaine Ray’s online TPRS 2.0 Spanish class'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><thr:total>5</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-5261921551957976972</id><published>2023-10-03T18:45:00.006-05:00</published><updated>2023-10-03T18:45:48.986-05:00</updated><title type='text'>Announcing My New Website</title><content type='html'><p>Hello! 你好！</p><p>I am happy to announce a new website where I have expanded into a more portfolio-like format with my academic CV, schedule and availability for consulting and training, online Chinese class information, and links to publications and materials. I also plan to include some blog-like posts about language teaching and related research on occasion.&nbsp;</p><p style="text-align: center;"><a href="https://sites.google.com/view/dianen/home" target="_blank">This is the new site</a>!</p><p>I completed my PhD in May 2022, so on occasion I use my title with my name, Dr. Diane Neubauer, but usually I prefer to be simply Diane or 杜雁子 (Du Yanzi, my Chinese name), or 杜老师 (Du Laoshi, "teacher Du") per our Chinese way of referring to one another with our family name and title. It took me months to get used to Dr. with my name, but those final few months working on the dissertation plus working 50% time really made me feel a title change had been earned. I loved my PhD program and my experience. I would do it again if I were to go back in time. But it took time (or really, is taking time, a year and a half later) to reacclimate to working less and not having lots of tasks due urgently. I am enjoying being out of school &amp; in a variety of roles, and I continue to seek work fulltime at a university in 2024.</p><p>Although I don't expect to post very often here, I do intend to keep this blog available into the future as a resource. I search and refer back to many of the posts here myself! It won't be going anywhere as long as Blogspot continues to exist.&nbsp;</p><p>To find out what I'm doing now that I've graduated, I encourage you to check out the new website:&nbsp;<a href="https://sites.google.com/view/dianen/home" target="_blank">https://sites.google.com/view/dianen/home&nbsp;</a></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4rCrmdyjxl61iWRENek6MespvQaNTy9Tn9FrZWAPig3rp95eR5qJafti9RHb03kKwyVkrEWcqgrBfAJ-ywuTi4xDPssGx3MXrQuHS8Xj9S4rN78rv4NCfjt1IcXWNcij506gasMQcW4TQ714iDFjo5dJ0iL_dGzmFNV9jYoShvJoAHONazeyg7MxJ0g/s1477/image950.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1477" data-original-width="984" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4rCrmdyjxl61iWRENek6MespvQaNTy9Tn9FrZWAPig3rp95eR5qJafti9RHb03kKwyVkrEWcqgrBfAJ-ywuTi4xDPssGx3MXrQuHS8Xj9S4rN78rv4NCfjt1IcXWNcij506gasMQcW4TQ714iDFjo5dJ0iL_dGzmFNV9jYoShvJoAHONazeyg7MxJ0g/w426-h640/image950.jpg" width="426" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">See? I really graduated! May 2022 at the University of Iowa campus</td></tr></tbody></table><p><br /></p><p><br /></p><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/5261921551957976972/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2023/10/announcing-my-new-website.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/5261921551957976972'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/5261921551957976972'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2023/10/announcing-my-new-website.html' title='Announcing My New Website'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4rCrmdyjxl61iWRENek6MespvQaNTy9Tn9FrZWAPig3rp95eR5qJafti9RHb03kKwyVkrEWcqgrBfAJ-ywuTi4xDPssGx3MXrQuHS8Xj9S4rN78rv4NCfjt1IcXWNcij506gasMQcW4TQ714iDFjo5dJ0iL_dGzmFNV9jYoShvJoAHONazeyg7MxJ0g/s72-w426-h640-c/image950.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-4377793811418352536</id><published>2023-08-20T11:38:00.003-05:00</published><updated>2023-08-20T11:38:24.759-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Teacher effectiveness"/><category scheme="http://www.blogger.com/atom/ns#" term="training"/><title type='text'>New teacher 'recipe' book: Comprehension-Based Chinese</title><content type='html'><span id="docs-internal-guid-8150a486-7fff-9d42-6d56-45ea9bd5f91e"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">I’m pleased to share that my book, </span><span style="font-family: Arial, sans-serif; font-size: 11pt; font-style: italic; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Comprehension-Based Chinese,</span><span style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"> has now been published by Cheng &amp; Tsui. </span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><br /></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Link to the book: </span><a href="https://cheng-tsui.publishercart.com/product/comprehension-based-chinese-ebook/" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://cheng-tsui.publishercart.com/product/comprehension-based-chinese-ebook/</span></a><span style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"> </span>&nbsp;</p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">It is like a recipe book for Chinese language teaching. There is guidance about how to choose and carry out instructional activities for different goals, with students’ comprehension as the basis for their development of language proficiency and intercultural learning. It is exclusively an ebook because it contains numerous links to other resources and video examples, and is designed to be easily searchable. This was the best format!&nbsp;</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">More info:&nbsp;</span></p><ul style="margin-bottom: 0; margin-top: 0; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Is it just for Chinese? Not entirely, but Chinese language teaching is in focus and I address concerns and needs that may be unique to Chinese language teaching. I wrote in English, with examples from my own teaching at elementary, middle, high school, and adult classes, both in-person and online. However, examples shown in Chinese are also given in English translation so that anyone who reads English may read and potentially benefit from all contents of the book.&nbsp;</span></p></li></ul><br /><ul style="margin-bottom: 0; margin-top: 0; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">I organized the book around a teaching cycle, and within that recommend, describe, and sometimes link to video examples of options for instructional strategies that fit each step in the cycle. Close attention is given to issues of reading in a new script. Many instructional activities originated with other languages teachers and I adapted them for my own Chinese language teaching. Throughout the book, I have credited many teachers from whom I have learned. There are 53 different instructional strategies described, and sections on preparing or finding appropriate reading materials and on frequently asked questions.</span></p></li></ul><br /><ul style="margin-bottom: 0; margin-top: 0; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">The instructional strategies emphasize students’ comprehension, meaningful communication, and interaction at different proficiency levels. The book is organized by options for how to carry out steps I myself use in planning lessons and assessments. I offer nuanced explanations and suggest ways to adapt activities to other contexts, including online teaching.&nbsp;</span></p></li></ul><br /><ul style="margin-bottom: 0; margin-top: 0; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">It is a practitioner’s ‘recipe’ book, not a research book. However, I do cite a variety of researchers where relevant.&nbsp;</span></p></li></ul><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">This has been a labor of love. I wrote the outline of this book in 2014, and Cheng &amp; Tsui accepted the project in 2017. In the years since, I have revised as I have developed my understanding of effective language teaching. I am happy to share it now with the world!&nbsp;</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial, sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><br /></span></p></span><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZJ9Zymeqp549pApZzfSg53nG1qr_ComJOfoU2trRaccz2TSyJpiC_ulWgP5Fn8f-GZGq0qrvm_K-Evom9xODG_dDVqkljWT-lwAgwkax55H-MdhKz_6ZlmTk6NyOy-_GhBLF7dMh2nZJzKI1cJnrdzEALxuhUsACVZ531SH_DcPAgAu1mvamyRRUG4hZN/s756/book%20cover.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="756" data-original-width="629" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZJ9Zymeqp549pApZzfSg53nG1qr_ComJOfoU2trRaccz2TSyJpiC_ulWgP5Fn8f-GZGq0qrvm_K-Evom9xODG_dDVqkljWT-lwAgwkax55H-MdhKz_6ZlmTk6NyOy-_GhBLF7dMh2nZJzKI1cJnrdzEALxuhUsACVZ531SH_DcPAgAu1mvamyRRUG4hZN/w532-h640/book%20cover.JPG" width="532" /></a></div><br /><p><br /></p><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/4377793811418352536/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2023/08/new-teacher-recipe-book-comprehension.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/4377793811418352536'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/4377793811418352536'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2023/08/new-teacher-recipe-book-comprehension.html' title='New teacher 'recipe' book: Comprehension-Based Chinese'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZJ9Zymeqp549pApZzfSg53nG1qr_ComJOfoU2trRaccz2TSyJpiC_ulWgP5Fn8f-GZGq0qrvm_K-Evom9xODG_dDVqkljWT-lwAgwkax55H-MdhKz_6ZlmTk6NyOy-_GhBLF7dMh2nZJzKI1cJnrdzEALxuhUsACVZ531SH_DcPAgAu1mvamyRRUG4hZN/s72-w532-h640-c/book%20cover.JPG" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-3612496038866480324</id><published>2022-08-15T20:16:00.004-05:00</published><updated>2022-08-15T20:24:57.866-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="extensive reading"/><category scheme="http://www.blogger.com/atom/ns#" term="FVR readers"/><category scheme="http://www.blogger.com/atom/ns#" term="Reading in Chinese"/><title type='text'>Chinese graded readers: Book reviews</title><content type='html'><p>It's Diane Neubauer, 杜雁子， with book reviews of Imagin8 Press fiction for Chinese language learners!&nbsp;</p><p>There are two blog posts about graded readers for Chinese language learners: a post about&nbsp;<a href="https://tprsforchinese.blogspot.com/2019/06/chinese-books-for-beginners-less-than.html" target="_blank">beginning level (from just a few known characters up to 300 characters</a>) and a post at the<a href="https://tprsforchinese.blogspot.com/2019/10/chinese-books-for-not-quite-beginners.html" target="_blank"> 300-character and up levels</a>. Those posts include links to book sellers and a short description of each book.&nbsp;</p><p>I highly recommend previewing books yourself if you are a teacher planning to introduce the book to students, either as a library choice or as a class novel. That way, you know if the content is appropriate for your students and your teaching context, both linguistically and how it may fit into goals for representation and culture learning. I have sought to model that in my reviews here.</p><p>I recently contacted Jeff Pepper from <a href="https://imagin8press.com/" target="_blank">Imagine8 Press </a>to ask him about the format of the books. They (like other books I've reviewed) avoid having pinyin and character immediately next to each other. For Chinese learners with an alphabetic first language, it is very difficult to "see" characters if pinyin is unavoidable. Jeff agreed with me -- so any pinyin is on an opposite page. You can see information about their book at <a href="https://imagin8press.com/" target="_blank">this link</a>.</p><p>I'll add my own reviews here, as agreed with Jeff Pepper in exchange for review copies of four books at various levels. I received no compensation &amp; Jeff didn't read this review. I see that Chinese teachers I know already have reviewed some of these books! Twenty-Three Cats has reviews in the front cover by several friends in Chinese teaching.</p><p>Here are the books:</p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-be-7_TFbewE/YRXUkr-xAfI/AAAAAAAAEcM/Ru0x-jMh1Ukwr8UIM4NElQQ95mjiWdlOwCLcBGAsYHQ/s2510/20210812_173907_resized.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="A photo of 4 books written for Chinese language learners" border="0" data-original-height="1253" data-original-width="2510" height="319" src="https://1.bp.blogspot.com/-be-7_TFbewE/YRXUkr-xAfI/AAAAAAAAEcM/Ru0x-jMh1Ukwr8UIM4NElQQ95mjiWdlOwCLcBGAsYHQ/w640-h319/20210812_173907_resized.jpg" width="640" /></a></div><div><br /></div>I already noted the first of the 600-character Monkey King series of books by these authors&nbsp;<a href="https://tprsforchinese.blogspot.com/2019/10/chinese-books-for-not-quite-beginners.html" target="_blank">in a previous blog post</a>&nbsp;(scroll down to see it described in brief). I enjoyed that one, so I was excited to have the chance to read more of their work!&nbsp;<p><br /></p><p><a href="https://imagin8press.com/books/twenty-three-cats-%e4%ba%8c%e5%8d%81%e4%b8%89%e5%8f%aa%e7%8c%ab/" target="_blank"><b>Twenty-Three Cats </b></a>"101 word vocabulary level"</p><p>This is a cute story about a boy who lives with 23 cats. Having that many cats complicates his life and friendships, and he tries to solve these problems in a funny way. In the preface of the book, the author references a Dr. Seuss book, <i>Too Many Daves</i>, as an inspiration for writing a fun story with limited vocabulary. It does feel like a Dr. Seuss book in style and humor. There are some cultural products referred to the story, but those are not integral to the plot -- it's a funny story that doesn't really depend on being in a Chinese context. The illustrations are vivid and bring out the humor, and show some stylized Chinese buildings and interiors.</p><p>The vocabulary level felt a bit lighter load than the 150-character level Mandarin Companion <a href="https://mandarincompanion.com/blog/launch-of-the-new-breakthrough-level-books-150-characters/" target="_blank">Breakthrough level</a> books, which makes sense if it is 101 words taken from the HSK 1 word list. A feature of the story is repeated references to directional phrases (在桌子下、在电视上, etc). The design of the text has pinyin on the left page, and a large illustration on the right page with the Chinese character text below that. This may mean that readers are using the pinyin often or perhaps first. A complete English translation is printed in some back pages along with glossaries showing which of the 150 words in the HSK 1 list were used.&nbsp;</p><p>There is free audio to accompany this book at<a href="https://www.youtube.com/watch?v=ZAjf7qNGVkY" target="_blank">&nbsp;this YouTube link</a>, or on the&nbsp;<a href="https://imagin8press.com/" target="_blank">Imagine8 Press website</a>. The audio for the books is expressively read by one person who modified his voice well for different characters.&nbsp;</p><p><br /></p><p><u style="font-weight: bold;"><a href="https://imagin8press.com/books/mulan-woman-warrior-full-color-version-%e6%9c%a8%e5%85%b0%e5%a5%b3%e6%88%98%e5%a3%ab/" target="_blank">Mulan, Woman Warrior</a></u>&nbsp;"240 word vocabulary"</p><p>Mulan has been one of my favorite ancient Chinese stories, and I have read and seen different versions in Chinese and the Disney version. So I come to this story with opinions! Telling the story in limited vocabulary is somewhat challenging because of the need for military terms. I have used Story Listening as the inspiration for telling the story with an online class. This version of the story emphasizes Mulan's family and village life and her reception back at home after twelve years of serving with distinction in the army. As with all versions of the story, this one includes expectations for women and opportunities to talk about the Great Wall, why it was built, and who the Xiongnu people invading were. In other words, there is an opportunity for contextualized history teaching in accompaniment with this book.</p><p>This book felt similar in language level to Terry Waltz's later chapters of Susan You Mafan, in my estimation, and not quite at the level of 300-character books by Mandarin Companion or Chinese Breeze.</p><p>Because of the details of the story, vocabulary includes terms related to soldiers and battles as well as Chinese locations and people's names. Many of those terms are highlighted and glossed in pinyin and English on the left page, while the text in Chinese characters is shown with an illustration on the right page. The left page also shows the English translation and pinyin of the text from the right page, which I would have preferred as options out of sight of the Chinese character text. However, an entirely independent learner might appreciate the ease of access to pinyin and ability to quickly double-check their interpretation. For classroom use, I would consider covering the English before we read the book to be more sure that students were drawing meaning first from the Chinese character text.&nbsp;</p><p>The illustrations are beautifully done, and in a style that shows the more serious tone of the story of Mulan. There is a full color version and a black-and-white version which has a lower price. There is also audio of the full text, without indication of page numbers, <a href="https://youtu.be/WYGurI7OKtM" target="_blank">at this link on YouTube</a>&nbsp;and also available at the <a href="https://imagin8press.com/" target="_blank">Imagine8 Press </a>website for download.</p><p><br /></p><p><u style="font-weight: bold;"><a href=" https://imagin8press.com/books/the-emperor-in-hell/" target="_blank">The Emperor in Hell</a></u>&nbsp;"600 word vocabulary"</p><p>Book #5 in the Journey to the West series (out of a series of 28 books currently published)</p><p>Here is the<a href="https://www.youtube.com/watch?v=7t6_7cyTam0" target="_blank"> audio file at a YouTube link</a>.</p><p>First, Journey to the West （西游记）is a very well known, 12th century fantasy book in Chinese that has inspired movies, live action TV shows, cartoons, books, one of the storylines in the novel&nbsp;<a href="https://us.macmillan.com/books/9780312384487" target="_blank">American Born Chinese by Gene Luen Yang</a>&nbsp;(which will soon have a <a href="https://www.nbcnews.com/news/asian-america/disney-greenlights-american-born-chinese-series-based-book-rcna2653" target="_blank">Disney Plus series</a>), and a game I've played with students. I'm not sure there's a more universally familiar story for people from a Chinese background. As brain breaks, I played a scene from the <a href="https://youtu.be/Ikfn94UFIVU" target="_blank">1963 cartoon version</a> in my year one Chinese classes, to the generally happy reviews of high school students. He's sort of a Chinese superhero. The Monkey King is morally ambiguous at times, and he can be selfish as well as heroic - there's a lot to talk about.&nbsp;</p><p>Because of all that, I've personally been interested in reading the original book, but classical Chinese intimidates me a bit -- it's quite different from modern Chinese. I read Tang poetry (even older) but those are short, and requiring a lot of thought is an advantage to understanding poems. So I've pretty much abandoned the idea of reading the original text of Journey to the West unless life takes a turn I don't foresee. Chinese children, too, have modified versions of Journey to the West, though, and I think it's legitimate to <a href="https://www.cambridge.org/core/services/aop-cambridge-core/content/view/FDA2F787BFB75161F5D851C62BBFA7C9/S0261444819000466a.pdf/optimal-input-for-language-learning-genuine-simplified-elaborated-or-modified-elaborated.pdf" target="_blank">read modified texts so we can understand them better</a>. I have considered reading a version scaled for comprehension by junior high school students in China. But even more accessible would be reading and/or listening to these versions of the story.</p><p>So these final two books in this review fit the bill!&nbsp;</p><p><u>The Emperor in Hell</u>&nbsp;takes place as an emperor ends up in the underworld. He wants to get back to the regular world, however, and must avoid dangerous demons and use his connections (the concept is guanxi 关系) to find ways around the rules of hell to get back to the same life he had rather than to enter the reincarnation cycle to return. The traditional Chinese view of hell is different from Christian traditions which may or may not be somewhat more familiar to readers from the US. The premise is not that hell is a place of torment or suffering, but more like the ancient Greek model of the afterlife. However, in the Chinese view, those in hell continue to have similar needs to those of us in the realm of the living. This view of hell explains the&nbsp;<a href="https://en.wikipedia.org/wiki/Hell_money" target="_blank">burning of paper imitations of needed goods</a>. Loved ones burn these objects to 'send' their essence into the afterworld. This book therefore touches on some deep views of life and death as well as presents an adventure story.</p><p>I am sure that some students would be drawn to the title, although in my teaching situations I think it could be a challenging reading level.&nbsp;I would be cautious therefore about how easily students might read the book, especially independently, in that situation. Your situation may differ, and you might have more time for languages. I had about 103 hours at most and homework was discouraged in our department, so nothing assigned out of class. In my high school teaching experience, as a wild estimate I would guess that comprehensible texts had maybe 150 characters at the end of year 1; 300 characters after year 2; 450 characters after the end of year 3, and therefore 600 characters maybe only&nbsp;<i>after&nbsp;</i>a fourth year of classes. I did not count how many characters they were introduced to -- and of course, reading comprehension involves more than character recognition alone, as they need to know how words fit together to make meaning in various contexts.</p><p><br /></p><p><u style="font-weight: bold;"><a href="https://imagin8press.com/books/the-daoist-immortals-%e9%81%93%e6%95%99%e7%a5%9e%e4%bb%99/" target="_blank">The Daoist Immortals</a></u>&nbsp;"1500 word vocabulary level"</p><p>Book #15 in the Journey to the West series (currently 28 books in the series)</p><p>The audio reading of the book is <a href="https://www.youtube.com/watch?v=wq1M4CC02Yw" target="_blank">at this link on YouTube.</a></p><p>The story involves the traveling heroes of Journey to the West who find themselves in a Taoist-revering location where Buddhists have been enslaved. As followers of Buddhism, they are not met with a warm welcome. And they come up with deceptions, with Sun Wukong pretending to be a reverent Taoist so the villagers respect and listen to him. They find means to get what they want from the Taoist villagers, in ways that don't seem very pious but are sometimes outrageous -- including some potty humor.&nbsp;</p><p>This book is therefore entertaining, and also can be an opportunity to talk about Taoism and Buddhism in Chinese history and life. There are separate temples for each religious tradition. However, it seems often that both Taoism and Buddhism affect traditional Chinese thinking in important ways and unlike the story in this book, usually seem to get along pretty well together!</p><p>I have once read that in Chinese junior high schools (初中）students are expected to read about 1500 characters, so this book might be at the level of young adult literature. In bookstores in China, I have seen some graded versions of classic Chinese novels that might be around this level, with some aids to the reader like pinyin glosses on rare and specialized vocabulary. So, this is getting close to literature for native Chinese children! Not a small thing. Books at this level could be a good transition for Chinese language learners into reading written for Chinese young teens.</p><p>A scholar of Journey to the West <a href="https://journeytothewestresearch.com/2021/03/28/review-of-imagin8-press-bilingual-edition-of-journey-to-the-west-for-chinese-language-learners/" target="_blank">wrote a full review of the whole series of Imagin8 Press books</a> adapted from that classic novel.</p><p><br /></p><p>Thank you again to Jeff Pepper for the review copies of the books! I look forward to reading more.&nbsp;</p><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/3612496038866480324/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2022/08/chinese-graded-readers-book-reviews.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/3612496038866480324'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/3612496038866480324'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2022/08/chinese-graded-readers-book-reviews.html' title='Chinese graded readers: Book reviews'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-be-7_TFbewE/YRXUkr-xAfI/AAAAAAAAEcM/Ru0x-jMh1Ukwr8UIM4NElQQ95mjiWdlOwCLcBGAsYHQ/s72-w640-h319-c/20210812_173907_resized.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-4488049921099057244</id><published>2022-08-07T12:23:00.006-05:00</published><updated>2022-09-09T11:39:19.695-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="characters"/><category scheme="http://www.blogger.com/atom/ns#" term="handwriting"/><category scheme="http://www.blogger.com/atom/ns#" term="typing"/><title type='text'>Hand Writing Characters: Learning from Evon Xu's Approach</title><content type='html'><p><b>Hand Writing Characters: Learning from Evon Xu's Approach</b></p><p>This is Diane Neubauer, 杜雁子. Some years ago (2017 or 2018!) I heard Evon Xu, a Chinese language teacher in Washington in the US northwest, talk about how she had developed an approach to handwriting characters based on student feedback. I later interviewed Evon to get more details about her approach, and am now writing about what I learned from her, with her permission.</p><p>First off though -- in this post about handwriting Chinese characters, I do not mean to suggest that it is necessarily preferable or efficient to *base* reading, character learning, or writing and composing on handwritten character knowledge. I am not suggesting any of that. I do not do much handwriting with my students, and have permitted them to use reminder sheets when they need to hand write characters. Teaching online now, I do even less than when I taught in K12 schools.</p><p>And, as an important consideration, there is research on the advantages of a <a href="http://www.tclt.us/journal/2021v12n2/zhangn.pdf" target="_blank">typing-based character learning approach as compared to writing characters by hand</a>. In the future, I hope to write more about what I've recently been learning from work by <a href="http://www.tclt.us/journal/2021v12n2/zhangn.pdf" target="_blank">Dr. Phyllis Zhang</a>. I think there is also a great deal of benefit from basing a Chinese program on considerable <a href="https://files.eric.ed.gov/fulltext/ED598273.pdf#page=149" target="_blank">exposure to characters through highly comprehensible reading</a>, linked to and building on&nbsp;<a href="http://www.tclt.us/journal/2021v12n1/neubauer.pdf" target="_blank">students' aural comprehension</a>,&nbsp;as a main means for students to learn characters. I see potential for typing as an assessment and assurance to students that they do know characters from all that exposure, connected to their listening comprehension and phrasing.</p><p>That said, there are situations in which teachers may have a <b>goal </b>for students to develop some level of handwriting skills in Chinese characters. Some reasons I can think of:&nbsp;</p><ul style="text-align: left;"><li>Handwriting characters is a cultural practice that allows students to <b>experience </b>Chinese culture.&nbsp;</li><li>Some students take Chinese in part because they are drawn to the beauty of Chinese characters, and being able to hand write some gives a sense of personal accomplishment. (Of course, other students may feel quite differently, but some certainly do enjoy character writing.)</li><li>Some programs end with the <b>IB </b>(International Baccalaureate) test, which at present still includes essay writing&nbsp;<b>by hand in Chinese characters</b>. I do not think this is preferable as a format for exams, and I hope that IB updates this. However, if a school is committed to the IB program and IB testing, hand writing Chinese characters is going to be much more important from the beginning.</li></ul><div>Xu Laoshi's approach developed for the first two reasons. For her Chinese language program, hand writing characters was important culturally and as a skill of its own. Yet, traditional approaches to hand writing instruction were burdensome for students. Here is, in brief, how she resolved these competing forces:&nbsp;</div><div><br /></div><div>When she began working at her school years ago, she inherited the previous teacher's practice of a character handwriting quiz each Friday, from memory, with students doing 听写 (dictation) of characters they were studying that week. She saw that the Chinese program was fairly small, and was concerned that some students were discouraged and dropping or just not taking Chinese courses. <b>She asked her students for their perspective</b>&nbsp;about what was discouraging and difficult, and they pointed to those weekly character dictation quizzes as a stressful burden.&nbsp;</div><div><br /></div><div>She valued hand writing, though, and eventually developed a successful approach:&nbsp;</div><div><ul style="text-align: left;"><li>Each semester, she gave a <b>goal number of characters</b> for students to learn to write by hand. I believe it was 75 in semester 1 of Chinese 1 (high school year one learning Chinese), and 150 characters at the end of Chinese 1.&nbsp;</li><li>She did <b>not </b>mandate which characters they had to learn to write. <b>Students chose</b>&nbsp;from words they knew from class.</li><li>She gave <b>regular, brief time to write </b>during classes. No weekly quizzes, just time to write. She would browse around the classroom while students wrote, commenting on what she saw. I can't recall now if they always wrote on paper or also on small whiteboards. I also don't recall how much direct instruction about hand writing she did, but it might have been just at the beginning of Chinese 1. I don't think that stroke order and stroke direction was emphasized as much as making the characters legible to others.&nbsp;</li><li>She ensured that students knew how the characters they wrote sounded, and what they meant. This meant that students could write out sentences of their own creation as they worked on their hand writing skills. <b>Meaning of words and characters and familiar use </b>of those words was part of her approach, rather than simply writing characters ten times each without any context.&nbsp;</li></ul><div>These few minutes of class time continued throughout the school year, leading up to semester exams in which character hand writing was part of the exam. Before then, there were no quizzes or testing other than the informal, formative assessment she gave by observing the students as they wrote by hand.&nbsp;</div></div><div><br /></div><div><b>On semester exams</b>, she gave students a sheet with boxes enough to hand write characters they knew. What she found was that rather than hitting the minimum number of characters, students very often exceeded the required number. That was not something that happened in weekly character memorization quizzes!&nbsp;</div><div><br /></div><div>So, if you are evaluating ways in which to include hand writing of Chinese characters, I recommend considering Xu Laoshi's approach. It involves student choice, low stress opportunities to write and get feedback, and cumulative progress that students can see and measure.&nbsp;</div><div><br /></div><div>A final point. We live in a highly technical world in which calm and quiet can be hard to find. For some, myself included, hand writing in Chinese characters (and English!) is part of my journaling and planning practices because it is an opportunity to be calm and in the moment. I have also seen a number of videos of character handwriting as a type of therapeutic sound and action (<a href="https://www.merriam-webster.com/words-at-play/asmr-abbreviation-meaning" target="_blank">ASMR</a>). This ability to find calm is a nice benefit to hand writing, and though it is not a major goal for me when I teach Chinese, it has value to me.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/9q-epe-BF5I" width="320" youtube-src-id="9q-epe-BF5I"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/4488049921099057244/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2022/08/hand-writing-characters-learning-from.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/4488049921099057244'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/4488049921099057244'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2022/08/hand-writing-characters-learning-from.html' title='Hand Writing Characters: Learning from Evon Xu's Approach'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://img.youtube.com/vi/9q-epe-BF5I/default.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-1529174501897200097</id><published>2021-08-11T12:45:00.000-05:00</published><updated>2021-08-11T12:45:07.044-05:00</updated><title type='text'>Miniature Calendar: Picture Talk</title><content type='html'><p><span style="font-family: Arial, sans-serif;">Long time, no blog post! It's Diane Neubauer, 杜雁子. It's been a busy summer &amp; I wish the best for my friends who are already back to school for 2021-22. I have been working on data analysis for my dissertation (which I really enjoy) and writing, both for my dissertation and other projects (which I find much harder work, but little at a time, it's progressing).</span></p><p><span style="font-family: Arial, sans-serif;">In this post, I'm sharing and slightly expanding a post I recently shared on <a href="https://www.actfl.org/connect/special-interest-groups/comprehension-based-communicative-language-teaching" target="_blank">ACTFL's Comprehension-based Communicative Language Teaching special interest group</a>.&nbsp;</span></p><p><span style="font-family: Arial, sans-serif;">I wante</span><span style="font-family: Arial, sans-serif;">d to share a
resource I learned about recently.&nbsp;</span>Website to the calendar of photos:&nbsp;<a href="https://miniature-calendar.com/" title="https://miniature-calendar.com/">MINIATURE CALENDAR</a></p><p><span style="font-family: Arial, sans-serif;">It could be useful for those who do
activities like Picture Talk (showing an image, and guiding class discussion in
comprehensible target language about what they see, think, wonder, and imagine
about what is in the image). It is also a calendar of photos, one new each day,
so those who do something like Calendar Talk could find it useful. (Calendar
Talk is along the lines of talking with students about the date, perhaps upcoming
events - birthdays, school activities - or other aspects of what is happening
with students and/or in the world or history on certain dates). These are
activities that can be scaled up or down depending on the proficiency level of
the students, keeping it shorter and simpler with novice learners.</span></p><p align="left" class="MsoNormal"><span style="font-family: &quot;Arial&quot;,sans-serif; mso-fareast-font-family: &quot;Times New Roman&quot;;">
There are photos going back everyday, to 2011! Here's one from Aug. 1, 2021:<br />
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</v:shape><![endif]--></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-s-OvKc8Miqg/YRQHomTHH1I/AAAAAAAAEbU/3eBbG4g7MRQs5YBLYu0Xef0kczJ8SXAcgCLcBGAsYHQ/s1050/Aug%2B1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="A diner-style restaurant scene: chefs cooking, people eating at a counter. Dominoes form walls, counters, and &quot;stove&quot;." border="0" data-original-height="811" data-original-width="1050" height="247" src="https://1.bp.blogspot.com/-s-OvKc8Miqg/YRQHomTHH1I/AAAAAAAAEbU/3eBbG4g7MRQs5YBLYu0Xef0kczJ8SXAcgCLcBGAsYHQ/w320-h247/Aug%2B1.png" width="320" /></a></div><br /><span style="font-family: &quot;Arial&quot;,sans-serif; mso-fareast-font-family: &quot;Times New Roman&quot;;">Here is August 11, 2021:</span><p></p><p align="left" class="MsoNormal"><span style="font-family: &quot;Arial&quot;,sans-serif; mso-fareast-font-family: &quot;Times New Roman&quot;;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-i7MkEygFg2M/YRQJhRZc5PI/AAAAAAAAEbk/y5Z5LR0gVVE9RHnwb7wcRnWLgI4N3sWyQCLcBGAsYHQ/s878/August%2B11.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="A movie scene with figurines seated like a theater audience. The screen is a washcloth; spools of thread form the projector." border="0" data-original-height="875" data-original-width="878" height="319" src="https://1.bp.blogspot.com/-i7MkEygFg2M/YRQJhRZc5PI/AAAAAAAAEbk/y5Z5LR0gVVE9RHnwb7wcRnWLgI4N3sWyQCLcBGAsYHQ/w320-h319/August%2B11.PNG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p></p><p align="left" class="MsoNormal"><span style="font-family: Arial, sans-serif; font-size: 10.5pt;">The photographer, Tatsuya Tanaka, uses small objects (like foods and office
supplies) and miniature figurines to set up scenes that he photographs. I find
there are two levels to discuss: what the photo is set up to look like (the
imagined scene) and what is really in the photo. That way, discussion can be both factual and be imaginative, extending the opportunities to discuss.&nbsp;</span></p><p align="left" class="MsoNormal"><span style="font-family: Arial, sans-serif; font-size: 10.5pt;">In terms of representation, the figurines generally appear Japanese (to my eye). Sometimes the figurines and scenes clearly involve Japanese locations and household objects. Using some of the calendar could be a way to include AAPI people, products, and to some degree, perspectives.</span></p><p align="left" class="MsoNormal"><span style="font-family: Arial, sans-serif; font-size: 10.5pt;">Some of the photos are funny, some sort of wistful, some simple and some with lots of details.&nbsp;</span></p><p align="left" class="MsoNormal"><span style="font-family: Arial, sans-serif; font-size: 10.5pt;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Gb3t13R0OsE/YRQLiVm1pPI/AAAAAAAAEb0/nLv6BIehLZ08lufMD2His0ebmBmjrG04ACLcBGAsYHQ/s740/%25E9%25A5%25BA%25E5%25AD%2590.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="An image of two surgeons &quot;operating&quot; on a dumpling." border="0" data-original-height="734" data-original-width="740" height="317" src="https://1.bp.blogspot.com/-Gb3t13R0OsE/YRQLiVm1pPI/AAAAAAAAEb0/nLv6BIehLZ08lufMD2His0ebmBmjrG04ACLcBGAsYHQ/w320-h317/%25E9%25A5%25BA%25E5%25AD%2590.PNG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p></p><span style="font-family: &quot;Arial&quot;,sans-serif; font-size: 10.5pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-fareast-language: ZH-CN;">
I took a summer Spanish class where the teacher, <a href="https://anchor.fm/molly-sturm" target="_blank">Molly Sturm</a>, used this calendar. She
invited us to pick a date to look at, guided discussion of what was in the
picture, and then we picked one image and she led us in making up a back story about the scene. I think I may use the day's photo as a class starter sometimes -
something brief at the beginning of class.<br />
<br />
The website also has a list of "tags" so if anyone is looking for
specific topics, it's searchable that way. The photographer uses English and
Japanese for those tags.</span><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/1529174501897200097/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2021/08/miniature-calendar-picture-talk.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/1529174501897200097'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/1529174501897200097'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2021/08/miniature-calendar-picture-talk.html' title='Miniature Calendar: Picture Talk'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-s-OvKc8Miqg/YRQHomTHH1I/AAAAAAAAEbU/3eBbG4g7MRQs5YBLYu0Xef0kczJ8SXAcgCLcBGAsYHQ/s72-w320-h247-c/Aug%2B1.png" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-3528045008456731176</id><published>2021-05-16T16:29:00.001-05:00</published><updated>2021-05-16T16:29:15.275-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="FVR readers"/><category scheme="http://www.blogger.com/atom/ns#" term="Reader's Theater"/><category scheme="http://www.blogger.com/atom/ns#" term="reading activities"/><category scheme="http://www.blogger.com/atom/ns#" term="reading strategies"/><category scheme="http://www.blogger.com/atom/ns#" term="Zoom"/><title type='text'>Interviewing a Book or Film Character: on Zoom or face-to-face</title><content type='html'><h4 style="text-align: left;"><span style="background-color: white; white-space: pre-wrap;"><span style="font-family: helvetica;"><b>Interviewing a Book or Film Character: on Zoom or face-to-face</b></span></span></h4><div><span style="background-color: white; white-space: pre-wrap;"><span style="font-family: helvetica;">It's Diane, 杜雁子, sharing something fun from one of my online classes today. One thing I like doing while reading a book (or watching a film): have the class choose someone from the story to "talk" with -- a volunteer pretends to be that person &amp; we interview them. (Photo used with permission from all.)</span></span></div><p><span style="background-color: white;"><span style="font-family: helvetica;"></span></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: helvetica;"><a href="https://1.bp.blogspot.com/-Uk0Q95DrkWA/YKGIaKng_FI/AAAAAAAAEUY/asqyh6trPsUiGT9otSJ-HoRQoBP4HHzygCLcBGAsYHQ/s1134/InkedSong%2Bhua%2Bde%2Bren.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="Screenshot from Zoom meeting: 6 people on camera, one labeled &quot;Song Hua de Ren&quot; (the person who sent flowers)" border="0" data-original-height="968" data-original-width="1134" height="341" src="https://1.bp.blogspot.com/-Uk0Q95DrkWA/YKGIaKng_FI/AAAAAAAAEUY/asqyh6trPsUiGT9otSJ-HoRQoBP4HHzygCLcBGAsYHQ/w400-h341/InkedSong%2Bhua%2Bde%2Bren.jpg" width="400" /></a></span></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="o9v6fnle cxmmr5t8 oygrvhab hcukyx3x c1et5uql ii04i59q" style="margin: 0.5em 0px 0px; overflow-wrap: break-word; text-align: left; white-space: pre-wrap;"><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;">In this photo from the end of class today, "Song hua de ren" (the person who sent the flowers) put on a filter &amp; changed his name on Zoom. In the story Xiao Ming, Boy Sherlock by Mandarin Companion, we don't yet know who that person is. The class &amp; I asked some questions. Translating from our Chinese to English here:</span></span></div></div><div class="o9v6fnle cxmmr5t8 oygrvhab hcukyx3x c1et5uql ii04i59q" style="margin: 0.5em 0px 0px; overflow-wrap: break-word; text-align: left; white-space: pre-wrap;"><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;">- Why did you send the flowers to Xiao Yue? (because she's a good person)</span></span></div><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;">- Do you like Xiao Yue? (maybe)</span></span></div><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;">- Why didn't you write your name on the card? (it's my secret)</span></span></div><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;">- Did you buy the flowers or pick them? (I bought the flowers)</span></span></div><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;">- Are you a student at Xiao Yue's school? (too many questions!! -- haha, class time ended there)</span></span></div></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-VX_e9EFtoP4/YKGNBPRHMHI/AAAAAAAAEUk/upP6SAy6iv04g-TjHRn0KtLykgDZ8VOogCLcBGAsYHQ/s1876/Capture.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Screenshot from Zoom meeting: 6 people on camera, one labeled &quot;Song Hua de Ren&quot; (the person who sent flowers)" border="0" data-original-height="757" data-original-width="1876" height="161" src="https://1.bp.blogspot.com/-VX_e9EFtoP4/YKGNBPRHMHI/AAAAAAAAEUk/upP6SAy6iv04g-TjHRn0KtLykgDZ8VOogCLcBGAsYHQ/w400-h161/Capture.PNG" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">My online classes keep me sane! I love working with these people (the intermediate class) &amp; the beginning+ class.&nbsp;</td></tr></tbody></table><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="o9v6fnle cxmmr5t8 oygrvhab hcukyx3x c1et5uql ii04i59q" style="margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;"><b>Scaffolding this with beginners,</b> we first make a list of questions we want to ask. I fill in wording, or expand, or rephrase the students' ideas. Then I can ask our co-created questions, and/or students take turns to do that. Then we help the student actor as much as they'd like to give replies. This group (in the photos) is intermediate (or close to it) &amp; didn't need much assistance. I sometimes restate &amp; expand their comments partly to get the reactions from more students before going on to another question.</span></span></div></div><div class="o9v6fnle cxmmr5t8 oygrvhab hcukyx3x c1et5uql ii04i59q" style="margin: 0.5em 0px 0px; overflow-wrap: break-word; white-space: pre-wrap;"><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;">SO FUN. The Zoom filters might augment this to a degree we haven't yet explored.</span></span></div><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;"><br /></span></span></div><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;">But <b>in a classroom,</b> this is also very easy to do. Then, I followed the same process: brainstorming with the class which people from the book or film they wanted to talk to. We invite a volunteer to sit up front and if possible, wear props that help us see them as the person from the story. It can be especially fun to start with one person, then add a second person from the story, and they can talk to each other as well as talk with us in the class.</span></span></div><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;"><br /></span></span></div><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;">We work together to make questions for them. Some questions can be about details the book/movie doesn't reveal, like where they live, or who is in their family, or what their favorite food is. Anything that the class can understand - or that the teacher can bring into their understanding - is good. We often ask about how they feel and think, things that aren't revealed but can be very interesting to imagine.</span></span></div><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;"><br /></span></span></div><div dir="auto"><span style="background-color: white;"><span style="font-family: helvetica;"><br /></span></span></div></div><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/3528045008456731176/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2021/05/interviewing-book-or-film-character-on.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/3528045008456731176'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/3528045008456731176'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2021/05/interviewing-book-or-film-character-on.html' title='Interviewing a Book or Film Character: on Zoom or face-to-face'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-Uk0Q95DrkWA/YKGIaKng_FI/AAAAAAAAEUY/asqyh6trPsUiGT9otSJ-HoRQoBP4HHzygCLcBGAsYHQ/s72-w400-h341-c/InkedSong%2Bhua%2Bde%2Bren.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-5383349217380747608</id><published>2021-03-23T21:19:00.005-05:00</published><updated>2021-03-26T22:21:33.386-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Reflection"/><category scheme="http://www.blogger.com/atom/ns#" term="Reflection on learning"/><category scheme="http://www.blogger.com/atom/ns#" term="training"/><title type='text'>Graduate School - Reflections during the dissertation phase</title><content type='html'><p>Hi, it's Diane Neubauer, 杜雁子。 As many of you know, I am in my 4th year in a PhD program at the University of Iowa -- in the College of Education, Teaching and Learning department. My program is Foreign Language and ESL Education, now phasing out and replaced by the <a href="My goal is to work at the university level in some combination of language teacher preparation, researching and writing about effective world language classes, and Chinese language acquisition and literacy especially in schools. I see it as becoming more involved in the field of world language instruction, not less. I love this stuff!" target="_blank">Literacy, Culture, and Language Education</a> program.&nbsp;</p><p>Back when I was a new graduate student in the fall of 2017, I <a href="https://tprsforchinese.blogspot.com/2017/10/graduate-school.html " target="_blank">wrote a post about that</a>&nbsp;and how I decided to go to graduate school, as well as thoughts from my friend Jillane Baros who was also in a PhD program at the time.&nbsp;I just re-read that post, and I wanted to write again about what it's like to work on a PhD from a much later stage of the program. Brace yourselves! This is a little more personal post than I usually write. I am writing as a way to process how hard this semester has been for me so far. I still love graduate school, but circumstances (partly due to the pandemic) make it harder right now.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-s1vJh-Hdm60/YFqaxEHszBI/AAAAAAAAETE/VaxYbfzzH4wMor9YhThBSDGmnccrp8g8QCLcBGAsYHQ/s535/grad%2Bstudent.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="Anatomy of a graduate student" border="0" data-original-height="535" data-original-width="497" height="320" src="https://1.bp.blogspot.com/-s1vJh-Hdm60/YFqaxEHszBI/AAAAAAAAETE/VaxYbfzzH4wMor9YhThBSDGmnccrp8g8QCLcBGAsYHQ/w297-h320/grad%2Bstudent.jpg" width="297" /></a></div><div class="separator" style="clear: both; text-align: center;"><i>Somewhat accurate rendering (that's cold milk tea in my case, not usually coffee). A benefit of the remote work situation is that any musty smell does not transmit over Zoom.</i></div><p><br /></p><p><b>What have I been doing?</b></p><p>From fall 2017 to fall 2020, I was mostly taking classes (usually 3 per semester) and working 20 hours per week as a research assistant for my advisor. In spring and fall 2020, I had fewer classes because my program wisely gives students credits for preparing their oral comprehensive exams &amp; writing their dissertation proposal. For oral comps, I had six 20+ page papers to write/revise, then a 2-hour meeting with professors asking me questions about them. It was amazingly difficult to get ready in those early months of the pandemic, but through the support of my husband, friends, a really wonderful advisor, and the grace of God, I passed, last May 2020. I finished all required coursework in fall semester 2020 and had my dissertation proposal meeting in December 2020. So, I'm technically not a graduate student anymore. I'm a PhD candidate, or "ABD" (all but dissertation).</p><p>Favorite courses that come to mind:</p><p></p><ul style="text-align: left;"><li>Reading in a Second Language</li><li>Chinese Second Language Acquisition: Research and Theory</li><li>Second Language Research Methods</li><li>Issues in Second Language Education</li><li>Language Policy and Planning&nbsp;</li><li>Introduction to Qualitative Research Methods</li><li>Conversation Analysis (an independent study research methods course)</li><li>Teaching K-12 Language Learners (I was a teaching assistant in that undergraduate course for education majors who were becoming K-12 teachers - wonderful experience)</li></ul><p></p><p>There has been hard work in classes, research projects, and work hours, and research presentations at conferences. My PhD program is oriented towards becoming a producer of knowledge through rigorous research. Not all doctoral degrees emphasize that, nor should everyone gaining a doctoral degree want to work in academia. EdD degrees tend to prepare for careers outside universities. Even PhD programs from a school like mine, which emphasizes doing research, prepares people who want to emphasize teaching more in their career and who might work at colleges and universities.</p><p>Along the way, I've been sneaking in some research projects for fun and writing for a few journals, in addition to research projects that are part of my role as a research assistant. I like most all aspects of those projects a lot, but academic writing is not easy<i>. </i>It's learning a whole new genre.&nbsp;</p><p>I'm in what gets called "the dissertation phase" which usually takes 1 to 1 and 1/2 years for people in my program. This is often someone's most involved research study: from reading about related research, to writing about that and developing a plan to investigate an area of that topic, to getting that plan approved by a committee of professors with relevant expertise, then getting university approval for the study (**which where I am currently waiting and feeling stuck**), then recruiting participants (if it's a study involving people directly, like mine is), collecting data, analyzing data, writing about that, to getting that writing approved (the dissertation defense), to revising that 100-200 page writing and getting&nbsp;<i>that&nbsp;</i>approved. And also finding a job!&nbsp;</p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-8GRczWP6Ges/YFqc57WGSzI/AAAAAAAAETM/9oagIufkHn89RmS1hwu4vgp9Ihw2gUaWQCLcBGAsYHQ/s512/unnamed.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="384" data-original-width="512" height="300" src="https://1.bp.blogspot.com/-8GRczWP6Ges/YFqc57WGSzI/AAAAAAAAETM/9oagIufkHn89RmS1hwu4vgp9Ihw2gUaWQCLcBGAsYHQ/w400-h300/unnamed.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><i>Well, I do sometimes work on things for a couple hours while wearing pajamas...</i></div><br /><p><b>What have I learned?</b></p><p>I've learned academic things, like about what people have studied about a variety of topics related to language, language teaching, and language learning. By November of 2017, my first semester, I had a hand gesture to express "my head has exploded" to tell people what semester one felt like. I had no idea how many things had been researched. It's like oceans full. It's a process to learn to handle that much information and make one's peace that I can't ever read, or know, as much as I'd like. No one knows it all. There is always more in production, too! This can foster "impostor syndrome" in a more negative way, but also to a more healthy and productive sense of "intellectual humility." I know for sure I've had the impostor syndrome issues and I hope I am learning to turn them into a productive sense of humility and having contributions to make within fields of study that are already extensive.</p><p>I've also learned that many things take me much, much longer than I expect. I can write papers for classes in maybe 2-3 times as long as I first expect, but academic writing for publication? About 5 to 10 times as long as I initially expect. And I am not naturally good at waiting when I want to get things done. This is just one area of personal development that graduate school has afforded me. 😅</p><p>I've also learned more deeply that in addition to seeking to maintain a growing relationship with God through Christ, and with my husband, friends, and chickens, I must continue&nbsp;<i>doing things besides school</i>. I have a big garden and that has been wonderful. I also have continued teaching Chinese, and that is a source of great joy. I will keep teaching Chinese in some way after my PhD is done, whether through my job or as now, a side gig.</p><p>I hear that a lot of grad students get far less support in learning the coping skills necessary to be well emotionally, physically, and relationally. I am very thankful that I have had guidance about the human side of graduate school throughout my experience from professors and classmates. I have had a regular visit to the campus gym (pre-covid) and exercise at home when not. Here's my <a href="https://youtube.com/playlist?list=PLCaX8Z4AkGZr_qtXG4TaqEDuOtoWRImb5" target="_blank">Just Dance video playlist</a> -- found a bunch of fun ones on YouTube! And I sit in the campus hot tub as a kind of grad student-budget friendly massage therapy.</p><p>I've learned that it's really helpful to laugh at and about academic stuff. No, it's necessary. Without being able to get perspective from laughing about it, grad school can be a pile of stress, especially around big events (exams, due dates, comps, dissertation steps). Here are some of academic humor sources I rely on:&nbsp;</p><p>(Facebook group)&nbsp;<a href="https://www.facebook.com/groups/GradSchoolMemesWithRelatableThemes" target="_blank">Graduate Memes with Relatable Themes</a></p><p>(geeky humor, web comic)&nbsp;<a href="https://xkcd.com/" target="_blank">XKCD&nbsp;</a></p><p>(also geeky humor, web comic directly about graduate school)&nbsp;<a href="http://phdcomics.com/" target="_blank">Piled Higher and Deeper</a></p><p>I am pretty sure that along with a lot of people, my chickens are going to get a line of thanks in my dissertation. They are super duper sweethearts (and lay the best eggs).&nbsp;</p><div class="separator" style="clear: both; text-align: center;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://1.bp.blogspot.com/-kKSGyKwNv5Y/YFqgOh-bGXI/AAAAAAAAETU/XFgupSyVn7YnbFh0PdnXrjd4IIbRKa7ZQCLcBGAsYHQ/s320/Fanny%2Btypes.jpg" /></div><div class="separator" style="clear: both; text-align: center;"><i>Fanny Price (like Mansfield Park by Jane Austen) likes to be held while I read or type at the computer.</i></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><img border="0" data-original-height="1536" data-original-width="2048" src="https://1.bp.blogspot.com/-fiS0W6TJc1M/YFqgoozx_yI/AAAAAAAAETg/hj07ijzLfw8N-L1Qa_s1233MrBXZyl97gCLcBGAsYHQ/s320/hens.jpg" width="320" /></div><div class="separator" style="clear: both; text-align: center;"><i>Chickens in the chicken yard, and Ida (front right) giving me a look</i></div><br /><p><b>Where am I headed?</b></p><p>If things go well in the next month or two, I'll probably graduate in May 2022. If things continue to stall in the permission process for my dissertation study, graduation may be summer 2022. Interesting to me is that my goal stated <a href="https://tprsforchinese.blogspot.com/2017/10/graduate-school.html" target="_blank">in the blog post from my first semester</a>&nbsp;really hasn't shifted much! This still all sounds right:</p><p>"<span face="arial, helvetica, sans-serif" style="background-color: white; color: #333333; font-size: 14px; text-align: justify;">My goal is to work at the university level in some combination of language teacher preparation, researching and writing about effective world language classes, and Chinese language acquisition and literacy especially in schools. I see it as becoming&nbsp;</span><i style="color: #333333; font-family: arial, helvetica, sans-serif; font-size: 14px; text-align: justify;">more involved</i><span face="arial, helvetica, sans-serif" style="background-color: white; color: #333333; font-size: 14px; text-align: justify;">&nbsp;in the field of world language instruction, not less. I love this stuff!"</span></p><p>Also the same as I stated in that post years ago, if you are considering a graduate degree, feel free to contact me with questions. I hope to have a job that allows me to advise students -- I'm glad to give others a hand in the process.</p><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/5383349217380747608/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2021/03/graduate-school-dissertation.html#comment-form' title='1 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/5383349217380747608'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/5383349217380747608'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2021/03/graduate-school-dissertation.html' title='Graduate School - Reflections during the dissertation phase'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-s1vJh-Hdm60/YFqaxEHszBI/AAAAAAAAETE/VaxYbfzzH4wMor9YhThBSDGmnccrp8g8QCLcBGAsYHQ/s72-w297-h320-c/grad%2Bstudent.jpg" height="72" width="72"/><thr:total>1</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-4590955637947493562</id><published>2021-02-22T20:41:00.005-06:00</published><updated>2021-05-18T13:54:35.341-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Teacher effectiveness"/><category scheme="http://www.blogger.com/atom/ns#" term="training"/><title type='text'>Summer 2021 - Online language teacher training</title><content type='html'><p>Summer 2021 - Online language teacher training</p><p>Hello! It's Diane Neubauer, 杜雁子，with suggestions about summer training for 2021 which includes at least some focus on Chinese language teaching and learning. I'll add to this post as I learn about other summer conferences which include at least some specific training for Chinese language teachers interested in comprehension-based communicative language teaching.&nbsp;</p><p>I'll list training by the dates that they take place. All of these would be great options for training! I'll attempt to note special features of different conferences.&nbsp;</p><p><br /></p><h3 style="text-align: left;">July 5-9, 2021: <a href="https://expressfluency.com/product/summerworkshop/" target="_blank">Express Fluency Conference in the Cloud</a></h3><div class="separator" style="clear: both; text-align: center;"><a href="https://express-fluency.teachable.com/p/conference-in-the-cloud-2021" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="Image with promotion for Conference in the Cloud" border="0" data-original-height="312" data-original-width="820" height="244" src="https://1.bp.blogspot.com/-6N2riHRG9hI/YKQK2JZsYWI/AAAAAAAAEU4/FvRZgxKsNBEe-wJ3g7QAk__YgeukP0urgCLcBGAsYHQ/w640-h244/_1%2BFB%2Bconference%2B2021%2B%25281%2529.png" width="640" /></a></div><p><a href="https://express-fluency.teachable.com/p/conference-in-the-cloud-2021" target="_blank">Information about the conference</a>&nbsp;(you can use code "Diane" for $20 off registration)</p><p>One of the unique things about Express Fluency as an online conference is how many language labs you can participate in as a learner or an observer. It is great to get firsthand experience in real language classes, and seeing a variety of instructors and languages can be very helpful.&nbsp;</p><p>There are also a variety of presentations on teaching strategies that participants can choose from each day, and opportunities to meet more informally over lunch times.</p><p><b>Chinese specifics:</b> I'll be teaching a beginning Chinese language class for adults; last year, I taught a class that conference attendees could attend as a learner or observer -- I'll involve different language this year). Ping Wu, a creative and talented teacher, is also a presenter and will teach an intermediate Chinese class which can be observed all week. La Sripanawongsa will teach a beginning Chinese class for younger students (grades 4-6). There are many other classes to observe or participate in as a student, too.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-bk7f5ZM8J4Y/YKQK2CmDOqI/AAAAAAAAEU8/k_q5M-3Fug89_YylHYxpSgcfkpM6UGKFACLcBGAsYHQ/s940/Diane%2BPromo%2BImages.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="788" data-original-width="940" src="https://1.bp.blogspot.com/-bk7f5ZM8J4Y/YKQK2CmDOqI/AAAAAAAAEU8/k_q5M-3Fug89_YylHYxpSgcfkpM6UGKFACLcBGAsYHQ/s320/Diane%2BPromo%2BImages.png" width="320" /></a></div><p></p><p><br /></p><p><br /></p><h3 style="text-align: left;"><b>July 12-16, 2021: </b><a href="https://fluencymatters.com/events/iflt-conference/" target="_blank"><b>Fluency Matters iFLT </b>(International Forum on Language Teaching)</a></h3><p><a href="https://fluencymatters.com/iflt-2021/" target="_blank">Information about the conference</a></p><p>One of the special features of iFLT is&nbsp;<a href="https://fluencymatters.com/iflt-info-page-2021/iflt-2021-conference-cohort-descriptions/" target="_blank">cohorts</a>. Cohorts are smaller groups of attendees who meet daily, along with a few experienced teachers as coaches. This allows attendees to get practical experience that is tailored to their experience with Acquisition-Driven Instruction.&nbsp;</p><p>iFLT also has a variety of language labs. Participants can observe excellent teachers with real classes of middle and high school-aged students. This year there are several different levels and ages of Spanish learners, beginning French, and Latin.</p><p>iFLT includes many choices of presentations on comprehension-based teaching.&nbsp;</p><p><b>Chinese specifics:</b> I'll be a coach and presenter (details to be determined; I have often led Chinese-specific coaching sessions and presented about Chinese language teaching &amp; learning topics).&nbsp;</p><p><br /></p><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/4590955637947493562/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2021/02/summer-2021-online-language-teacher.html#comment-form' title='4 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/4590955637947493562'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/4590955637947493562'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2021/02/summer-2021-online-language-teacher.html' title='Summer 2021 - Online language teacher training'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-6N2riHRG9hI/YKQK2JZsYWI/AAAAAAAAEU4/FvRZgxKsNBEe-wJ3g7QAk__YgeukP0urgCLcBGAsYHQ/s72-w640-h244-c/_1%2BFB%2Bconference%2B2021%2B%25281%2529.png" height="72" width="72"/><thr:total>4</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-186147539504365720</id><published>2021-02-07T22:20:00.001-06:00</published><updated>2021-02-07T22:28:29.203-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Chinese New Year"/><category scheme="http://www.blogger.com/atom/ns#" term="extensive reading"/><category scheme="http://www.blogger.com/atom/ns#" term="online teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="reading activities"/><title type='text'>Sharing from My Online Classes</title><content type='html'><p>Hello, 好久不见！It's Diane Neubauer, 杜雁子，writing about my <a href="https://tprsforchinese.blogspot.com/2017/11/teaching-languages-online.html" target="_blank">online Chinese language classes</a>, just to share with other language teachers about what we've been doing. I've written last year <a href="https://tprsforchinese.blogspot.com/2020/03/online-classes-weekly-planning.html" target="_blank">about weekly planning with online classes</a>. This post is about our most recent, synchronous class times (live meetings).</p><p>I have two online, once per week classes. In terms of their language development, one group feels to me like a year 2 high school class (I call them "beginning+"), and the other feels to me like a year 3 high school class (I call them "intermediate" though perhaps not strictly in the ACTFL proficiency rating sense). Each class has a mix of ages and experience levels with Chinese - but mostly adults, and many are also language teachers themselves (something other than Chinese!). There are 7 &amp; 9 people in each group, which I find a really nice size. I really sympathize with those teaching large online classes and I admire the creativity and tenacity I see from teachers as we deal with this pandemic.&nbsp;</p><p><b>Beginning+ class:</b></p><p>Last fall, they chose one from several books for Chinese language learners. I did "book commercials" then by talking briefly about the people, setting, style of book, and a little of the plot (without spoilers!) and they chose a book by Mandarin Companion, <i><a href="https://mandarincompanion.com/products/xiao-ming-boy-sherlock/" target="_blank">Xiao Ming, Boy Sherlock.</a>&nbsp;</i>Across this school year during lessons, I've been somewhat deliberately including words and phrases that appear in the book, but which we hadn't already encountered in class times -- in other words, <a href="https://tprsforchinese.blogspot.com/2020/01/backwards-planning-from-novel.html" target="_blank">backwards planning in a certain way.</a></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://mandarincompanion.com/products/xiao-ming-boy-sherlock/" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="Xiao Ming, Boy Sherlock" border="0" data-original-height="400" data-original-width="250" height="320" src="https://1.bp.blogspot.com/-KYnWXOUUmQM/YCCtEursLII/AAAAAAAAEQk/e_CLmKjfXEULMkBga39Bzcfg0EqEZQvqQCLcBGAsYHQ/w200-h320/Xiao%2BMing.jpg" width="200" /></a></div><p></p><p>A few weeks ago, I re-read that book &amp; realized there were few entirely unknown words remaining. I told them about that, and asked if they'd like to begin reading it. We're going about one (and might read two) chapters at a time. This allows us to go slowly in each chapter, clarify meaning, react a bit to what we're reading, and re-read. There is time for questions and discussion, and to explore background information. This book is set in 1920s Shanghai, so we've looked at historical photographs and compared to modern Shanghai and life there.&nbsp;</p><p>That group of students (like most classes) has a variety of levels of independent reading. I am the main reader, slowly reading aloud and pointing at the words in the text as I do so. Students who feel ready are welcome to volunteer to read lines as one of the people. After class, I encourage them to re-read the chapter and to preview the next chapter, to the degree that they have time for either.&nbsp;</p><p>Later on, we'll probably do some of the fun things we did <a href="https://tprsforchinese.blogspot.com/2020/06/teaching-novel-as-online-book-club.html" target="_blank">last year in another book club</a>&nbsp;with the other class, like "interviewing" some of their choices from among people in the book. I love making up more about the people we read about and getting to "talk" with the people in the book that way. Also, allowing volunteers to read aloud and take different roles allows differentiated instruction while helping everyone can follow the story. The book is written with a wide range of word usage, and it's a little stretch, really. What I write for the class tends to be somewhat more sheltered (see the YouTube channel for some of that reading, in read-along video format). After two chapters, I think we're on track.&nbsp;</p><p><b>"Intermediate" class:</b></p><p>Today in class we talked about Spring Festival (Lunar New Year), using a series of photographs and images to discuss Chinese traditions about celebrating the new year. Did you know Lego makes a "Chinese New Year" kit? I think it's beautiful:</p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-AIxLx4-VZU0/YCCwfcd4Q2I/AAAAAAAAERA/dvpLaUJCnv4Hyzi7JAaRfAdDwVWTlhyYgCLcBGAsYHQ/s960/CNY%2BLego.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="300" src="https://1.bp.blogspot.com/-AIxLx4-VZU0/YCCwfcd4Q2I/AAAAAAAAERA/dvpLaUJCnv4Hyzi7JAaRfAdDwVWTlhyYgCLcBGAsYHQ/w400-h300/CNY%2BLego.jpg" width="400" /></a></div><div><br /></div>We've discussed some Spring Festival traditions in past years of class, but it seemed that some details seemed new to the class (like how eating fish represents having plenty, and wearing red underwear). I particularly enjoyed hearing about my students' experiences with decorations with the character 福 ('blessing') and looking at several different ways characters are used as decoration. The number of puns or double-meanings in Chinese symbolism, both in written characters and in foods and objects, is really prevalent. We saw and discussed some of those.<div><br /></div><div>I searched and found images in Google searches, such as these:</div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Ml_XsswAZEY/YCCzF6Tg6pI/AAAAAAAAERg/Y3n16l0IUjYuYVdU3o1NqwxPly-LWeAXQCLcBGAsYHQ/s900/dasao%2Bfangjian.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="900" src="https://1.bp.blogspot.com/-Ml_XsswAZEY/YCCzF6Tg6pI/AAAAAAAAERg/Y3n16l0IUjYuYVdU3o1NqwxPly-LWeAXQCLcBGAsYHQ/s320/dasao%2Bfangjian.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-YXVDOIkTvs4/YCCzGA1B6cI/AAAAAAAAERk/p9l1MxlL-8Aq8ZTOpWYGNNGE-CcF_inJwCLcBGAsYHQ/s1140/hongbao.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="855" data-original-width="1140" src="https://1.bp.blogspot.com/-YXVDOIkTvs4/YCCzGA1B6cI/AAAAAAAAERk/p9l1MxlL-8Aq8ZTOpWYGNNGE-CcF_inJwCLcBGAsYHQ/s320/hongbao.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-QgAFZp4GAQk/YCCzFPhR8QI/AAAAAAAAERc/Jn8t8RyjhkQ-W3LYox4T4uNBat9RiXKAwCLcBGAsYHQ/s512/niu%2Bnian4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="512" data-original-width="512" height="320" src="https://1.bp.blogspot.com/-QgAFZp4GAQk/YCCzFPhR8QI/AAAAAAAAERc/Jn8t8RyjhkQ-W3LYox4T4uNBat9RiXKAwCLcBGAsYHQ/s320/niu%2Bnian4.jpg" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Then, I followed a tradition from the first year I taught Chinese (2007-08): classroom mascots, in the form of stuffed animals from the Chinese zodiac. I recently bought an ox for the Year of the Ox. Here it is:</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-woiTOGHmpE4/YCCzg92YBmI/AAAAAAAAER0/PqzMeR3CMDEoFWQR_UCrDeMhVPoIjO-_ACLcBGAsYHQ/s1536/Henk.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="1333" height="200" src="https://1.bp.blogspot.com/-woiTOGHmpE4/YCCzg92YBmI/AAAAAAAAER0/PqzMeR3CMDEoFWQR_UCrDeMhVPoIjO-_ACLcBGAsYHQ/w174-h200/Henk.jpg" width="174" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Also as I've done for many years, my most advanced class got to name the ox. Students suggested a variety of names, and then there was consensus: meet 红包 Henk! He has a Chinese name (Hong Bao, meaning 'red envelope' like the New Year envelopes to give children money) and an English/Dutch name (Henk, which sounds like Hank).&nbsp;</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Yes, I teach adults! I have fun being playful, and it seems they do, too. I'm mainly just facilitating.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">After deciding his name, we began making up details about what he's like. In a way, this is like One Word Images (OWI) except we started from a stuffed animal instead of entirely from an imaged creature or object. (Mike Peto wrote about <a href="https://mygenerationofpolyglots.com/wp-content/uploads/2020/08/Handout-for-OWI-session-at-IFLTA.pdf" target="_blank">how he does OWI here.</a>)&nbsp;</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">So far, we've decided that he's intelligent（聪明）and hard-working（努力). 红包 Henk is a student who likes to write books. We haven't found out yet what kinds of books -- will he be a sci-fi writer, like a book we read last year? And I am personally curious to find out how he expresses his hard-working-ness. 努力 is such an important value in Chinese culture, and I'm glad that a student suggested a similar trait -- we can explore a Chinese value, maybe its benefits and potential risks. This group is familiar with<a href="https://www.youtube.com/watch?v=MNgoP2rhGUM" target="_blank"> the story of the rat and ox </a>from the Chinese zodiac.&nbsp;</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">We finished class with live typing about Henk, which I then extended into the read-along video here:&nbsp;</div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/lGInrhCz3us" width="320" youtube-src-id="lGInrhCz3us"></iframe></div><div><br /></div><div>I shared the video publicly, so if it seems useful, feel free to use it with students. It is a bit specific to that group of people, though.&nbsp;</div><div><br /></div><b><div><b><br /></b></div>A final note </b>for those aware that my fulltime job is now working on a PhD. This semester, I'm all done with classes (and no longer a student, I'm a PhD candidate, all but dissertation now!). I continue with my work hours as a research assistant, which now involves two main projects. I am also in the early stages of my dissertation. Last semester, my committee approved my research design enough that I could submit for approval from the research office. I am waiting now to hear from that office to refine the project so that I can begin contacting potential participants. In my "free time" I have a few other projects going as well. Teaching online keeps me in touch with why I'm getting a PhD, and lets me keep experimenting and learning as a teacher myself.<div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/186147539504365720/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2021/02/sharing-from-my-online-classes.html#comment-form' title='1 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/186147539504365720'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/186147539504365720'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2021/02/sharing-from-my-online-classes.html' title='Sharing from My Online Classes'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-KYnWXOUUmQM/YCCtEursLII/AAAAAAAAEQk/e_CLmKjfXEULMkBga39Bzcfg0EqEZQvqQCLcBGAsYHQ/s72-w200-h320-c/Xiao%2BMing.jpg" height="72" width="72"/><thr:total>1</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-3986528670678301237</id><published>2020-10-04T18:24:00.004-05:00</published><updated>2020-10-05T10:02:26.660-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="online teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="online tutoring"/><category scheme="http://www.blogger.com/atom/ns#" term="Zoom"/><title type='text'>Annotation in Zoom: More Language Comprehension & Interaction</title><content type='html'><p>&nbsp;Hello! It's Diane Neubauer, 杜雁子, with a blog post in the same vein as two previous, recent posts: <a href="https://tprsforchinese.blogspot.com/2020/07/five-ways-to-interact-in-zoom-part-1.html" target="_blank">Five Ways to Interact in Zoom, part 1</a> and <a href="https://tprsforchinese.blogspot.com/2020/08/five-ways-to-interact-in-zoom-part-2.html" target="_blank">part 2</a> (which turned into six ways! it's like Cincinnati chili). This time, I'd like to share part of a lesson plan using annotation features in Zoom.&nbsp;</p><p>I've started to see recommendations to teachers to simplify their remote and/or socially distanced but in-person classes, and I'm glad. I did very basic things with Zoom for two years before trying green screen and virtual backgrounds. I still use the features of Zoom while teaching online, which is more than talking heads + chat. That's a fine place to start, until or when/if there is mental space for the teacher to develop additional approaches! For me, this means continuing only to use Zoom when I teach online, even though I'm seeing really cool additional apps like PearDeck and Google apps used during synchronous, online classes. Adding another new thing, not so much for me right now, no. Really work the things I know already? Yes, more of that. Maybe you feel the same.</p><p>Only since this summer (2020) have I been working on using the "less-obvious" features of Zoom like annotation with the class as a tool for interaction. Some of this inspiration came from teaching Chinese in <a href="https://expressfluency.com/product/summerworkshop/" target="_blank">Express Fluency</a> in July, some came from <a href="https://learn.teachhuman.com/courses/low-tech-zoom-success" target="_blank">Justin Slocum Bailey's excellent course about using Zoom</a>, and some has come from being a teaching assistant this fall. I've been typing on the virtual whiteboard at the end of classes for quite a while, but there are <a href="https://tprsforchinese.blogspot.com/2020/08/five-ways-to-interact-in-zoom-part-2.html" target="_blank">many ways to use annotation options</a> with any "screen shared" document in Zoom. I get to be a teaching assistant in a class at the University of Iowa this semester, which is a course on teaching English language learners (ELLs) in schools in the US. An activity I used in class this month led me to explore similar ideas for my online language classes.&nbsp;</p><p>So I now present:</p><p><b>Annotating a Word document&nbsp;</b></p><p><b>during an online class&nbsp;</b></p><p><b>in three steps. 😘</b></p><p>Before class, <b>prepare a template</b>. This step is quick, because you're going to do almost all of the content building with the students during class. I'm into quadrants and half-page divisions right now, so here is what I used in the ELL teaching class at UI, in which we were talking about ch. 5 of the book <i>Between Worlds: Access to Second Language Acquisition</i>&nbsp;by Freeman &amp; Freeman, 2011. I use this because the example is in English so readers who teach a variety of languages can understand, and because it is based on my teaching experience. I am going to try more things like this with my online Chinese classes, too.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-bE40V2LpE-U/X2aTrgsEnwI/AAAAAAAAEJM/0zGWv7BmPAQ09pGgPRxVOhoT9RvAxwxSgCLcBGAsYHQ/s808/Capture.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="630" data-original-width="808" src="https://1.bp.blogspot.com/-bE40V2LpE-U/X2aTrgsEnwI/AAAAAAAAEJM/0zGWv7BmPAQ09pGgPRxVOhoT9RvAxwxSgCLcBGAsYHQ/s320/Capture.PNG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div>During class, here are the three steps:<div><br /></div><div><b>Show your students only one step at a time. </b>I described the step verbally (and could copy &amp; paste the instructions into Chat; I showed it as an image in my virtual background in Zoom).<br /><p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face="Arial, sans-serif">1.&nbsp; &nbsp; &nbsp; At the top of the Zoom window where it says "[name of Host] is sharing screen" click&nbsp;“View Options” (something the students will see but the Host of the meeting does <i>not see). </i>When the student clicks “Annotate” they will see:&nbsp;</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-8QeuUYonV9w/X2aVI5tjGXI/AAAAAAAAEJc/iykZuZauR8E_HjVVgevul0iqZ0B3HuP4gCLcBGAsYHQ/s864/annotations.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="109" data-original-width="864" height="80" src="https://1.bp.blogspot.com/-8QeuUYonV9w/X2aVI5tjGXI/AAAAAAAAEJc/iykZuZauR8E_HjVVgevul0iqZ0B3HuP4gCLcBGAsYHQ/w640-h80/annotations.PNG" width="640" /></a></div><span face="Arial, sans-serif"><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Click "Text" and place textboxes to add points from what you learned in chapter 5 or other sources. (A-L last name? Begin with Schumann; M-Z last name? Begin with Krashen.)</p></span></div><div><br /></div><div>A few details about finding Annotate from the host/teacher role: The teacher's view of the Annotate options pop up when you share the Zoom virtual whiteboard, but must be selected if you are sharing a document. Oddly enough, you need to have the document open to be able to choose it in screen share this way. This is what the menu looked like when I shared a Word document: I had just clicked the tiny carat mark next to "Save" and there's an option to save as a PNG (image) or PDF (document).</div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-paILEaWqZ0k/X3s1G6JQPII/AAAAAAAAEM8/Z8g2m3B55hQte9YlakTGwBoYEyYLAp_LQCLcBGAsYHQ/s1318/Screenshot%255B1%255D.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="324" data-original-width="1318" height="99" src="https://1.bp.blogspot.com/-paILEaWqZ0k/X3s1G6JQPII/AAAAAAAAEM8/Z8g2m3B55hQte9YlakTGwBoYEyYLAp_LQCLcBGAsYHQ/w400-h99/Screenshot%255B1%255D.png" width="400" /></a></div><br /><div>Meanwhile, the teacher watches, and I had to click and drag some students' text boxes so they didn't overlap. (I used the option "Select" in the teacher's view shown just above to do that.) I could also change the font size on anyone's textbox by using "Select" and then "Format" to choose a different font size. (I could also delete them, which I didn't need to do, but it's good to know just in case.) The students could not do that after they "entered" the textbox, so occasionally two students posted their text at the same time, and I needed to move them. It wasn't too difficult to do, but it did take me by surprise at first.&nbsp;</div><div><br /></div><div>Here is how step 1 looked after students were finishing up:&nbsp;</div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Cdfg6DjN5dA/X3pWvp51MjI/AAAAAAAAEMQ/g1XkEm_p6HQEfOy2kQnVrs4grWSxVDJWQCLcBGAsYHQ/s1920/Screenshot%255B1%255D.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1030" data-original-width="1920" src="https://1.bp.blogspot.com/-Cdfg6DjN5dA/X3pWvp51MjI/AAAAAAAAEMQ/g1XkEm_p6HQEfOy2kQnVrs4grWSxVDJWQCLcBGAsYHQ/s320/Screenshot%255B1%255D.png" width="320" /></a></div><div><br /></div><div>As students slow down adding more in step 1, <b>introduce step 2:</b><br /><p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face="Arial, sans-serif">2.&nbsp; &nbsp; &nbsp; Use “Stamps” to add question marks,
hearts, stars, arrows to others’ comments:</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 36pt;"><span face="Arial, sans-serif">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span><b><span face="Arial, sans-serif" style="color: #4a86e8;">?</span></b><span face="Arial, sans-serif"> means “I’m not sure about this point/I don’t think this fits
here”</span><span style="font-family: &quot;Times New Roman&quot;, serif;"><o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 36pt;"><span face="Arial, sans-serif">&nbsp; &nbsp; &nbsp;💗</span><v:shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"><v:stroke joinstyle="miter"><v:formulas><v:f eqn="if lineDrawn pixelLineWidth 0"><v:f eqn="sum @0 1 0"><v:f eqn="sum 0 0 @1"><v:f eqn="prod @2 1 2"><v:f eqn="prod @3 21600 pixelWidth"><v:f eqn="prod @3 21600 pixelHeight"><v:f eqn="sum @0 0 1"><v:f eqn="prod @6 1 2"><v:f eqn="prod @7 21600 pixelWidth"><v:f eqn="sum @8 21600 0"><v:f eqn="prod @7 21600 pixelHeight"><v:f eqn="sum @10 21600 0"></v:f></v:f></v:f></v:f></v:f></v:f></v:f></v:f></v:f></v:f></v:f></v:f></v:formulas><v:path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f"><o:lock aspectratio="t" v:ext="edit"></o:lock></v:path></v:stroke></v:shapetype><v:shape id="Picture_x0020_6" o:spid="_x0000_i1027" style="height: 27.6pt; mso-wrap-style: square; visibility: visible; width: 30.6pt;" type="#_x0000_t75"><v:imagedata o:title="" src="file:///C:/Users/quest/AppData/Local/Temp/msohtmlclip1/01/clip_image001.png"></v:imagedata></v:shape><span face="Arial, sans-serif">&nbsp;means “I really liked this point/Firmly agree”<o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 36pt;"><span face="Arial, sans-serif">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;⭐means “This point seems
really important”<o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 36pt;"><span face="Arial, sans-serif">&nbsp; &nbsp; &nbsp;</span>🠊&nbsp;<span face="Arial, sans-serif">means “Let’s talk about
this point after we finish the chart<span style="font-family: Times New Roman, serif;">"</span></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 36pt;"><span face="Arial, sans-serif"><span style="font-family: Times New Roman, serif;"><br /></span></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 36pt;">Particularly respond to the textboxes from your classmates about the other theoretical model.</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 36pt;"><br /></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 36pt;">When that seems to be slowing down, <b>introduce step 3:</b></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 36pt;"><span face="Arial, sans-serif"></span></p><p>
</p><p class="MsoNormal"><span face="Arial, sans-serif" style="line-height: 107%;">3.&nbsp; &nbsp; &nbsp; Choose “Draw” to draw lines to show any points of
connection you perceive between points in these 2 models of how languages are
acquired.</span><span style="line-height: 107%;"><o:p></o:p></span></p><p class="MsoNormal"><span face="Arial, sans-serif" style="line-height: 107%;">Here is how my class' chart ended up looking:</span></p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-5kk0YWwAjxE/X3pU2D-RIwI/AAAAAAAAEME/0NhYG6XFZHMdjzzdbLYUVDpB0oYF5-J0gCLcBGAsYHQ/s1920/Screenshot%255B4%255D.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1030" data-original-width="1920" src="https://1.bp.blogspot.com/-5kk0YWwAjxE/X3pU2D-RIwI/AAAAAAAAEME/0NhYG6XFZHMdjzzdbLYUVDpB0oYF5-J0gCLcBGAsYHQ/s320/Screenshot%255B4%255D.png" width="320" /></a></div><p></p><p class="MsoNormal"><span face="Arial, sans-serif" style="line-height: 107%;">Keep this chart! I also shared it with the students after class.&nbsp;</span><span face="Arial, sans-serif" style="line-height: 107%;">The instructor in the course also suggested that a follow-up discussion could be held around how they found points of connection, &amp; how or why they stamped which points they did.&nbsp;</span><span face="Arial, sans-serif" style="line-height: 107%;">Another possibility is that&nbsp;</span>we could address areas marked with arrows, address any areas that have question marks, and have a more typical video-windows-and-chat-messages type of interaction about those points.&nbsp;</p><p class="MsoNormal">Transferring this process to a language class, I imagine any time there are two "things" to compare, a similar process could happen. Examples I thought of:</p><p class="MsoNormal">- Modify step 1 for novice learners by providing more language for them rather than asking them to add text. It would be entirely possible to start with step 2.&nbsp;</p><p class="MsoNormal">- Two characters from a book they are reading are compared;</p><p class="MsoNormal">- Lists to compare two categories of things that students like. Ex:&nbsp;</p><p class="MsoNormal"><span>&nbsp; &nbsp; Favorite foods, sweet and savory/salty (they add food names to whichever category it fits; I did this in class without step 2 &amp; 3 and want to add that next time we do something similar);</span><br /></p><p class="MsoNormal"><span>&nbsp; &nbsp; Favorite activities, with categories for indoor and outdoor;</span></p><p class="MsoNormal"><span>&nbsp; &nbsp; Favorite animals, pet or wild (some could be both!).</span></p><p class="MsoNormal">I hope the idea inspires others to maintain online teaching that doesn't require a lot of preparation, but builds in a lot of students' interest and involvement. I'd love to hear if you have tried something similar, or you try an idea based on this post.&nbsp;</p></div><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/3986528670678301237/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/10/annotation-in-zoom-more-language.html#comment-form' title='1 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/3986528670678301237'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/3986528670678301237'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/10/annotation-in-zoom-more-language.html' title='Annotation in Zoom: More Language Comprehension & Interaction'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-bE40V2LpE-U/X2aTrgsEnwI/AAAAAAAAEJM/0zGWv7BmPAQ09pGgPRxVOhoT9RvAxwxSgCLcBGAsYHQ/s72-c/Capture.PNG" height="72" width="72"/><thr:total>1</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-5898341921873549120</id><published>2020-08-22T23:09:00.011-05:00</published><updated>2020-09-13T14:59:16.952-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="interactive activities"/><category scheme="http://www.blogger.com/atom/ns#" term="online teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="online tutoring"/><title type='text'>Five Ways to Interact in Zoom (part 2)</title><content type='html'>Hello, it's Diane Neubauer, 杜雁子。 I also wrote a previous blog post about interacting in Zoom,&nbsp;<a href="Polls (professional Zoom account required) Smaller teams within the big class &quot;Reactions&quot; Options within &quot;Participants&quot; (professional Zoom account required for some of these) Use your camera &amp; the video windows" target="_blank">Part 1, which is here</a>.&nbsp;<div><br /></div><div>Here are the rest of the five ways to interact in Zoom meetings that I wanted to write about, with a bonus! I just learned how to make Annotation work a little better as a sixth way to interact with students in Zoom. I am honestly unsure exactly which of these features are available in free Zoom accounts, but they are all available in the Education account which I have. I have also been told that Chromebooks, sadly, are more limited about some of these options. Test them out on your device and account, and your students' devices, before depending on them.&nbsp;</div><div><br /></div><div>I've written about two ways to interact in the previous post:&nbsp;<div><div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><b style="font-family: inherit;">Polls </b><span style="font-family: inherit;">(professional Zoom account required) (<a href="https://tprsforchinese.blogspot.com/2020/07/five-ways-to-interact-in-zoom-part-1.html" target="_blank">described in part 1</a>)</span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><b>Smaller teams within the big class </b>(also <a href="https://tprsforchinese.blogspot.com/2020/07/five-ways-to-interact-in-zoom-part-1.html" target="_blank">described in part 1</a>)</div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><br /></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;">In this post:</div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><b>Annotation</b></div></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><b style="font-family: inherit;">Reactions</b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><b>Options within Participants </b>(professional Zoom account required for some of these)</div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><b>Use your camera &amp; the video windows</b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><b><br /></b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;">If you are using Zoom, and like me prefer to use features in Zoom rather than learning several more apps for synchronous classes, I'd encourage you to check out <a href="https://teachhuman.justinslocumbailey.com/courses/low-tech-zoom-success" target="_blank">Justin Slocum Bailey's course on using Zoom</a>. He prioritizes using Zoom in creative and purposeful ways, shows Zoom features and how they can be harnessed for teaching, and brings calm perspective to the adventure of teaching on Zoom. I'm halfway through his course now myself and highly recommend it. </div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><b><br /></b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;">In most of these ways to interact with students, I'm thinking beyond speaking in the second language because of the potential for difficulty taking turns online. There are many ways to interact besides spoken language, even in person. Online in a Zoom meeting, there are new tools through the technology. I have generally had smaller classes online - no more than 12. So while teaching Chinese for <a href="https://expressfluency.com/product/summerworkshop/" target="_blank">Express Fluency</a> in July, I tested out more of the tools in Zoom since I could not count on seeing all the students on screen at the same time, which has been my go-to in teaching online.</div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><b><br /></b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;">I made a video showing several of these features in Zoom. This is about 8 to 9 minutes long. </div></div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/IZXViPJQrjs" width="320" youtube-src-id="IZXViPJQrjs"></iframe></div><div><b><br /></b></div><div><b>Annotation</b></div><div><br /></div><div>I recently learned some tips for Annotation from Annick Chen, and share ideas with her permission here. I had tried some Annotation features in a class once, in which students took turns drawing an image about what we were talking about in class. First, the teacher shares screen and chooses the whiteboard. Settings permitted students to click "annotate" on their end, and they can access drawing tools and other options. It worked, but to me it seemed somewhat awkward; drawing on an online whiteboard can be even more difficult than a physical whiteboard. But there are other ways to annotate besides freehand drawings, and I think that might be a key to using it more smoothly and productively. I show these features on a shared whiteboard, but annotations work on any shared screen, like a layer over the top of whatever screen you shared with students.</div><div><br /></div><div>Annick shared:&nbsp;<b>"Zoom Annotation:
</b>There is a way that you can see who is typing/drawing on your screen in Zoom at the moment. After you share your screen. Go to the three dots (More). Then click on "Show Names of Annotators". When students annotate on your shared screen, you will know who is doing it. It is great for total engagement and for classroom management.&nbsp;</div><div><div><div><br /></div><div>With the <b>stamps</b>, you can also see who put the stamps on the screen if you turn on show their names.
I also divide students into groups and assign a color to each group. When I ask them to type something, they have to use their assigned colors to show me their comprehension on my shared screen. Same thing, the group that has most or all members respond correctly wins.
With the annotation function, you may boost "total engagement", and since I can see their names when they annotate on my shared screen, there is no way for them to hide!"</div></div><div><br /></div><div>Building on Annick's ideas, Annotation "stamps" could be used in the class opening "how are you" discussion that I mention here,&nbsp;<a href="https://tprsforchinese.blogspot.com/2020/06/how-are-you-matrix-to-start-class.html">https://tprsforchinese.blogspot.com/2020/06/how-are-you-matrix-to-start-class.html</a>&nbsp;They would also be excellent for the <a href="https://tprsforchinese.blogspot.com/2014/03/video-smack-and-improv-reading-games.html" target="_blank">game I call Smack!,</a>&nbsp;in which student teams pick from choices shown on screen. I display four images, and then, without giving away major details too soon, I describe one (or potentially more) at a time to give sentence-level and short paragraph-level language input while we play the game. It is like a whole language context instead of "flyswatter" vocabulary games. Students can use a stamp when they think they know which one (or more) images are being described.</div><div><br /></div><div>Here is how that ended up looking in one of my own classes online, Sept. 13, 2020. I shared screen, and chose a Word document that I had prepared with 4 images. The little symbols (star, X, blue arrows, and hearts were chosen by students and added to the images that matched the description - said in Chinese - "which image(s) have two animals in them?") One student in a class was using a Chromebook, which cannot do annotations OR reactions (!) but we worked around that by having him send me chat messages and I responded to his answers, too.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-WVddb4ENgr0/X155R5PkraI/AAAAAAAAEIk/oqsireNHSsY8POEi3OJMVoerC9ErcQYHACLcBGAsYHQ/s1342/Screenshot%255B1%255D.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1030" data-original-width="1342" src="https://1.bp.blogspot.com/-WVddb4ENgr0/X155R5PkraI/AAAAAAAAEIk/oqsireNHSsY8POEi3OJMVoerC9ErcQYHACLcBGAsYHQ/s320/Screenshot%255B1%255D.png" width="320" /></a></div><div><br /></div><div>Then, I learned what Christy Lade did with her Spanish students and Annotate using textboxes. With her permission, I have added that to this post. She had done a student interview ("Special Person") the day before, and started the next class with students' annotating the Zoom whiteboard. Here is her description: "<span face="Helvetica, Arial, sans-serif" style="background-color: white; color: #1d2129; font-size: 15px;">For today’s warm up, I put up a Zoom whiteboard and had students use the annotation tool to write a phrase in Spanish about the special person from last class. Spanish 1 8th grade. We meet virtually 3 times a week. They could use notes."&nbsp;</span></div><div><span face="Helvetica, Arial, sans-serif" style="background-color: white; color: #1d2129; font-size: 15px;"><br /></span></div><div>Here is how that looked, before and after:&nbsp;</div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-eZRiyrqBGoc/X0rJfwzcSBI/AAAAAAAAEHs/N28JfDz3mnIjX_enBlTnF7csHkpt7INUQCLcBGAsYHQ/s960/first.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="480" src="https://1.bp.blogspot.com/-eZRiyrqBGoc/X0rJfwzcSBI/AAAAAAAAEHs/N28JfDz3mnIjX_enBlTnF7csHkpt7INUQCLcBGAsYHQ/w640-h480/first.jpg" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Before: the whiteboard Christy screen shared with her students</td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-XG0y_LydrNo/X0rJilyXYeI/AAAAAAAAEHw/NCTdadqxa5kf6kmynO4eY2dAcwSncvvLgCLcBGAsYHQ/s960/annotated%2Bwith%2Btextboxes.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="540" data-original-width="960" src="https://1.bp.blogspot.com/-XG0y_LydrNo/X0rJilyXYeI/AAAAAAAAEHw/NCTdadqxa5kf6kmynO4eY2dAcwSncvvLgCLcBGAsYHQ/s640/annotated%2Bwith%2Btextboxes.jpg" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">After: students added their ideas with textboxes.</td></tr></tbody></table><div><br /></div><div>Christy described her entire lesson<a href="https://www.facebook.com/Teachoutsidethebook/posts/773387340076475" target="_blank">&nbsp;in this Facebook post</a>. I had not figured out how to use text annotation before and it seems to hold a lot of potential, particularly since learning from Annick that the teacher can see who added what. It is also easy to "clear" screen when needed.</div><div><br /></div><div>One disadvantage of Annotation tools: not all devices can access them. I have heard that Chromebooks cannot; I am not sure about tablets or cell phones.&nbsp;</div></div></div></div><div><br /></div><div><br /></div><div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><b style="font-family: inherit;">Reactions </b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><b style="font-family: inherit;"><br /></b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-OduOIXKsZRI/X0HM7rqcRZI/AAAAAAAAEGk/zX_jUknmEMMSwGZfT-O1Bgaax33gXT8cQCLcBGAsYHQ/s979/reactions.PNG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="137" data-original-width="979" height="141" src="https://1.bp.blogspot.com/-OduOIXKsZRI/X0HM7rqcRZI/AAAAAAAAEGk/zX_jUknmEMMSwGZfT-O1Bgaax33gXT8cQCLcBGAsYHQ/w1000-h141/reactions.PNG" width="1000" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">The Screencast-o-matic gold circle cursor is pointing at where to click Reactions are found, <br />&amp; showing the 6 Reaction options as of late Aug. 2020 in Zoom.<br /></td></tr></tbody></table></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><b style="font-family: inherit;"><br /></b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><span style="font-family: inherit;">Reactions are like emoticons that pop up on a person's video window, even if the video is off. They are visible for a few seconds, then fade off. Reactions can be useful when you are using Gallery View (so that you can see up to 25 video windows - or black squares with the names of participants in the meeting). You can ask for quick feedback from students, encourage them to give Reactions to what you're talking about and to other student's contributions, and so on. </span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><span style="font-family: inherit;"><br /></span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><span style="font-family: inherit;">I show reactions in the video around minute 3:30. </span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><span style="font-family: inherit;"><br /></span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><b style="font-family: inherit;"><br /></b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><b>Options within Participants </b>(professional Zoom account required for some of these)</div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><br /></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;">Clicking "Participants" at the bottom of the Zoom window gives you a list of all those attending the meeting, and also options to click that, unlike Reactions, last until the meeting host "clears" them. In the video above in this blog post, I show Participants options around minute 3:00. </div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><br /></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;">Here is a close-up of that part of the Zoom window after clicking Participants. <span style="color: black; font-family: inherit; font-size: medium; text-align: center; white-space: normal;">I had just clicked the little clock &amp; it appears next to my name in the Participants list. If I were in a meeting with other people, their names would appear in a list beneath mine. You can glance at the list in participants to see what they've clicked, and invite them to unmute or type in the chat.&nbsp;</span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; margin: 0px; outline: none; padding: 0px; position: relative;"><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-yBFDYznb5w4/X0HeAyP_qdI/AAAAAAAAEHE/PgRL_jgthBoXqlJW-PSEuci0KQ0HEjeQQCLcBGAsYHQ/s696/Participants1.PNG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="696" data-original-width="336" height="640" src="https://1.bp.blogspot.com/-yBFDYznb5w4/X0HeAyP_qdI/AAAAAAAAEHE/PgRL_jgthBoXqlJW-PSEuci0KQ0HEjeQQCLcBGAsYHQ/w309-h640/Participants1.PNG" width="309" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><br /></td></tr></tbody></table><span style="color: black; font-size: medium; text-align: center; white-space: normal;">Buttons include yes, no, go slower, go faster, and then after clicking "more" there are thumbs up &amp; down, clap, coffee mug (? I heard someone say that's requesting a break), and the clock (indicating "away" from the meeting briefly). I'm not sure "go slower" or "go faster" is best shared publicly, as it shows up for the whole class to see here in Participants. I might ask students to send a private message to me to check on pacing rather than use these.</span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><span style="color: black; font-size: medium; text-align: center; white-space: normal;"><br /></span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify; white-space: pre-wrap;"><span style="color: black; font-size: medium; text-align: center; white-space: normal;">Honestly, I find it hard to scan the Participants list while teaching; I do try to keep up with the Chat messages but even that takes reminders. So I have used these options in Participants very little myself. I think they have potential, though! As I mentioned in part 1, I don't think it's reasonable to try to use everything at once. There are many possibilities, especially if using additional apps at the same time as a Zoom meeting.&nbsp;</span><span style="color: black; font-family: inherit; font-size: medium; text-align: center; white-space: normal;">Trying one way to interact during a synchronous class, and just doing that one, new thing throughout class can give a sense of how it could work for you and your class.&nbsp;</span><span style="color: black; font-family: inherit; font-size: medium; text-align: center; white-space: normal;">We can also invite students into the process. For example: "Today I want to see how we might use Participants to communicate, so we'll try some things throughout class &amp; then I'll ask for your feedback about it". I did this almost every day when teaching a larger class during <a href="https://expressfluency.com/product/summerworkshop/" target="_blank">Express Fluency</a>, and then I invited feedback during debriefing after each class. I really wanted to use it as a workshop - for me and for everyone else present as a student or an observer. I need to go back and review those debriefing times (they were all recorded).</span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; margin: 0px; outline: none; padding: 0px; position: relative; text-align: justify;"><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; color: #1c1e21; font-family: inherit; font-size: 15px; text-align: center; white-space: pre-wrap;"><a href="https://1.bp.blogspot.com/-Owa5oh8J0Rc/X0HeAzg_vlI/AAAAAAAAEHA/TzL2Eg8Ou7s8BuK-h3AUy6sI0WW6MVA6gCLcBGAsYHQ/s690/Participants2.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="690" data-original-width="342" height="640" src="https://1.bp.blogspot.com/-Owa5oh8J0Rc/X0HeAzg_vlI/AAAAAAAAEHA/TzL2Eg8Ou7s8BuK-h3AUy6sI0WW6MVA6gCLcBGAsYHQ/s640/Participants2.PNG" /></a></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; white-space: pre-wrap;"><br /></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; white-space: pre-wrap;"><br /></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; white-space: pre-wrap;"><br /></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; white-space: pre-wrap;"><b>Use your camera &amp; the video windows </b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; white-space: pre-wrap;"><b><br /></b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; white-space: pre-wrap;">With classes in which people are using video connections, there are a number of ways to interact. This is where I began with online teaching in general and Zoom specifically. It is an advantage to be able to see students, but the small size of the video window still means we see and sense far less information than we can in person. It is also a different situation when someone signed up to be in a class with me online than for K-12 students attending a required class. I do not think it should be required of students to turn on their video, partly for issues with adequate wifi bandwidth (especially if others are using the same internet connection for video meetings) and partly for a host of issue with privacy and equity in mind. Many of the ways to interact do <i>not </i>require video use by students, so be sure that you coach your students on how to use them, and be sure to let them know that you noticed when they used them.</div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; white-space: pre-wrap;"><br /></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; white-space: pre-wrap;">But let's say in your circumstances, you do have students on camera. In Zoom, up to 25 video windows can be seen on screen at the same time. Perhaps it's ideal to have no more than 11 students plus the teacher's video window, since up to 12 windows fit on one screen at a fairly reasonable size. I generally have students muted by default if the class is larger than 4 or 5 people. <span style="font-family: inherit;">You can ask students to chat or wave their hands if they want to speak (and then invite them to unmute to talk), use thumbs up &amp; down, nod or shake their head, give visually obvious emotional responses, show drawings and props on camera, and respond to TPR prompts visually. This is my go-to with small classes online, and where I'm most comfortable with Zoom still.</span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; white-space: pre-wrap;"><br /></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; white-space: pre-wrap;"><br /></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="color: #1c1e21; direction: ltr; font-family: inherit; font-size: 15px; margin: 0px; outline: none; padding: 0px; position: relative; white-space: pre-wrap;">I still haven't even written specifically about using the chat window to gain student responses and manage who speaks when! I find how we interact online in language classes really interesting. I look forward to hearing more from teachers sharing from their experiences this school year, 2020-21, while we're all in the midst of new needs in teaching. I'll get to apply some of these ideas in a class in which I'll be a teaching assistant this fall, too. It's not a language class, but a class about teaching K-12 language learners.</div></div></div><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/5898341921873549120/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/08/five-ways-to-interact-in-zoom-part-2.html#comment-form' title='4 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/5898341921873549120'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/5898341921873549120'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/08/five-ways-to-interact-in-zoom-part-2.html' title='Five Ways to Interact in Zoom (part 2)'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://img.youtube.com/vi/IZXViPJQrjs/default.jpg" height="72" width="72"/><thr:total>4</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-6132071148641660529</id><published>2020-08-06T11:22:00.001-05:00</published><updated>2020-08-06T11:22:17.273-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="comprehensible input"/><category scheme="http://www.blogger.com/atom/ns#" term="MovieTalk"/><category scheme="http://www.blogger.com/atom/ns#" term="Multimedia"/><category scheme="http://www.blogger.com/atom/ns#" term="online teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="TCI"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching demo"/><category scheme="http://www.blogger.com/atom/ns#" term="可理解输入"/><title type='text'>中文可理解性輸入深度體驗系列（2020年8月14号）</title><content type='html'>大家好！我想分享2020年8月14号的中文教学工作坊：<div><br /></div><div>为什么说Clip Chat Modified from MovieTalk? 因为原来的MovieTalk其实不太一样。8月4号要讲如何跟初级班和不同级别的中文班利用影片来做互动的、可理解性输入丰富的中文课。一方面是如何用影片给学生机会自己体验到华人文化。</div><div><br /></div><div>适合所有的中文老师。</div><div class="separator" style="clear: both;"><a href="https://1.bp.blogspot.com/-PnmRPDd7G7Q/Xywst92KmAI/AAAAAAAAEFQ/Ds8gBlqEgMQzRQdgHqQhNGTGVoun1CC3wCLcBGAsYHQ/s960/Aug%2B14.jpg" imageanchor="1" style="display: block; padding: 1em 0px;"><img border="0" data-original-height="960" data-original-width="634" height="1000" src="https://1.bp.blogspot.com/-PnmRPDd7G7Q/Xywst92KmAI/AAAAAAAAEFQ/Ds8gBlqEgMQzRQdgHqQhNGTGVoun1CC3wCLcBGAsYHQ/w661-h1000/Aug%2B14.jpg" width="661" /></a></div><div><br /></div><div><div><a href="https://forms.gle/Z7jnhqz8RhytqihH9" target="_blank">报名链接</a></div></div><div><br /></div><div>谢谢童老师的邀请！</div><div><br /></div><div><br /></div><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/6132071148641660529/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/08/2020814.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/6132071148641660529'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/6132071148641660529'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/08/2020814.html' title='中文可理解性輸入深度體驗系列（2020年8月14号）'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-PnmRPDd7G7Q/Xywst92KmAI/AAAAAAAAEFQ/Ds8gBlqEgMQzRQdgHqQhNGTGVoun1CC3wCLcBGAsYHQ/s72-w661-h1000-c/Aug%2B14.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-4844193319233615257</id><published>2020-07-28T10:40:00.004-05:00</published><updated>2020-07-29T15:03:07.291-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="comprehensible input"/><category scheme="http://www.blogger.com/atom/ns#" term="online teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="poster"/><title type='text'>Online "Word Walls" - Minor Tweak, Major Benefit</title><content type='html'>Hello! It's Diane Neubauer, 杜雁子. This post is about a tiny tweak to my online "word walls" that has made such a difference, I wanted to share it. Sometimes a very small change helps smooth things out! I'll come back to <a href="https://tprsforchinese.blogspot.com/2020/07/five-ways-to-interact-in-zoom-part-1.html" target="_blank">interacting with students synchronously through Zoom</a> in the next post. I've collected a variety of YouTube videos made over the past year about online teaching<a href="https://www.youtube.com/playlist?list=PLCaX8Z4AkGZqSI9S3_NEEKfElL9jYNALt" target="_blank"> in this playlist</a>. Some are specific to Chinese, most are not.<div><div><br /></div><div>When I am teaching Chinese online, I do not have a "word wall" as I did when I taught in classrooms. Those looked like the posters shown on the walls in this video from my last year teaching in a high school:&nbsp;</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/i4XIo9Vl_MU" width="320" youtube-src-id="i4XIo9Vl_MU"></iframe></div><div><br /></div><div>I used those very often to allow more use of Chinese during class while ensuring comprehension by all the students. I used these for word &amp; phrase comprehension support as needed, with pausing... and pointing... so students can process meaning, and not constant translation of everything. I think using English as a support to the comprehension of Chinese in that way allowed more of our talk during class to be in Mandarin. I have been looking for research about any harmful effect of using student's known language in that way, and I cannot find any research that suggests evidence that it's harmful to students to use their first language(s) used thoughtfully and to establish meaning of new language. When we share a language with our students, it's an asset we can use thoughtfully.</div><div><br /></div><div>Switching to an online environment, I made standard paper-sized lists of some of the most frequently-needed words. One sheet has question words, one has "useful words" -- some of the most basic rejoinders and words useful in expanding what we can talk about: "Imagine" "Know" "Don't know" "Real/Really". On the sheets I use, these are written in pinyin next to an English gloss.&nbsp;</div><div><br /></div><div>The very small tweak? <b>I folded the question words sheet in half,</b> so only 4 or 5 are showing. The most common question words are on the top of side 1; next most common are at the bottom half of side 1. Less often used or more specific kinds of questions are on side 2, inside the fold. I unfold it when I need one of those words.</div><div><br /></div><div>The size of the sheet has made it a lot easier to me to see where I am pointing on the sheet, while also looking at my computer screen to see the students and what they are seeing from my camera. After teaching last weekend, I reflected on why it seemed so much easier to refer to those sheets -- and realized that little change made a big difference.&nbsp;</div><div><br /></div><div>Here's how it looks:&nbsp;</div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwsbft-coHHkJ0AexTX-XmypMPpGJ7yNz3qiSIN4RivUZj20jYMxwyXM_WXlqwGc7InHekSKAQb7vcFeenqcQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Ways I've learned to conduct online, synchronous language teaching (with some asynchronous ideas) are described in a variety of<a href="https://www.youtube.com/playlist?list=PLCaX8Z4AkGZqSI9S3_NEEKfElL9jYNALt" target="_blank"> videos in this playlist.</a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Here are the "word walls" that I now have. The "useful words" sheet has only one side, so there are two photos -- since it's folded in half. (Maybe someday I'll add more.)</div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-A9JiSML-K3k/XyBDul_OOCI/AAAAAAAAEEU/5CEOUUoiul8dpNNFmiK3L2_oVa9VzWlYACLcBGAsYHQ/s884/5.jpg" style="clear: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="566" data-original-width="884" src="https://1.bp.blogspot.com/-A9JiSML-K3k/XyBDul_OOCI/AAAAAAAAEEU/5CEOUUoiul8dpNNFmiK3L2_oVa9VzWlYACLcBGAsYHQ/s320/5.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Aqo7j_5m6uA/XyBDvMqBF8I/AAAAAAAAEEY/8AVwM8k_zi85EdOZC6fKRwicJVrctdaKACLcBGAsYHQ/s880/6.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="577" data-original-width="880" src="https://1.bp.blogspot.com/-Aqo7j_5m6uA/XyBDvMqBF8I/AAAAAAAAEEY/8AVwM8k_zi85EdOZC6fKRwicJVrctdaKACLcBGAsYHQ/s320/6.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div>The sides of the "question words" sheet:&nbsp;</div><div><br /></div><div>side 1, most common &amp; basic:<a href="https://1.bp.blogspot.com/-JFwKKQwv7Zg/XyBDt4W4--I/AAAAAAAAEEE/J9aXit1QCMojL-RroaDJE02lReu-v0YLgCLcBGAsYHQ/s960/1.jpg" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="639" data-original-width="960" src="https://1.bp.blogspot.com/-JFwKKQwv7Zg/XyBDt4W4--I/AAAAAAAAEEE/J9aXit1QCMojL-RroaDJE02lReu-v0YLgCLcBGAsYHQ/s320/1.jpg" width="320" /></a>&nbsp;</div><div>side 2:<a href="https://1.bp.blogspot.com/-TP-kkHGRDn0/XyBDuEoXv6I/AAAAAAAAEEI/S4l26nXBNW4i8VT474Qooryn5EyfTL-GgCLcBGAsYHQ/s931/2.jpg" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="561" data-original-width="931" src="https://1.bp.blogspot.com/-TP-kkHGRDn0/XyBDuEoXv6I/AAAAAAAAEEI/S4l26nXBNW4i8VT474Qooryn5EyfTL-GgCLcBGAsYHQ/s320/2.jpg" width="320" /></a></div><div><br /></div><div>inside, top half of the sheet:<a href="https://1.bp.blogspot.com/-Ux-3Y8-hP6I/XyBDuOea40I/AAAAAAAAEEM/2tk0uBI_uPgDqwVEoicZOYF7AxbgSYu2wCLcBGAsYHQ/s899/3.jpg" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="618" data-original-width="899" src="https://1.bp.blogspot.com/-Ux-3Y8-hP6I/XyBDuOea40I/AAAAAAAAEEM/2tk0uBI_uPgDqwVEoicZOYF7AxbgSYu2wCLcBGAsYHQ/s320/3.jpg" width="320" /></a></div><div><br /></div><div>inside, bottom half:<a href="https://1.bp.blogspot.com/-uxVoWzxA4AU/XyBDuWElMVI/AAAAAAAAEEQ/aMVrmtRCj3Agn14jKrBamnR_Yetqdg5PwCLcBGAsYHQ/s943/4.jpg" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="558" data-original-width="943" src="https://1.bp.blogspot.com/-uxVoWzxA4AU/XyBDuWElMVI/AAAAAAAAEEQ/aMVrmtRCj3Agn14jKrBamnR_Yetqdg5PwCLcBGAsYHQ/s320/4.jpg" width="320" /></a></div><div><br /></div><div>That's it. That's the tweak: fold the sheet in half so that it's easier to peek around while you are talking with students online.</div><div><br /></div><div>My sheets of words use the color coding and capitalization system developed by Terry Waltz. She has a nice, online converter for pinyin <a href="http://www.chinesepronto.com/triple/flashfix.php" target="_blank">here.</a>&nbsp;I don't explain the colors or capitalization unless a student asks; often by then, some of them already figured it out. I think it could give their brains just another little leverage on retaining the tones of words to add all those visual cues about tones.&nbsp;</div><div><br /></div><div>These words and being able to access them quickly &amp; easily make it possible to use more comprehensible Chinese in the class than I would otherwise be able to do, especially with early beginning students. For those working in classrooms, I also have a TeachersPayTeachers set of printable word posters for Mandarin Chinese (<a href="https://www.teacherspayteachers.com/Product/Chinese-Word-Walls-and-Classroom-Expectations-Poster-1884670" target="_blank">here is the full set;</a>&nbsp;here is&nbsp;<a href="https://www.teacherspayteachers.com/Product/Chinese-word-wall-posters-Question-Words-and-Connectors-1884652" target="_blank">question &amp; connector words only</a>). I have seen more professionally-printed posters by others in classrooms, too.&nbsp;</div></div><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/4844193319233615257/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/07/online-word-walls-minor-tweak-major.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/4844193319233615257'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/4844193319233615257'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/07/online-word-walls-minor-tweak-major.html' title='Online "Word Walls" - Minor Tweak, Major Benefit'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://img.youtube.com/vi/i4XIo9Vl_MU/default.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-3403320948552483839</id><published>2020-07-23T11:44:00.003-05:00</published><updated>2020-07-23T12:55:22.414-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="interactive activities"/><category scheme="http://www.blogger.com/atom/ns#" term="online teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="student-centered"/><category scheme="http://www.blogger.com/atom/ns#" term="Teacher effectiveness"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching demo"/><category scheme="http://www.blogger.com/atom/ns#" term="Workshop"/><category scheme="http://www.blogger.com/atom/ns#" term="可理解输入"/><title type='text'>Five Ways to Interact in Zoom (part 1)</title><content type='html'><div data-block="true" data-editor="2bs4p" data-offset-key="9ib8s-0-0" style="background-color: white; color: #1c1e21; font-family: helvetica, arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="9ib8s-0-0" style="font-family: inherit;"><b>Five Ways to Interact in Zoom (part 1)</b></span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="9ib8s-0-0" style="font-family: inherit;"><br /></span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="9ib8s-0-0" style="font-family: inherit;">Last</span><span style="font-family: inherit;"> week, I got to teach Chinese with a group of about 30 students in <a href="https://expressfluency.com/" target="_blank">Express Fluency</a>'s language teaching <a href="https://expressfluency.com/product/summerworkshop/" target="_blank">Conference in the Cloud.</a> It was a great experience for me, particularly with getting to try out some strategies for larger group interaction online. </span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span style="font-family: inherit;"><br /></span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;">There were about 22 of us teaching different languages, ages, and levels of students. We shared ideas and trouble-shooted issues through the week. As <a href="https://mygenerationofpolyglots.com/" target="_blank">Mike Peto</a> described it, "<span style="font-family: inherit;">This is a true workshop-- sawdust on the </span><span style="font-family: inherit;">floor, sleeves rolled up &amp; let's experiment. Exciting!" After realizing the first day that some of my comfortable go-to ideas in a smaller online class (of 5-12 people) were not smooth or sometimes even possible in the larger group, on the second day I </span><span lang="">openly said something like, </span>“I'd like to try something new<span lang=""> today. I don</span>’<span lang="">t know how it</span>’<span lang="">ll go, but let</span>’<span lang="">s keep experimenting. Afterwards, we'll talk about how it worked for you as students.</span>”<span lang=""> <a href="http://www.lamaestraloca.com/blog.html" target="_blank">Annabelle Williamson</a> noted that we can do that with our school classes, too. Be open about how this is a new frontier in language teaching. Let the students be part of honing and making instruction more effective. I learned a lot from those who participated in my classes last week! </span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span lang=""><br /></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-laX98aR0VHU/Xxdb__jHYPI/AAAAAAAAECk/0tr7-vRgVwkj8hQsTFPQaAZhelSrat_OgCLcBGAsYHQ/s1443/Inkedclass1_LI.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="838" data-original-width="1443" height="233" src="https://1.bp.blogspot.com/-laX98aR0VHU/Xxdb__jHYPI/AAAAAAAAECk/0tr7-vRgVwkj8hQsTFPQaAZhelSrat_OgCLcBGAsYHQ/w400-h233/Inkedclass1_LI.jpg" width="400" /></a></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;">Photo from Friday afternoon's class (which was a smaller group than earlier in the week), courtesy of <a href="https://www.youtube.com/channel/UCxHj5kADPAFlR_fsZxXxoGQ" target="_blank">Xiaoling Mo</a>. </div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><br /></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span lang=""><b>Online interaction</b></span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="9ib8s-0-0" style="font-family: inherit;"><p class="MsoNormal"><span style="font-family: inherit;">I used the time in part to explore more ways to interact with a larger group of students. Many teachers who emphasize input-based classes with whole class discussions and interaction (myself included) have found the adjustment to online teaching a challenge in this area. However, I refuse to think that online, synchronous classes are bad or "broken" in-person interaction. I think it's a new context, a new arena, and we're just starting to explore its possibilities. There are features online we don't have in face-to-face classes. </span><span style="font-family: inherit;">How can we manage to interact throughout class, while providing rich input, and building a sense of belonging and through that, a mild sense of accountability to stay involved throughout class time? </span><span style="font-family: inherit;">I've felt pretty comfortable about leading input-based, interactive classes online in Zoom with a smaller-sized class (6-12 people) particularly when they have their video ON. But a large group involved new aspects to managing the online environment.</span></p></span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;">I'd like to write about five ways to interact within a large class size, using Zoom synchronously. This blog post will be part 1 of ideas that developed, including the first 2 of these 5 ideas:</div></div><div data-block="true" data-editor="2bs4p" data-offset-key="9ib8s-0-0" style="background-color: white; color: #1c1e21; font-family: helvetica, arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><br /></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><b style="font-family: inherit;">Polls </b><span style="font-family: inherit;">(professional Zoom account required)</span></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><b>Smaller teams within the big class</b></div></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><b style="font-family: inherit;">"Reactions" </b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><b>Options within "Participants" </b>(professional Zoom account required for some of these)</div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><b>Use your camera &amp; the video windows</b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;"><b><br /></b></div><div class="_1mf _1mj" data-offset-key="9ib8s-0-0" style="direction: ltr; font-family: inherit; position: relative;">It seems ideal to switch around between different options, which helps keep students involved throughout class. But as a teacher trying out anything new, I recommend just doing <i><b>one</b></i> new thing in one class period, then reflecting on how it went and ideally, debriefing with your students for their perspectives. Then, trying a modified version of that idea, or trying another idea, can happen in the following class period.</div></div></div><div data-block="true" data-editor="2bs4p" data-offset-key="8c6de-0-0" style="background-color: white; color: #1c1e21; font-family: helvetica, arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="8c6de-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="8c6de-0-0" style="font-family: inherit;"><br data-text="true" /></span></div><div class="_1mf _1mj" data-offset-key="8c6de-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="8c6de-0-0" style="font-family: inherit;"><br /></span></div><div class="_1mf _1mj" data-offset-key="8c6de-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="8c6de-0-0" style="font-family: inherit;"><b>Polls</b></span></div><div class="_1mf _1mj" data-offset-key="8c6de-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="8c6de-0-0" style="font-family: inherit;"><br /></span></div></div><div data-block="true" data-editor="2bs4p" data-offset-key="4avla-0-0" style="background-color: white; color: #1c1e21; font-family: helvetica, arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="4avla-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="4avla-0-0" style="font-family: inherit;">Tuesday, I focused on trying out polls. First, in Zoom settings on zoom.us, you must "turn on" the Polls feature. </span><span style="font-family: inherit;">I then made ONE poll which can be done from zoom.us before class. The poll was just one question, written like this:</span></div></div><div data-block="true" data-editor="2bs4p" data-offset-key="fmb2n-0-0" style="background-color: white; color: #1c1e21; font-family: helvetica, arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="fmb2n-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="fmb2n-0-0" style="font-family: inherit;"><br data-text="true" /></span></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div data-block="true" data-editor="2bs4p" data-offset-key="b38ro-0-0" style="background-color: white; color: #1c1e21; font-family: helvetica, arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="b38ro-0-0" style="font-family: inherit; position: relative;"><span data-offset-key="b38ro-0-0" style="font-family: inherit;">Pick the answer that best fits you. It’s ok to imagine!</span></div></div></blockquote></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div data-block="true" data-editor="2bs4p" data-offset-key="1skd8-0-0" style="background-color: white; color: #1c1e21; font-family: helvetica, arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="1skd8-0-0" style="font-family: inherit; position: relative;"><span data-offset-key="1skd8-0-0" style="font-family: inherit;"><br data-text="true" /></span></div></div></blockquote></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div data-block="true" data-editor="2bs4p" data-offset-key="ef6vm-0-0" style="background-color: white; color: #1c1e21; font-family: helvetica, arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="ef6vm-0-0" style="font-family: inherit; position: relative;"><span data-offset-key="ef6vm-0-0" style="font-family: inherit;">Choice 1 / yes / true</span></div></div></blockquote></blockquote><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div data-block="true" data-editor="2bs4p" data-offset-key="atofm-0-0" style="background-color: white; color: #1c1e21; font-family: helvetica, arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="atofm-0-0" style="font-family: inherit; position: relative;"><span data-offset-key="atofm-0-0" style="font-family: inherit;">Choice 2 / no / false</span></div></div></blockquote></blockquote></blockquote><div data-block="true" data-editor="2bs4p" data-offset-key="9fogl-0-0" style="background-color: white; color: #1c1e21; font-family: helvetica, arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="9fogl-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="9fogl-0-0" style="font-family: inherit;"><br data-text="true" /></span></div></div><div data-block="true" data-editor="2bs4p" data-offset-key="fk6jl-0-0" style="color: #1c1e21; font-family: helvetica, arial, sans-serif; font-size: 15px; white-space: pre-wrap;"><div class="_1mf _1mj" data-offset-key="fk6jl-0-0" style="background-color: white; direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="fk6jl-0-0" style="font-family: inherit;">Then I used that one poll multiple times in the same class period. We did some PQA with it, and I used Polls to determine which option in co-creating a scene we would choose. A nice feature is that y</span><span style="font-family: inherit;">ou can show the students the results after you close the poll. I got the idea for a generic poll from Nai-I Hu Finney, a Chinese teacher, back in March. It's brilliant! That way, you don’t need to know what your poll questions specifically are, just ask a question and send a generic poll. Later in the week, I used a 3-choice poll to ask about different options for our next instructional activity.</span></div><div class="_1mf _1mj" data-offset-key="fk6jl-0-0" style="background-color: white; direction: ltr; font-family: inherit; position: relative;"><span style="font-family: inherit;"><br /></span></div><div class="_1mf _1mj" data-offset-key="fk6jl-0-0" style="background-color: white; direction: ltr; font-family: inherit; position: relative;"><span style="font-family: inherit;">I used the poll results to determine what happened in class, and used the results to build more discussion.</span></div><div class="_1mf _1mj" data-offset-key="fk6jl-0-0" style="background-color: white; direction: ltr; font-family: inherit; position: relative;"><br /></div><h4 style="background-color: white; font-family: inherit; position: relative; text-align: left;"><b>Teams</b></h4><div class="_1mf _1mj" data-offset-key="fk6jl-0-0" style="background-color: white; direction: ltr; font-family: inherit; position: relative;">I set up teams on Monday, but it was Wednesday through Friday that I really tried more ways to use teams within a larger online class. </div><div class="_1mf _1mj" data-offset-key="fk6jl-0-0" style="background-color: white; direction: ltr; font-family: inherit; position: relative;"><br /></div><div class="_1mf _1mj" data-offset-key="fk6jl-0-0" style="direction: ltr; font-family: inherit; position: relative;"><div class="_2cuy _3dgx" data-block="true" data-editor="db1r1" data-offset-key="1289b-0-0" style="background-color: white; color: #1d2129; font-family: helvetica, arial, sans-serif; margin: 0px; padding: 0px;"><div class="_1mf _1mj" data-offset-key="1289b-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="1289b-0-0" style="font-family: inherit;">An idea for online, synchronous, large classes (over 25 people) in Zoom to build community &amp; to get a better sense of student comprehension &amp; responses. </span><span style="font-family: inherit;">Students could be on video or off, I think; we were on video at the time.</span></div></div><div class="_2cuy _3dgx" data-block="true" data-editor="db1r1" data-offset-key="78b8n-0-0" style="background-color: white; color: #1d2129; font-family: helvetica, arial, sans-serif; margin: 0px; padding: 6px 0px 0px;"><div class="_1mf _1mj" data-offset-key="78b8n-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="78b8n-0-0" style="font-family: inherit;"><i><b>Basic idea: </b></i>either set up Breakout Rooms in advance from a class roster, or use Breakout Rooms in class randomly to assign students to groups of whatever number of students you wish. I think 8-12 seemed good, because it's still enough of a group if some students are absent. And, up to 12 video windows - if using video to connect - are large enough on screen to see pretty well. </span></div><div class="_1mf _1mj" data-offset-key="78b8n-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="78b8n-0-0" style="font-family: inherit;"><br /></span></div><div class="_1mf _1mj" data-offset-key="78b8n-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="78b8n-0-0" style="font-family: inherit;"><span style="color: #1c1e21; font-family: inherit;">If assigned randomly and spontaneously, the students will find themselves in a </span><span lang="" style="color: #1c1e21; font-family: inherit;">Breakout Room together, and bingo, they</span><span style="color: #1c1e21; font-family: inherit;">’</span><span lang="" style="color: #1c1e21; font-family: inherit;">re a team. The teacher can visit any of those teams while they are in the Breakout Room, but there is the need for caution since students are not directly and constantly supervised within those rooms. Students can leave the room or call for teacher help at any time.</span></span></div><div class="_1mf _1mj" data-offset-key="78b8n-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="78b8n-0-0" style="font-family: inherit;"><span lang="" style="color: #1c1e21; font-family: inherit;"><br /></span></span></div><div class="_1mf _1mj" data-offset-key="78b8n-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="78b8n-0-0" style="font-family: inherit;"><span lang="" style="color: #1c1e21; font-family: inherit;">Here is a host (teacher) view of getting ready to send people into Breakout Rooms on Tuesday. </span></span></div><div class="_1mf _1mj" data-offset-key="78b8n-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="78b8n-0-0" style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-tNQRf3PcZG4/XxdkrN5uylI/AAAAAAAAEDg/0FmSjDQGugUeCh5Cy85L4CKnqLRbFk9wQCLcBGAsYHQ/s1913/InkedBreakout%2Brooms.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1028" data-original-width="1913" height="336" src="https://1.bp.blogspot.com/-tNQRf3PcZG4/XxdkrN5uylI/AAAAAAAAEDg/0FmSjDQGugUeCh5Cy85L4CKnqLRbFk9wQCLcBGAsYHQ/w625-h336/InkedBreakout%2Brooms.jpg" width="625" /></a></div></span></div><div class="_1mf _1mj" data-offset-key="78b8n-0-0" style="direction: ltr; font-family: inherit; position: relative;"><i><span data-offset-key="78b8n-0-0" style="font-family: inherit;"><span lang="" style="color: #1c1e21; font-family: inherit;">(A technical point, mainly for anyone who views the recording or was part of that class: In the conference, there were both students AND observers present each day. I could not know in advance who would be present as a student or especially as an observer any given day. It took a few minutes. Since I wanted only students in some groups, only observers in others, fast, random assignment was not possible. </span></span><span style="color: #1c1e21; font-family: inherit;">That meant I needed manually to move people into rooms by team. Once done, however, the rest of the meeting those same groups in Breakout Rooms were available.)</span></i></div><div class="_1mf _1mj" data-offset-key="78b8n-0-0" style="direction: ltr; font-family: inherit; position: relative;"><br /></div><div class="_1mf _1mj" data-offset-key="78b8n-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="78b8n-0-0" style="font-family: inherit;"><span lang="" style="color: #1c1e21; font-family: inherit;">While they are in the Breakout Room</span><span style="color: #1c1e21; font-family: inherit;">, their task is to come up with a silent, appropriate, team response to do </span><span style="color: #1c1e21; font-family: inherit;">on video. The teacher could visit each of the Breakout Rooms (one at a time) to </span><span style="color: #1c1e21; font-family: inherit;">tell them their team name (or take their idea of a team name &amp; approve it). </span><span style="color: #1c1e21; font-family: inherit;">Maybe you offer a list of team name choices to all groups, they rank by favorite while </span><span style="color: #1c1e21; font-family: inherit;">waiting, and when the teacher arrives one is agreed upon? </span></span></div><div class="_1mf _1mj" data-offset-key="78b8n-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="78b8n-0-0" style="font-family: inherit;"><span style="color: #1c1e21; font-family: inherit;"><br /></span></span></div></div><div class="_2cuy _3dgx" data-block="true" data-editor="db1r1" data-offset-key="ajea-0-0" style="color: #1d2129; font-family: helvetica, arial, sans-serif; margin: 0px; padding: 6px 0px 0px;"><div class="_1mf _1mj" data-offset-key="ajea-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="ajea-0-0" style="font-family: inherit;"><span style="background-color: white;"><i><b>Using teams:</b> </i>they can be on/off video by teams at a time, answer verbally by teams, or teams can interact with the teacher in a smaller, more manageable group, then switch to another team within the class. I taught adults, but I saw an elementary teacher, Xiaoling Mo</span></span><span data-offset-key="ajea-2-0" style="background-color: white; font-family: inherit;">, use teams in a simpler way to call on students in two groups in her smaller class.</span></div><div class="_1mf _1mj" data-offset-key="ajea-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="ajea-2-0" style="background-color: white; font-family: inherit;"><br /></span></div></div><div class="_2cuy _3dgx" data-block="true" data-editor="db1r1" data-offset-key="appbb-0-0" style="background-color: white; color: #1d2129; font-family: helvetica, arial, sans-serif; margin: 0px; padding: 6px 0px 0px;"><div class="_1mf _1mj" data-offset-key="appbb-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="appbb-0-0" style="font-family: inherit;"><b><i>Keeping track of teams:</i> </b>Students added (or teacher added) the team name before their first name, so it was easier to see who was on what team. That was very helpful. I had a list of the teams with their names in pinyin and the English meaning of the name on a piece of paper I held up to the camera when I called on them while the words were still new.</span></div><div class="_1mf _1mj" data-offset-key="appbb-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="appbb-0-0" style="font-family: inherit;"><br /></span></div></div><div class="_2cuy _3dgx" data-block="true" data-editor="db1r1" data-offset-key="f0vgc-0-0" style="background-color: white; color: #1d2129; font-family: helvetica, arial, sans-serif; margin: 0px; padding: 6px 0px 0px;"><div class="_1mf _1mj" data-offset-key="f0vgc-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="f0vgc-0-0" style="font-family: inherit;">Last week in my Chinese class, we had about 30 people in the class on Monday &amp; Tuesday. After a kind of rough attempt on Monday, on Tuesday we settled on having 3 teams, each named for Chinese zodiac animals (rabbit, dog, and ox in this case). I put them into Breakout Rooms for a couple minutes &amp; they came up with a team "cheer" that was both visible on camera &amp; had a sound, which we used the rest of the week as a call &amp; response and as a way to encourage one of their teammates who did something cool in class. </span></div><div class="_1mf _1mj" data-offset-key="f0vgc-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="f0vgc-0-0" style="font-family: inherit;"><br /></span></div></div><div class="_2cuy _3dgx" data-block="true" data-editor="db1r1" data-offset-key="dqv21-0-0" style="background-color: white; color: #1d2129; font-family: helvetica, arial, sans-serif; margin: 0px; padding: 6px 0px 0px;"><div class="_1mf _1mj" data-offset-key="dqv21-0-0" style="direction: ltr; font-family: inherit; position: relative;"><span data-offset-key="dqv21-0-0" style="font-family: inherit;">One of the challenges about large classes online is the lack of feeling of interpersonal connection. People learning Chinese with me reported feeling more involved in the class through teams. </span>I think there's a lot more potential applications for teams within a large class online. </div></div></div><div class="_1mf _1mj" data-offset-key="fk6jl-0-0" style="background-color: white; direction: ltr; font-family: inherit; position: relative;"><br /></div></div><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/3403320948552483839/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/07/five-ways-to-interact-in-zoom-part-1.html#comment-form' title='2 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/3403320948552483839'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/3403320948552483839'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/07/five-ways-to-interact-in-zoom-part-1.html' title='Five Ways to Interact in Zoom (part 1)'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-laX98aR0VHU/Xxdb__jHYPI/AAAAAAAAECk/0tr7-vRgVwkj8hQsTFPQaAZhelSrat_OgCLcBGAsYHQ/s72-w400-h233-c/Inkedclass1_LI.jpg" height="72" width="72"/><thr:total>2</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-4804671809447561976</id><published>2020-06-27T22:51:00.001-05:00</published><updated>2020-06-27T22:51:25.939-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="auditory input"/><category scheme="http://www.blogger.com/atom/ns#" term="graphic organizer"/><category scheme="http://www.blogger.com/atom/ns#" term="interactive activities"/><category scheme="http://www.blogger.com/atom/ns#" term="online teaching"/><title type='text'>"How Are You?" Matrix to Start Class</title><content type='html'>Hi, it's Diane Neubauer, 杜雁子。 This post describes a way to start class, whether online or in person.<div><br /></div><div>I have seen many language teachers use some kind of opening question as a typical way to begin class. In school, I used to <a href="https://tprsforchinese.blogspot.com/2015/05/reports-to-start-class-and-teach.html" target="_blank">rotate through different kinds of opening questions</a>: how are you, what are you/did you eat for lunch, what events are happening...&nbsp;</div><div><br /></div><div>Online, I have often used "how are you" as a class opening discussion. By starting with "how are you," students get to know some more normal ways to greet and be greeted, we begin class in a way that provides a check-in point, and we find out something about each other. Over time, it leads into students volunteering to share something that is happening in their lives. Of course, like all things, caution in inviting students to reveal personal information is wise - even a basic response to "How are you?" I am open to any answers that the group say, and it is always fine to imagine an answer different from their actual life situation.</div><div><br /></div><div>Today in class with a beginning group (their third hour of class time), I did something a little new with the opening "how are you". In the 2nd class, I had introduced a "how are you" question, 你/你们今天怎么样？ (<a href="https://www.sinosplice.com/life/archives/2011/09/29/a-greeting-with-training-wheels" target="_blank">Asking ni hao ma? isn't common</a> in general.)&nbsp; In the previous class, I gave some options for answers based on the word "good" 好: 很好，还好，不太好，不好 (and warned that the last option is really not often said). These are a range from really good to feeling lousy. Today, I wanted to add another option, "busy" 忙.</div><div><br /></div><div>So, on the whiteboard behind me on the wall, I drew this:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-1Bv18dfDowM/XvgK4lUD6EI/AAAAAAAAD-M/dJbMQ4Qpz1gQnVNd598zcRs56R9Q-8HjACK4BGAsYHg/s601/graph.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="601" src="https://1.bp.blogspot.com/-1Bv18dfDowM/XvgK4lUD6EI/AAAAAAAAD-M/dJbMQ4Qpz1gQnVNd598zcRs56R9Q-8HjACK4BGAsYHg/s320/graph.PNG" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;">Those are arrows on either end of the lines, but it's not really necessary to have arrows.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I also wrote, in pinyin, hao above the top arrow, Bu hao below the bottom arrow, manG near the right arrow, and Bu manG at the left arrow. Now we had a matrix: how well were people feeling and how busy were they? I honestly was interested in finding out, partly, was anyone busier than me yet not stressed out? I stated the greeting question. and wrote that in pinyin above the lines, including the English meaning.&nbsp;</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I got the idea to combine two qualities and use this shape of chart to record our answers from a sassy image shared on Facebook about birds. (See? Browsing social media is great for teaching ideas. But of course we are not going to ask students about the continuum in the original graphic!)</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Bi8M_3xHum0/XvgOxNRidVI/AAAAAAAAD-4/X2hrC0zqMO4YtUsRNFeBgG__mCoRmPdRgCK4BGAsYHg/s718/birds.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="718" data-original-width="660" height="500" src="https://1.bp.blogspot.com/-Bi8M_3xHum0/XvgOxNRidVI/AAAAAAAAD-4/X2hrC0zqMO4YtUsRNFeBgG__mCoRmPdRgCK4BGAsYHg/w460-h500/birds.jpg" width="460" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I talked with those in the class and asked about where to put their initial to show how they were doing today, using a variety of questions and some follow up questions or statements to compare our answers. We were all having a pretty good day, it seemed. I also learned that two of the group feel great though busy: they were doing great and very busy. Here is our final chart. Each letter is for one name. We took about 10 minutes to talk through this:&nbsp;</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-a-KpJGik5uY/XvgRS2YD5QI/AAAAAAAAD_k/3e2uf2caRkY5b5jMd0pH3a4b_MDZsCMNACK4BGAsYHg/s3972/1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2951" data-original-width="3972" height="466" src="https://1.bp.blogspot.com/-a-KpJGik5uY/XvgRS2YD5QI/AAAAAAAAD_k/3e2uf2caRkY5b5jMd0pH3a4b_MDZsCMNACK4BGAsYHg/w625-h466/1.jpg" width="625" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">With a larger group, say 32 students meeting online, having them all respond at the same time with technology like Peardeck might be a better way. I'd make the same blank chart, with the same options. I'd then model how it works first and show my own answer, and then let them take a minute to respond. I would then talk through the trends in our class, extending sympathy to those who are feeling not great and celebrating with those who are having a good day.&nbsp;</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I'll use this 2-part how are you graphic organizer again in the future, using different words, and not using it too often so that it doesn't get old.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/4804671809447561976/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/06/how-are-you-matrix-to-start-class.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/4804671809447561976'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/4804671809447561976'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/06/how-are-you-matrix-to-start-class.html' title='"How Are You?" Matrix to Start Class'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-1Bv18dfDowM/XvgK4lUD6EI/AAAAAAAAD-M/dJbMQ4Qpz1gQnVNd598zcRs56R9Q-8HjACK4BGAsYHg/s72-c/graph.PNG" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-1372738255319807893</id><published>2020-06-14T18:59:00.003-05:00</published><updated>2021-03-12T00:00:15.229-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="book review"/><category scheme="http://www.blogger.com/atom/ns#" term="I Am Beibei"/><category scheme="http://www.blogger.com/atom/ns#" term="reading"/><category scheme="http://www.blogger.com/atom/ns#" term="Reading in Chinese"/><title type='text'>Very First Books for Mandarin Chinese Learners</title><content type='html'>It's Diane Neubauer, 杜雁子， writing a quick post in response to a question from my beginning Chinese class. Most of them have had about 35-40 hours of Chinese lessons with me over the past 9 or 10 months. Some of them do more self-study, some just have time for our classes. A lot of the read-along videos I've shared publicly on YouTube are for their class. Like this one:<br />
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<iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/knAxaDMEvCU" width="320" youtube-src-id="knAxaDMEvCU"></iframe><div>
<br />Today in our class time, I briefly described several 150-character-ish storybooks by different authors. They were like little Chinese book commercials. I showed the cover of the book choices and talked about the contents in brief (without spoilers) in Chinese they could understand, checking along the way that they could understand.&nbsp;</div><div><br /></div><div>Then, we took a vote on which book we'll use for a target to read in class. I'll start folding in the vocabulary over the next few months, and when the book they chose is within comfortable comprehension with some support from me, we'll read it.&nbsp;</div><div><br /></div><div>The challenge of reading in Chinese is that, unless you already read Chinese characters used in other languages, getting meaning is more hit-or-miss than when reading alphabetic languages. And, there are not really cognates between Chinese and English, just some loanwords for foods, medicine, and philosophy, mainly.&nbsp;So, I usually create reading texts based on what we do in class and only later introduce published books. Otherwise, I'd need to be more carefully teaching from the words that appear in the very simplest books for Chinese language learners. I like a little more flexibility with what vocabulary we use in class, but that means my students aren't so quickly ready to read published materials. That's ok with me! Though those in the group with the time to work on reading can already read quite a few words now, but they don't all neatly overlap with the contents of any published book.&nbsp;</div><div><div>
<br />Some in the group asked for recommendations of books that they <i>could </i>read <i>now</i>. Great! Love that question.<br />
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Here are what I find to be the very, <i>very</i>&nbsp;beginning story books for beginning readers of Chinese as an additional language. These are listed in order by author's name, and in order from most basic to 'sequels' or other books that build on the previous book listed.<br />
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Two by Pu-mei Leng:</div><div><br /></div><div><a href="https://www.ignitechinese.org/product/do-you-have-a-pizza/" target="_blank">Do You Have a Pizza</a></div><div><a href="https://www.ignitechinese.org/product/2where-bobby-chop-bee-go/" target="_blank">Where Did Bobby Chop Bee Go</a></div><div>
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<br />
A few by Haiyun Lu:<br />
<br /><a href="https://www.ignitechinese.org/product/book-1-i-am-beibei/" target="_blank">I am Beibei</a><br />Designed with younger children in mind, the earliest books in Haiyun's series <a href="https://www.ignitechinese.org/product/willy-goat-not-easy-to-be-a-child/" target="_blank">Willy Goat </a>would work<br /><br />
Three by Terry Waltz:</div><div><br /></div><div><a href="https://squidforbrains.com/collections/chinese-storybooks-put-the-fun-in-fundamentals/products/egbert-weishenme-ku" target="_blank">Egbert Weishenme Ku?</a></div><div>
<a href="https://squidforbrains.com/collections/chinese-storybooks-put-the-fun-in-fundamentals/products/giuseppe-xiang-chi-pisa" target="_blank">Giuseppe Xiang Chi Pisa</a><br /><a href="https://squidforbrains.com/collections/chinese-storybooks-put-the-fun-in-fundamentals/products/mavis-bu-gaoxing" target="_blank">Mavis Bu Gaoxing</a><br /><br /><br />After those books, probably these by each of the same authors with a birthday theme:&nbsp;</div><div><br /></div><div>Pu-mei Leng's <a href="https://www.ignitechinese.org/product/whose-birthday-party-cool/" target="_blank">Whose Birthday Party Is Cool</a></div><div>
Haiyun Lu's <a href="https://www.ignitechinese.org/product/book-2-dylans-birthday/" target="_blank">Dylan's Birthday&nbsp;</a></div><div><font color="#000000">Terry Waltz's <a href="https://squidforbrains.com/collections/chinese-storybooks-put-the-fun-in-fundamentals/products/herberts-birthday" target="_blank">Herbert's Birthday</a><a href="https://www.ignitechinese.org/product/book-3-elves-family/" target="_blank"><br /></a></font><div class="separator" style="clear: both; text-align: left;"><br /></div></div><div class="separator" style="clear: both; text-align: left;">Of course, it depends on what vocabulary has been introduced and read in different contexts by students. In my classes, these all fit pretty well into what students know pretty early on. After these, the <a href="https://tprsforchinese.blogspot.com/2019/06/chinese-books-for-beginners-less-than.html" target="_blank">blog post with beginning level books</a> could be a source of more books.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">If anyone is curious, the group voted mostly for the book <a href="https://mandarincompanion.com/products/xiao-ming-boy-sherlock/" target="_blank">Xiao Ming, Boy Sherlock</a>, by Mandarin Companion. I'll be reading ahead and folding in words and phrasing used in that book, like I describe here:&nbsp;<div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/p3hFyXE4WQ0" width="320" youtube-src-id="p3hFyXE4WQ0"></iframe></div></div><div class="separator" style="clear: both; text-align: center;"><br /></div></div><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/1372738255319807893/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/06/very-first-books-for-mandarin-chinese.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/1372738255319807893'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/1372738255319807893'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/06/very-first-books-for-mandarin-chinese.html' title='Very First Books for Mandarin Chinese Learners'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://img.youtube.com/vi/knAxaDMEvCU/default.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-1173651864189446079</id><published>2020-06-11T12:19:00.001-05:00</published><updated>2020-06-11T12:19:43.577-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="book review"/><category scheme="http://www.blogger.com/atom/ns#" term="lesson planning"/><category scheme="http://www.blogger.com/atom/ns#" term="online teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="reading"/><category scheme="http://www.blogger.com/atom/ns#" term="Reading in Chinese"/><category scheme="http://www.blogger.com/atom/ns#" term="reading strategies"/><title type='text'>Teaching a Novel as an Online Book Club</title><content type='html'>It's Diane Neubauer, 杜雁子，and I'd like to share about a <b>book club</b> that I'm doing with an online Chinese class.<br />
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We're going to read&nbsp;<a href="https://mandarincompanion.com/products/my-teacher-is-a-martian/" target="_blank">My Teacher Is a Martian</a>&nbsp;together. It's one of the newer&nbsp;<a href="https://mandarincompanion.com/blog/launch-of-the-new-breakthrough-level-books-150-characters/" target="_blank">Breakthrough Level books by Mandarin Companion</a>. Several of the members of the book club have taken classes online with me this past school year, and they voted for this book as our target. We met once per week for <a href="https://tprsforchinese.blogspot.com/2017/11/teaching-languages-online.html" target="_blank">synchronous (same-time) Chinese language classes</a>. I've been <a href="https://tprsforchinese.blogspot.com/2020/01/backwards-planning-from-novel.html" target="_blank">backwards planning to include vocabulary items and grammatical phrases from this book throughout the school year</a>, though not in a very driven or rushed way. See&nbsp;<a href="https://tprsforchinese.blogspot.com/2020/01/backwards-planning-from-novel.html" target="_blank">this post</a>&nbsp;on&nbsp;<a href="https://youtu.be/p3hFyXE4WQ0" target="_blank">逆向设计</a>, backwards planning from a story book. I am excited to get to read this together now! It is a cute story and I know it will be a help to those in the book club with their Chinese language and literacy.<br />
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<b>Any book for Chinese language learners </b>listed in <a href="https://tprsforchinese.blogspot.com/2019/06/chinese-books-for-beginners-less-than.html" target="_blank">this post for beginning levels </a>and <a href="https://tprsforchinese.blogspot.com/2019/10/chinese-books-for-not-quite-beginners.html" target="_blank">this post for more intermediate learners </a>could work. There is also a helpful&nbsp;<a href="https://www.hackingchinese.com/review-mandarin-companion-easy-to-read-novels-in-chinese/" target="_blank">Hacking Chinese review of some Mandarin Companion</a> books. I have permission from the publisher, Mandarin Companion, to record and share from our class meetings within some generous limits. In the future I will be able to share more details about what we do in the book club.&nbsp;</div>
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I made a <a href="https://www.youtube.com/watch?v=Y3ZiClcIYJs" target="_blank">"virtual classroom"</a> (see the image below) for links to background information about things that come up in the book. These include how Chinese <a href="https://docs.google.com/presentation/d/1RuJdtRVdAMheYAsh3uMSM_nm-3rnM9dlSaKCUWOunKA/present?slide=id.p" target="_blank">names</a> are given &amp; their meanings; <a href="http://news.sohu.com/20160908/n467991788.shtml" target="_blank">aspects </a>of <a href="https://youtu.be/a_VbHhMrwtw" target="_blank">school</a> <a href="https://www.bbc.com/news/education-24381946" target="_blank">life</a>; information about the <a href="https://time.com/5623537/china-space/" target="_blank">Chinese space program's plans regarding Mars</a>; and a video about <a href="https://youtu.be/d2h_I7cnuH8" target="_blank">Shandong Province</a>, where the story takes place. I really enjoy these natural ways that culture, geography, and history becomes relevant. The <a href="https://mandarincompanion.com/blog/journey-to-the-center-of-the-earth-illustration-adaptations/" target="_blank">illustrations </a>in the book allow for more <a href="https://tprsforchinese.blogspot.com/2016/11/actfl-2016-presentation-making-movie.html" target="_blank">discovery-based discussions</a>&nbsp;of those aspects of the story. That is, I don't have to explain everything; the text &amp; the illustrations, when observed closely, can spur discussion and curiosity. When we get to later chapters, I'll add links about what housing in China looks like. The story seems to me to take place in a small city before cell phones were common - in other words, like when I was first in China in 1997 and 1999.&nbsp;</div>
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<a href="https://1.bp.blogspot.com/-S6tYuFifnCs/Xtxf_fHRkbI/AAAAAAAAD8U/yYKoHG4OvMYawrN957HRJjyktjV05tp7wCK4BGAsYHg/s1523/virtual%2Bclassroom.PNG" style="margin-left: auto; margin-right: auto; text-align: center;"><img border="0" data-original-height="906" data-original-width="1523" height="381" src="https://1.bp.blogspot.com/-S6tYuFifnCs/Xtxf_fHRkbI/AAAAAAAAD8U/yYKoHG4OvMYawrN957HRJjyktjV05tp7wCK4BGAsYHg/w640-h381/virtual%2Bclassroom.PNG" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Virtual Classroom for links to background information&nbsp;(Links not active here; <br />
the version my students have access to has live links on most images or words shown.)&nbsp;</td></tr>
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There other ways to use a book online that are more asynchronous, like&nbsp;<a href="https://fluencymatters.com/product/brandon-brown-xiang-yao-gou-hanzi-e-book/" target="_blank">Fluency Matters E-Learning Module for Brandon Brown 想要狗</a>. Maris Hawkins also wrote about ideas for&nbsp;<a href="https://marishawkins.wordpress.com/2020/04/19/teaching-novels-online/" target="_blank">lesson planning with a novel for language learners</a>&nbsp;(asynchronously, that is, not meeting at the same time with students).</div>
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<b>Here are my general plans</b> for each week of the book club, from the email I used to invite people. We'll meet for 10 weeks, one chapter per week, and one hour per meeting. We can take our time with each chapter:</div>
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<b>Plans for our meetings</b>&nbsp;</div>
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<span lang="EN-US">-<span style="font-family: &quot;times new roman&quot;; font-size: 7pt; font-stretch: normal; line-height: normal;">&nbsp; &nbsp; &nbsp; &nbsp;</span></span><span style="text-indent: -18pt;">Get a copy of the book:</span><span style="text-indent: -18pt;">&nbsp;</span><a href="https://mandarincompanion.com/products/my-teacher-is-a-martian/" style="text-indent: -18pt;">https://mandarincompanion.com/products/my-teacher-is-a-martian/</a><span style="text-indent: -18pt;">&nbsp;</span><span style="text-indent: -18pt;">(ebook or a paper copy; I teach using Simplified Script).</span>&nbsp;</div>
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<span lang="EN-US">-&nbsp; &nbsp; We</span>’<span lang="EN-US">ll start with a brief, opening question or discussion connecting us to the chapter.</span>&nbsp;</div>
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<span lang="EN-US">-<span style="font-family: &quot;times new roman&quot;; font-size: 7pt; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</span></span><span lang="EN-US">I</span>’<span lang="EN-US">ll read the chapter aloud at a pace you help me choose. We</span>’<span lang="EN-US">ll pause to clarify meaning as needed, and possibly to chat a bit about what we read.</span>&nbsp;Questions &amp; comments are welcome all the time.</div>
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<span lang="EN-US">-<span style="font-family: &quot;times new roman&quot;; font-size: 7pt; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</span></span><span lang="EN-US">After all understand the chapter well, we</span>’<span lang="EN-US">ll do something in response: perhaps discuss predictions for what happens next, give advice to people in the story,&nbsp;</span>“<span lang="EN-US">interview</span>”<span lang="EN-US">&nbsp;people from the story, or re-read or re-enact a scene we liked (maybe in a variety of styles). We will talk about the illustrations, and might draw additional illustrations on paper, my physical whiteboard, or the Zoom whiteboard. I may share background info about Chinese life relevant to the chapter.</span>&nbsp;</div>
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<span lang="EN-US">-<span style="font-family: &quot;times new roman&quot;; font-size: 7pt; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</span></span><span lang="EN-US">Ideally, after class, re-read that chapter on your own. You might consult the recording for assistance. Don</span>’<span lang="EN-US">t worry if you don</span>’<span lang="EN-US">t have time for this. It</span>’<span lang="EN-US">s helpful, but not required.</span>&nbsp;</div>
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<span lang="EN-US">-<span style="font-family: &quot;times new roman&quot;; font-size: 7pt; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</span></span><span lang="EN-US">Then, if time permits, preview the next chapter for the next meeting.&nbsp;</span><span lang="EN-US" style="text-indent: -18pt;">Close reading is not necessary. Do not worry if it seems to have a lot of unfamiliar words; we</span><span style="text-indent: -18pt;">’</span><span lang="EN-US" style="text-indent: -18pt;">ll clear it all up when we meet live.</span></div>
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<b>Activities with the book chapters</b>&nbsp;</div>
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I am excited to get to dive back into some of my favorite things about using novels written for Chinese language learners. We might do something like&nbsp;<a href="https://tprsforchinese.blogspot.com/2015/09/reading-chapter-photo-scenes-and-follow.html" target="_blank">staging cheesy photos based on sentences students chose to summarize a chapter</a>, <a href="https://fluencyfast.com/reader-s-theater-as-a-reading-strategy/" target="_blank">Readers Theater</a>, and <a href="https://tprsforchinese.blogspot.com/2015/09/reading-activity-whiteboard-mural.html" target="_blank">whiteboard murals</a>&nbsp;or drawings, all of which might work in online classes with some minor adjustments. We'll also discuss some of the topics that come up in the book, make predictions about what might happen next, "interview" people from the story, and see what else might appeal to us as we read. For those in the group who wish, I'll start inviting volunteers to take one of the roles in the story and read their lines dramatically. Reading aloud in that way is quite an advanced skill, and our group has a mix of levels, so that will be an option. The goal is for everyone to understand the story as they hear it aloud, and I'm confident we reached that in our first meeting.&nbsp;</div>
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I've written a lot about students talking. In fact, those in the class do speak quite a bit voluntarily, and their proficiency is growing. I believe many of them like to get the opportunity to speak in Chinese. But every activity can also be scaffolded by moving from wide-open questions and tasks to using questions with shorter answers or choices of answers. We'll use drawings and use other ways to show their comprehension and respond to prompts and questions as well. I also welcome students' questions as we read together to clear up any confusion about the meaning of vocabulary or phrasing (which includes grammar). I try to remember always to thank anyone who asks for clarification.<br />
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We do not have any practice conversations or drills, and students are not required to repeat after me at any point. We do <a href="https://www.actfl.org/membership/special-interest-groups-sigs/comprehension-based-communicative-language-teaching" target="_blank">communicate</a>&nbsp;in Mandarin with an occasional use of English as support. If members of the book club want to work with vocabulary from the book,&nbsp;<a href="https://legacy.skritter.com/" target="_blank">Skritter </a>has vocabulary&nbsp;<a href="https://mandarincompanion.com/blog/mandarin-companion-now-on-skritter/" target="_blank">lists for Mandarin Companion books</a>, convenient for those who want to work on handwriting and typing skills.</div>
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After meetings, I've suggested that those in the group go back to that chapter and re-read on their own, using the glossary as needed. Different people in the group have different time available for that, and it's not necessary to attend book club meetings.<br />
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I hope to blog more about the book club later this summer!</div>
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<div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/1173651864189446079/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/06/teaching-novel-as-online-book-club.html#comment-form' title='2 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/1173651864189446079'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/1173651864189446079'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/06/teaching-novel-as-online-book-club.html' title='Teaching a Novel as an Online Book Club'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-S6tYuFifnCs/Xtxf_fHRkbI/AAAAAAAAD8U/yYKoHG4OvMYawrN957HRJjyktjV05tp7wCK4BGAsYHg/s72-w640-h381-c/virtual%2Bclassroom.PNG" height="72" width="72"/><thr:total>2</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-9165649028205479084</id><published>2020-06-09T11:57:00.001-05:00</published><updated>2020-06-09T12:52:07.746-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Curriculum design"/><category scheme="http://www.blogger.com/atom/ns#" term="Diversity"/><category scheme="http://www.blogger.com/atom/ns#" term="intercultural competence"/><category scheme="http://www.blogger.com/atom/ns#" term="Reflection"/><category scheme="http://www.blogger.com/atom/ns#" term="Teacher effectiveness"/><title type='text'>Talking about Race in Chinese Language Classes in the US</title><content type='html'>Talking about Race in Chinese Language Classes in the US<br />
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It's Diane Neubauer, 杜雁子. This blog post is written during on-going protests in many US cities (and around the world) because of the death of George Floyd, mistreatment of Black people by police, and the problems of historic racism in institutions and society in general. Both <a href="https://www.actfl.org/news/press-releases/actfl-statement-the-killing-george-floyd-and-systemic-racism-the-us" target="_blank">ACTFL </a>and <a href="https://twitter.com/CLASS_K12/status/1267599324600557568" target="_blank">CLASS (Chinese Language Association of Elementary and Secondary Schools)</a>&nbsp;recently issued statements on these topics, as have other language teacher training organizations.<br />
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Here is the statement by <a href="https://twitter.com/CLASS_K12" target="_blank">CLASS</a>, which I really like and agree with, and want to get better at carrying out in my own teaching and research:</div>
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<a href="https://1.bp.blogspot.com/-IiY-93Fx1bM/XtqupPla_7I/AAAAAAAAD6s/4vRFYK00eQEjkqid7ZleyO9wolHuPOCzwCK4BGAsYHg/s524/CLASS.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="524" data-original-width="438" height="400" src="https://1.bp.blogspot.com/-IiY-93Fx1bM/XtqupPla_7I/AAAAAAAAD6s/4vRFYK00eQEjkqid7ZleyO9wolHuPOCzwCK4BGAsYHg/w334-h400/CLASS.jpg" width="334" /></a></div>
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<b>Goals for this blog post</b><br />
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<span style="font-family: inherit;">This blog post is partly about ways we can <b>"instill these values in our everyday teachings and practices."</b>&nbsp;This blog is a platform, and for me not to address the issues of race and representation in our Chinese classrooms here would not be right.&nbsp;</span>I am not a perfect model, and in this post I will refer to the work of others many times. Though&nbsp;<span style="font-family: inherit;">I have taken some steps towards more intentional anti-racism, you may be well advanced beyond me in your teaching. And, if you have not thought much about race in your classroom, we all need
to begin where we are and take another step. In writing, I note that I am a white, American woman and a non-native Mandarin Chinese speaker. I am probably not seeing all the ways that my identity affects me on these topics.&nbsp;</span>Maybe as close as I've come to blogging before now about race is indirect, in a post about<a href="https://tprsforchinese.blogspot.com/2016/06/native-and-non-native-speakers-and.html" target="_blank">&nbsp;native &amp; non-native speakers as language teachers</a>. I hope I can make a little correction with this post.<br />
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It has been my experience in Chinese language teaching that race can be an uncomfortable topic for many of us, sometimes because of our students' attitudes and biases about who speaks Chinese and what Chinese cultures and peoples are like, and sometimes because we teachers aren't sure what to say and do in moments that racial topics arise in class. Also, it may be uncomfortable in part because some Chinese views of Black people and people of other races can be prejudiced, based on my experiences and what Chinese people in and out of China have said to me. Let's work on fighting against racial injustice anyway, as CLASS' statement says. These issues are too important, so we can start now, where we are, and move forward.&nbsp;</div>
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In writing this post (and <i>every post </i>I've written!) I am merely one Chinese language teacher seeking to teach better over time by sharing ideas. This is my reflection on what I have learned so far from others, and how things have been in my own teaching experiences particularly when I became somewhat more intentional on issues of race and representation while I taught at a high school 2014-2017. This blog post cannot be thorough enough for every situation. I will list resources so that others' perspectives and experiences, primarily people of color, are included here. I encourage readers of this blog to talk with other teachers, online and at your school, in addressing these issues as you teach. Talk with administrators about issues you've seen in your classes and find support.<br />
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I also encourage readers to become regular followers of Black language educators. I do not yet know of Black Chinese language teachers who are on Twitter or who blog, so I hope that readers will let me know of teachers they follow. On Twitter, among those whom I follow and whom I often see tweet inc<span style="font-family: inherit;">lude Latin teacher&nbsp;<a href="https://twitter.com/MagisterBracey" target="_blank">John Bracey</a>, Spanish teachers&nbsp;<a href="https://twitter.com/AngelaWEducator" target="_blank">Angela Williams</a>&nbsp;(whom I met first when she commented on a Chinese video I posted on YouTube - she's been learning Chinese for several years),&nbsp;<a href="https://twitter.com/EThorntonGHS" target="_blank">Ebony Thornton</a>,&nbsp;<a href="https://twitter.com/teachermrw" target="_blank">teachermrw</a>,&nbsp;<a href="https://twitter.com/MaestraLondon" target="_blank">Kia D. London</a>,&nbsp;<span style="background-color: white; color: #14171a; white-space: pre-wrap;"><a href="https://twitter.com/rhonhigg" target="_blank">Señora Higgins</a>, and <a href="https://twitter.com/ProfeRandolph" target="_blank">Dr. LJ Randolph Jr.</a>, </span></span></div>
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In my experience, I have seen <b>three main ways</b> that race may become not just relevant in class (it always is at some levels), but an active part of class:<br />
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<b>1. Students bring up race and race-related topics;</b></div>
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<b>2. Teachers can include images, videos, and music that show diverse people, Chinese speakers, and Chinese language learners;</b></div>
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<b>3. Teachers can plan lessons that include themes of social justice and which address race directly.</b></div>
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I'll describe these three areas, offer a few ideas, and link to resources.</div>
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<b>1. Students bring up racial topics</b></div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://twitter.com/TeachMrReed" target="_blank">Follow Dwayne Reed on Twitter</a>, teacher and school administrator&nbsp;</td></tr>
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Students say and ask things, perhaps from curiosity and sometimes to test teachers' or fellow students' reactions. These are opportunities to work on a positive classroom culture, class management and expectations we have for our classes. These are times teachers need to be able to talk about race, ensure that the classroom is a safe place for all students, and a place that all people are shown respect.&nbsp;</div>
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I taught in schools which had some racial diversity in the student body, but most students and especially most teachers and administrators were white and upper- or middle-class. In all my schools, though, racial equity was a value that was promoted but not always carried out. (I am acknowledging my own complicity in that.) In my experiences, sometimes a white student said that mentioning race was itself racist, or if I spoke about racial terms in Chinese they expressed surprise and discomfort. I think those students exhibited the ethnocentrism of white privilege. That is, they didn't feel that race needed to be spoken of, maybe thinking that it's better to be "colorblind." Maybe they thought if we don't talk about race, there won't be conflict. But those are not helpful stances.&nbsp;</div>
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So how might we talk about race with students, including students who are white? What if students make racist comments, drawings, or suggest such ideas in our co-created storylines? Mike Peto has <a href="https://mygenerationofpolyglots.com/2016/12/02/the-cool-generation/" target="_blank">a helpful blog post about that here</a>, in which he describes appealing to their generation as one that seeks to treat all people with respect. I think modeling calmness and readiness to address those issues can be helpful.&nbsp;</div>
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<b>An example:</b> a time that Blackness came up in my class was when I played <a href="https://www.youtube.com/watch?v=iuPoMmHB-Dc" target="_blank">a Spring Festival song video. The song 《有钱没钱》</a>, which I used sometimes at Spring Festival and also after students watched the movie 人在囧途, includes two black men dressed in chef's clothing at about 2:55.&nbsp;The video shows lots of people across China, working in different jobs, and their longing to go visit their families at Spring Festival. I can remember my students remarking with surprise, "What are black guys doing in that video?" There are black people who live, study, and work in China, and my students didn't know that. Why didn't I include more images of Black people in China? Of Black Chinese language learners? Of Chinese diaspora of mixed race, <a href="https://www.scmp.com/magazines/post-magazine/long-reads/article/1996068/how-chinese-jamaicans-family-history-quest-led" target="_blank">such as those in Jamaica</a>? Or more about the major investment of China and Chinese companies in Africa today? I should have apologized to my class for not informing them more thoroughly about the world. I took that opportunity to tell them about Africans and Black people I knew or knew about in China, and noted the <a href="https://en.wikipedia.org/wiki/Africans_in_Guangzhou" target="_blank">African community particularly in Guangzhou</a>. Some of my students later went on a trip to China where we met a family in which the father was from Africa and the mother was from China. I am happy that by then, those students didn't have to react about that.&nbsp;</div>
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There is recent, corona virus-related news about<a href="https://time.com/5820389/africans-guangzhou-china-coronavirus-discrimination/" target="_blank"> bias against the African community</a> in Guangzhou.&nbsp;</div>
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<b>2. Teacher plans to ensure representation in Chinese classrooms</b></div>
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Admittedly, I primarily focus on Chinese history, culture, and peoples in my Chinese classes, in addition to content co-created with my classes which often features class members in stories. I emphasize Chinese people and lives because I find that my students have very little previous exposure or understanding about Chinese life and traditions, and I want to let them experience those things and develop intercultural communicative competence as they discover how people in Chinese cultures may speak and act. I want my students to feel more and more comfortable in predominately Chinese environments, and to accept themselves as non-native speakers of Mandarin Chinese in addition to their other aspects of identity.</div>
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<a href="https://ehe.osu.edu/news/listing/rudine-sims-bishop-diverse-childrens-books/" target="_blank">Dr. Rudine Sims Bishop</a> talks about the need for mirrors, windows, and sliding glass doors in the literature they read. <a href="https://www.blogger.com/Rudine%20Sims%20Bishop:%20mirrors,%20windows,%20and%20sliding%20glass%20doors%20https://www.youtube.com/watch?v=_AAu58SNSyc" target="_blank">A brief video introducing this concept </a>is well worth the time to watch. Students need to see people like themselves, like others, and they need opportunities to step into new perspectives by learning about others. Gene Luen Yang has<a href="https://www.nytimes.com/interactive/2016/04/01/books/review/28sketchbook-yang.html" target="_blank"> a tribute to her work in a short comic</a> about his experience <i>not </i>seeing people like him in the books in the school library. (I got to meet Gene at a book signing in 2017! he was friendly, let me chat with him in Mandarin, and he signed my copy of his graphic novel,&nbsp;<i><a href="https://us.macmillan.com/books/9780312384487" target="_blank">American-Born Chinese</a>.</i>)</div>
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I think that idea extends to the images of people that they see in class. 我们要给学生们机会大开眼界。To help expand students' views of who speaks Chinese, two suggestions are:</div>
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<b>Use images of people of many racial and ethnic heritages.</b></div>
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<b>Use images of China and Chinese communities from many regions.</b></div>
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<a href="https://youtu.be/htcT-USWBro" target="_blank">PictureTalk </a>is one of my very favorite activities, and <a href="https://youtu.be/_z160ZuLuLg" target="_blank">modified versions</a> of <a href="https://youtu.be/h707dWqAGIc" target="_blank">MovieTalk </a>are others. Both of these strategies offer very practical ways to include diversity in our classes. I still aim generally to include Chinese speaking communities in the images I use, but I can do more to show diversity. I can do better with my current, online classes, too.&nbsp;</div>
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Teacher trainers who helped me find ideas for doing better are <a href="https://www.elevateeducationconsulting.com/" target="_blank">Rachelle Adams and Anna Gilcher from Elevate Education Consulting</a>. They share practical ways to build a positive classroom culture that includes diversity and respects our students' backgrounds and gifts.&nbsp;</div>
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<b>An example: </b>One small way I sought to acknowledge students' diverse musical preferences, and to show diverse ways that Chinese speakers may look, was sometimes to <a href="https://www.youtube.com/playlist?list=PLCaX8Z4AkGZqG-AazI96zql9yCJPkHhzC" target="_blank">play a pop music playlist with a variety of styles of Chinese music</a>. I found out about students' musical preferences during PQA (Personalized Questions and Answers) and then searched, if I didn't know songs or artists -- as I didn't when I first looked for <a href="https://www.youtube.com/results?search_query=Chinese+hip+hop" target="_blank">Chinese Hip-Hop</a>.&nbsp;</div>
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Are all Chinese musicians ethnically Han, though? No. In addition to videos of musicians of nationalities native to China, there are bands that include second language speakers of Chinese. Five Continents Band includes Chinese, white, and black band members. Here they are <a href="https://www.youtube.com/watch?v=C6oKLHdr868" target="_blank">covering one of my favorite songs </a>by Phoenix Legend. Here they are with <a href="https://www.youtube.com/watch?v=djSobedEBnY" target="_blank">a song about mahjohngg</a>.&nbsp;</div>
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<b>3. Teacher plans to address current events&nbsp;</b></div>
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It is important for adults to help children process, explore, and understand what is happening in the world. It is important for us as Chinese language teachers to know our students, their experiences, and to connect our instruction in ways that are relevant to them. How can we do that? Admittedly, this is the area of my least experience. I will mainly point to resources that others have created. I also think that without steady progress in areas 1 and 2 mentioned above, lesson plans that address these sensitive areas are less likely to work out as well.</div>
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A book about teaching languages that may be helpful is co-authored by my PhD advisor:&nbsp;<a href="http://www.thelanguageeducator.org/actfl/words_and_actions/MobilePagedArticle.action?articleId=1571619#articleId1571619" target="_blank">Words and Actions</a>: Teaching Languages through the Lens of Social Justice. In the newer 2nd edition, there are examples of comprehension-based teaching and Chinese language lesson examples by Chinese teachers.</div>
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A book on developing students' intercultural competence from young ages and novice language levels likewise has an emphasis on sample lesson ideas:&nbsp;<a href="http://www.multilingual-matters.com/display.asp?K=9781783098903" target="_blank">Teaching Intercultural Competence Across the Age Range</a>.&nbsp;</div>
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ACTFL recently collected such teaching&nbsp;<a href="https://www.actfl.org/news/all/resources-address-race-and-social-justice-classroom" target="_blank">resources in one place</a>.<br />
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<b>Examples:&nbsp;</b>This may mean we want to address current events, which may include the killing of George Floyd and other unarmed Black people in police custody. A Chinese teacher friend found <a href="https://twitter.com/pradoyenda/status/1268278291883913216?s=21&amp;fbclid=IwAR3TsUHtLi2d3_zbGEZTWR4W13kYIVPK0zinJuyXcbE5LGEjaRV6ghl-W4g" target="_blank">an English reading that simply explains recent events </a>with George Floyd, the officer who killed him, and protests since. Frances Yu started a Chinese version now in process.</div>
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As I was talking with Chinese teachers on Facebook about that reading, a teacher suggested that we ought not be political. However, avoiding current events and controversial topics is also, in itself, taking a stand. There really isn't a completely neutral possibility. But we can foster a classroom culture of respect that allows class members and the teacher to ask questions and allow students to think. We don't have to prescribe to them how to solve world problems. These are complex topics. I attended a session by two Chinese teachers at ACTFL last November on incorporating social justice topics in their Chinese language classes. It was one of my favorite sessions, very comprehension-based, and sensitively done. (Scroll down to "<a href="https://tprsforchinese.blogspot.com/2019/11/actfl-2019-convention-highlights.html" target="_blank">Highlight 2" at this post</a> for some more information about that.)</div>
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In a WeChat Chinese teacher group, a Chinese teachers shared a link to a <a href="https://quizlet.com/510792817/power-policing-and-protests-flash-cards/" target="_blank">Quizlet with words relevant to current protests and demonstrations</a>. I am not one to advocate memorizing vocabulary in isolation, but that word list could be a source of ideas for shaping a comprehension-based discussion of a photograph, events in your location, or to allow students to use their Chinese to understand and talk about important issues. Skritter likewise has a post and explanations about <a href="https://blog.skritter.com/2020/06/justice-is-love-in-action/" target="_blank">vocabulary relevant to Black Lives Matter&nbsp;</a>.&nbsp;</div>
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Teachers may wish to show support, and Teresa Floch has <a href="https://docs.google.com/document/d/1CW7Oz1XidmQERlL2RxWncMeLn6FghT5ASDnTIXrRgEI/edit?fbclid=IwAR3ywKKOlalQqZ4IQfwhywNiT4JdCuBKlTxRBoVR6KT_idrJQE7P2i07UMg" target="_blank">T-shirts printed with "Black Lives Matter" translated in many languages </a>as a fund-raising campaign.</div>
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Best to you as you seek to address students' comments, build in diversity, and address important world problems and events in your Chinese language classes.<br />
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I want to thank two friends who reviewed drafts of this post &amp; gave me helpful feedback: <a href="https://researchinthelanguageclassroom.weebly.com/" target="_blank">Reed Riggs</a>, whose informed <a href="https://www.chengduliving.com/teaching-chinese-interview/" target="_blank">perspectives</a> I value on many things that I write, and <a href="https://magisterbracey.com/" target="_blank">John Bracey</a>, whom I've known since my early days in CI teaching and whose work in <a href="https://www.cambridge.org/core/services/aop-cambridge-core/content/view/F512DF70C6EE4DB983249E2A14CAFC81/S2058631019000102a.pdf/tprs_pqa_circling.pdf" target="_blank">Latin teaching</a> and <a href="https://eidolon.pub/why-students-of-color-dont-take-latin-4ddee3144934" target="_blank">equity</a>&nbsp;in Latin I greatly respect. Of course, the final post, with any oversights or errors, is my own.</div>
<div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/9165649028205479084/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/06/talking-about-race-in-chinese-language.html#comment-form' title='2 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/9165649028205479084'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/9165649028205479084'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/06/talking-about-race-in-chinese-language.html' title='Talking about Race in Chinese Language Classes in the US'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-IiY-93Fx1bM/XtqupPla_7I/AAAAAAAAD6s/4vRFYK00eQEjkqid7ZleyO9wolHuPOCzwCK4BGAsYHg/s72-w334-h400-c/CLASS.jpg" height="72" width="72"/><thr:total>2</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-7304428944250571159</id><published>2020-05-20T16:53:00.006-05:00</published><updated>2020-06-05T13:29:18.369-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Teacher effectiveness"/><category scheme="http://www.blogger.com/atom/ns#" term="teaching demo"/><category scheme="http://www.blogger.com/atom/ns#" term="training"/><title type='text'>Summer 2020 online training</title><content type='html'>Hi, it's Diane Neubauer, 杜雁子。<br />
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It's May 2020, and normal summer teacher training events have been canceled or are changing into an online format. I'm participating in <font size="4"><a href="https://expressfluency.com/product/summerworkshop/" target="_blank">Express Fluency's online Conference in the Cloud</a>, July 13-17, 2020.</font>&nbsp;<div><br /></div><div>There are a number of experienced, talented language teachers involved in presenting and teaching language classes in which you can be a student or observe.&nbsp;Wu Ping (<a href="https://www.youtube.com/channel/UCrG08HvhK8Zl3SdsB4yVg2A" target="_blank">see her YouTube channel here</a>) will be teaching a Chinese class. She has been amazingly creative at finding ways to make input-based, interactive teaching work online this spring.<br />
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I will be teaching Chinese, too: mine is aimed at language teachers interested in experiencing the student role in a comprehension-based, communicative language class <i>online</i>. There will be debriefing times after class to talk about what happened, how, and why. One of the nice opportunities for Chinese teachers about this conference is that there are 2 of us teaching Chinese classes you can observe.<br />
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In the midday and afternoons, there are flexible attendance options allowing you to get away from the computer as you wish, or participate in sessions involving movement in the language classroom, chances to talk with other teachers, and workshops on a variety of topics in language teaching.<br />
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<a href="https://expressfluency.com/product/summerworkshop/" target="_blank">More information on the website </a>. Use the discount code Diane for $20 off registration.<br />
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<img alt="https://expressfluency.com/product/summerworkshop/" border="0" data-original-height="790" data-original-width="801" height="315" src="https://1.bp.blogspot.com/-QkAfzUnnOik/XsWlsyeLx_I/AAAAAAAAD5Q/iOw5s8LLghEH1DIcsVjiQEALLh67YOWWgCLcBGAsYHQ/w320-h315/conferencce.PNG" title="https://expressfluency.com/product/summerworkshop/" width="320" /></div>
<br /></div><div><br /></div><div>In addition to Express Fluency's Conference in the Cloud, there are other comprehension-based communicative language teacher (CCLT) training. Here are some others I am participating in, listed by date they occur:</div><div><br /></div><div><br /></div><div><font size="4">June 22-26, 2020: <a href="http://halthome.org/?page_id=1937" target="_blank">Hawai'i World Language Association Summer Summit</a></font></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://halthome.org/?page_id=1937" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="2304" data-original-width="1728" height="400" src="https://1.bp.blogspot.com/-dS-MTVhSe-s/XtqLec1_x4I/AAAAAAAAD6A/34vACFZPjs8h6qqqgSSfSjbyVXA2LsN6QCK4BGAsYHg/w300-h400/HALT%2BVirtual%2BSummer%2BSummit%2BFlyer_2020.jpg" width="300" /></a></div><div><br /></div><div>Each morning from 8:30-10:30am Hawai'i local time, one of five presenters will share on a specific aspect of CCLT principles and practices. HWLA members get a discounted rate, but anyone may attend. Follow <a href="http://halthome.org/?page_id=1937" target="_blank">the link </a>for more information.</div><div><br /></div><div>I have several friends in Hawai'i and there are many exciting things related to language teaching and learning in their state. It's an honor to be part of their summer summit.&nbsp;</div><div><br /></div><div><br /></div><div><font size="4">July 20-24, and July 27-31, 2020: the <a href="http://tprs-witch.com/registration-for-the-on-line-agen-workshop-2020/" target="_blank">Online Agen Workshop</a></font></div><div><br /></div><div>The Agen Workshop in Agen, France has been a favorite summer conference for me for the past several years. I've written about my experience as <a href="https://tprsforchinese.blogspot.com/2016/08/things-i-learned-as-french-student.html" target="_blank">a language lab student</a> and <a href="https://tprsforchinese.blogspot.com/2018/08/teaching-short-term-chinese-class.html" target="_blank">a language lab teacher</a>. This year, I was not going to travel to France so that I had more time preparing my dissertation proposal (!) and work on research writing. Annick Chen, an outstanding and enthusiastic teacher, will teach the Mandarin Chinese class this year from July 20-24.&nbsp;</div><div><br /></div><div>I will have a smaller part in the online conference, however. The second week, July 27-31, there are presentations and roundtables, and I will be part of one of those sessions. See more information about the conference <a href="http://tprs-witch.com/registration-for-the-on-line-agen-workshop-2020/" target="_blank">at this link</a>.</div><div><br /></div><div><br /></div><div><font size="4">August 22, 2020: <a href="http://www.cltasa.org/events" target="_blank">Chinese Language Teachers' Association of South Australia 2020 State Conference</a></font></div><div><br /></div><div>This online, one-day conference of Chinese language teachers includes me as the keynote speaker. I am very honored to be invited and look forward to getting to know the association better as I prepare to speak.&nbsp;</div><div><br /></div><div><a href="http://www.cltasa.org/events" target="_blank">Registration </a>will open on June 22, 2020.</div><div><br /></div><div><br /></div>
</div><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/7304428944250571159/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/05/summer-2020-online-training.html#comment-form' title='4 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/7304428944250571159'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/7304428944250571159'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/05/summer-2020-online-training.html' title='Summer 2020 online training'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-QkAfzUnnOik/XsWlsyeLx_I/AAAAAAAAD5Q/iOw5s8LLghEH1DIcsVjiQEALLh67YOWWgCLcBGAsYHQ/s72-w320-h315-c/conferencce.PNG" height="72" width="72"/><thr:total>4</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-7398269267694710364</id><published>2020-03-28T12:21:00.004-05:00</published><updated>2020-03-31T19:21:05.296-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="lesson planning"/><category scheme="http://www.blogger.com/atom/ns#" term="online teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="online tutoring"/><category scheme="http://www.blogger.com/atom/ns#" term="planning class"/><title type='text'>Online classes: weekly planning</title><content type='html'><div class="_2cuy _3dgx" data-block="true" data-editor="c3r7" data-offset-key="crag2-0-0" style="background-color: white; color: #1d2129; font-size: 15px; margin: 0px; padding: 0px; white-space: pre-wrap;">
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<span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;">Hello, it's Diane Neubauer, 杜雁子, writing during week 2 of covid-19-related school closures across the US. Be well and at peace in the midst of this time. This blog post is intended to help a little with that peace.</span><br />
<span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;">Having a weekly cycle that I used when teaching in classrooms really helped manage multiple preps and planning. However, </span><span style="font-family: arial, helvetica, sans-serif;">I've found online language class planning is a little different from what I did in classrooms. I intentionally plan for more asynchronous learning than in face-to-face, &amp; almost all reading is on their own with video support. </span></div>
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<span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;"><span data-offset-key="9efah-0-0">My general plan: </span></span></div>
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<span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;">1. I have 1-hour synchronous classes once/week, focusing on aural input &amp; interacting with students at their proficiency level. I use a variety of CI-based strategies to guide that: "how are you" chats; PictureTalk; Listen &amp; Draw; PQA; storyasking; screenshots from video clips are favorites. I record classes (legal in my situation).</span></div>
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<span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;"><span style="color: #1d2129;"><span style="font-size: 15px; white-space: pre-wrap;">2. </span></span><span style="background-color: white; color: #1d2129; font-size: 15px; white-space: pre-wrap;">Those sessions end with 5-10 minutes of <a href="https://youtu.be/sCFoUMU8DqY" target="_blank">Live Typing</a> aka <a href="https://mygenerationofpolyglots.com/2018/02/25/write-discuss-example/" target="_blank">Write &amp; Discuss</a>. I always type. I do this by sharing the whiteboard within Zoom, &amp; ask them questions to get ideas that I type based on our class session. More about using <a href="https://youtu.be/NAnqfmpNjsY" target="_blank">Zoom in this video</a>. </span></span><br />
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<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-Jtu9wbI1OUk/Xn-HC8nlVII/AAAAAAAAD3w/aW721UjnLOoBVyE2FoTL52BgEyQDIFwpgCLcBGAsYHQ/s1600/student%2Bview.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="960" data-original-width="720" height="320" src="https://1.bp.blogspot.com/-Jtu9wbI1OUk/Xn-HC8nlVII/AAAAAAAAD3w/aW721UjnLOoBVyE2FoTL52BgEyQDIFwpgCLcBGAsYHQ/s320/student%2Bview.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Pauline's view during a <a href="https://youtu.be/lIlnPrWFfzM" target="_blank">webinar about teaching online</a></td></tr>
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<span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;"><span style="background-color: white; color: #1d2129; font-size: 15px; white-space: pre-wrap;">3. </span><span style="background-color: white; color: #1d2129; font-size: 15px; white-space: pre-wrap;">I finish &amp; polish that reading after class &amp; make a read-along video, which takes 15-25 minutes. I have a video about doing that: <a href="https://youtu.be/4acHV_HUl4E" target="_blank">Using read-along videos &amp; how to make them</a>, and <a href="https://www.youtube.com/playlist?list=PLCaX8Z4AkGZqTFBFbbe54cyMagS1Me1Sd" target="_blank">how I design reading material for beginning-level Chinese learners</a>. There are many read-along videos shared publicly on my <a href="https://www.youtube.com/channel/UCFtCASxFEa9ym88EUrWZxFQ" target="_blank">YouTube channel</a>; please use them with your students. That is one reason I share them.</span></span></div>
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<span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;">4.&nbsp;<span style="background-color: white; color: #1d2129; font-size: 15px; white-space: pre-wrap;">I then send students links to the recording of class, a file with photos of my physical whiteboard from during class time to see any vocab in pinyin &amp; English, and a link to the read-along video. They access those on their own. I imagine using all of it thoroughly could take another 1-2 hours. The reading videos are usually 5-8 minutes long, but using them takes longer than that. </span></span><span style="font-family: arial, helvetica, sans-serif;">In the case of younger learners, I'd provide more guidance about the independent reading and shorter synchronous meetings.</span></div>
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<span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;"><span style="background-color: white; color: #1d2129; font-size: 15px; white-space: pre-wrap;">If I had to grade anything, or give formal assessments, I would make them as minimal as possible, especially under the current situation. Covid-19 online teaching is NOT regular distance learning; it's an emergency strategy to keep from interrupting education completely.</span></span></div>
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<span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;">I'm interested in what weekly lesson plan routines others have for online teaching - please comment with ideas. Keeping things easy to manage and simple for teacher &amp; students alike makes all the sense in the world right now! </span></div>
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I'm hoping to create a blog post soon about how teachers could use a short, comprehensible video (any video you find or make for your students) as the basis for planning an asynchronous week of instruction, using these same steps of planning. </div>
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<div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/7398269267694710364/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/03/online-classes-weekly-planning.html#comment-form' title='4 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/7398269267694710364'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/7398269267694710364'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/03/online-classes-weekly-planning.html' title='Online classes: weekly planning'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://1.bp.blogspot.com/-Jtu9wbI1OUk/Xn-HC8nlVII/AAAAAAAAD3w/aW721UjnLOoBVyE2FoTL52BgEyQDIFwpgCLcBGAsYHQ/s72-c/student%2Bview.jpg" height="72" width="72"/><thr:total>4</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-1920454010386677616</id><published>2020-03-23T15:03:00.002-05:00</published><updated>2020-03-23T15:04:24.132-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Chinese cooking"/><category scheme="http://www.blogger.com/atom/ns#" term="cooking theme"/><category scheme="http://www.blogger.com/atom/ns#" term="online teaching"/><category scheme="http://www.blogger.com/atom/ns#" term="online tutoring"/><title type='text'>Online lesson plan idea: Cooking a recipe</title><content type='html'><span style="font-family: inherit;">Hello! It's Diane Neubauer, 杜雁子。</span><br />
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<span style="font-family: inherit;">Here is a<span style="background-color: white; color: #1d2129; font-size: 15px; white-space: pre-wrap;">n idea for a week or 2 of online lessons: teach a recipe. </span></span><br />
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<span style="background-color: white; color: #1d2129; font-size: 15px; white-space: pre-wrap;"><span style="font-family: inherit;">I've done this before with online classes. Today a teacher on Twitter mentioned feeling sad that she is not able to cook and eat with her class as planned for this part of the school year. It reminded me of how I did this (and I shared the idea with her on Twitter, too).</span></span><br />
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<li><span style="background-color: white; color: #1d2129; white-space: pre-wrap;"><span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;">Find a comprehensible video (or 2, or make one) showing the steps of the recipe. Or, demonstrate during an online class and interact with your students as you go.</span></span></li>
<li><span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;"><span style="background-color: white; color: #1d2129; white-space: pre-wrap;">Have them sketch or list the steps (in the target language or in Englis</span><span class="text_exposed_show" style="background-color: white; color: #1d2129; display: inline; white-space: pre-wrap;">h as you find appropriate).</span></span></li>
<li><span style="background-color: white; color: #1d2129; white-space: pre-wrap;"><span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;">Optional: Talk about those sketches through a recording, a chat feature in classroom management systems, or some other platform you already use for similar things. Padlet does this, too.</span></span></li>
<li><span style="background-color: white; color: #1d2129; white-space: pre-wrap;"><span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;">Read a comprehensible version of the recipe (which you adapt) or an original recipe if they can understand it well.</span></span></li>
<li><span style="background-color: white; color: #1d2129; white-space: pre-wrap;"><span style="font-family: &quot;arial&quot; , &quot;helvetica&quot; , sans-serif;">Invite them to try making it at home, and post photos &amp; comments about how it turned out.</span></span></li>
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Chinese teachers might want to see an example. I have permission from all members of that class to share this video &amp; these readings (these videos are Unlisted).</div>
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Our class session is<a href="https://youtu.be/PEKW4pQjnCo" target="_blank"> at this link.</a> The part with recipe demonstration begins later in the video. </div>
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Reading 1: </div>
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<span style="text-align: start; white-space: pre-wrap;">Reading 2: </span></div>
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<div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/1920454010386677616/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/03/online-lesson-plan-idea-cooking-recipe.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/1920454010386677616'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/1920454010386677616'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/03/online-lesson-plan-idea-cooking-recipe.html' title='Online lesson plan idea: Cooking a recipe'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://img.youtube.com/vi/_cjyKuqyXN4/default.jpg" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-1450013780211290798</id><published>2020-03-16T13:56:00.003-05:00</published><updated>2020-03-19T18:46:04.311-05:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="auditory input"/><category scheme="http://www.blogger.com/atom/ns#" term="listening"/><category scheme="http://www.blogger.com/atom/ns#" term="online tutoring"/><category scheme="http://www.blogger.com/atom/ns#" term="Teacher effectiveness"/><category scheme="http://www.blogger.com/atom/ns#" term="technology"/><title type='text'>Online resources: Chinese listening videos with our chickens & online teaching tutorials</title><content type='html'>大家好！It's Diane Neubauer, 杜雁子. This is about day 4 of the US national state of emergency regarding COVID-19. Be well and filled with peace in the midst of this time. We (especially in Chinese language teaching) just watched China through the worst phases; I never expected things to end up as they have in the US. But here we are.<br />
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I have been making Mandarin Chinese-narrated videos with my backyard flock of laying hens. With COVID-19 and my desire to provide more fun, beginning-level videos for Chinese language learners, I am making more. Teachers can use these in remote learning if their students all have access to the internet.<br />
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Here is the most recently-posted one:<br />
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<span style="color: rgba(0 , 0 , 0 , 0.87); font-family: &quot;roboto&quot; , &quot;noto&quot; , sans-serif; font-size: 15px; white-space: pre-wrap;">This time in our Mandarin Chinese visits to the chickens, I bring them breakfast of bean sprouts and talk about which hen is or is not eating. Featuring Marianne and Elinor in speaking roles.
Playlist of beginning-level Mandarin Chinese videos with our hens is <a href="https://www.youtube.com/playlist?list=PLCaX8Z4AkGZrbO0PFku40RAVqnUaBivyT" target="_blank">here, on YouTube.</a>
中文老师们：欢迎跟您们的学生使用这些视频。我打算继续拍更多。目标是：越听越懂，因为一个视频里出现的单词下个视频大概又会出现。接起来，希望有足够重复，学生能不知不觉地习得更多中文！暂停视频，重复听，放慢速在YouTube都很方便也有帮助。以后，打算加一些阅读材视频。</span><br />
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<span style="color: rgba(0 , 0 , 0 , 0.87); font-family: &quot;roboto&quot; , &quot;noto&quot; , sans-serif; font-size: 15px; white-space: pre-wrap;">I also met with world language teachers (in English) and then Chinese language teachers (in Mandarin) to talk about how I've used Zoom in online language teaching. I shared these videos here, and plan a more thorough blog post later. For now, here is the English language video:</span><br />
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And the Chinese language 中文：</div>
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Today's video about adapting the modified version of MovieTalk to online:</div>
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And Zoom settings, a walk-through:</div>
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<span style="color: rgba(0 , 0 , 0 , 0.87); font-family: &quot;roboto&quot; , &quot;noto&quot; , sans-serif; font-size: 15px; white-space: pre-wrap;"><br /></span><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/1450013780211290798/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/03/beginning-chinese-listening-videos-with.html#comment-form' title='5 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/1450013780211290798'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/1450013780211290798'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/03/beginning-chinese-listening-videos-with.html' title='Online resources: Chinese listening videos with our chickens & online teaching tutorials'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://img.youtube.com/vi/uzII_g04PpQ/default.jpg" height="72" width="72"/><thr:total>5</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-7634663054344264998</id><published>2020-01-25T21:55:00.000-06:00</published><updated>2020-01-25T21:55:23.069-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="curriculum"/><category scheme="http://www.blogger.com/atom/ns#" term="Curriculum design"/><category scheme="http://www.blogger.com/atom/ns#" term="lesson planning"/><category scheme="http://www.blogger.com/atom/ns#" term="planning class"/><category scheme="http://www.blogger.com/atom/ns#" term="Reading in Chinese"/><category scheme="http://www.blogger.com/atom/ns#" term="Teacher effectiveness"/><title type='text'>Backwards Planning from a Novel</title><content type='html'><b><span style="font-family: Times, Times New Roman, serif;">Backwards Planning from a Novel and a Time Line to Reach It</span></b><br />
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<span lang="EN-US" style="font-family: Times, Times New Roman, serif;">It's Diane Neubauer, 杜雁子。 I recently enjoyed visiting with world language teachers at a school for 2 days of training: 1 day with all language teachers on comprehension-based communicative language teaching, including my teaching a small group of 5th graders for a hour demonstration lesson, and coaching with teachers in the school in the afternoon. The second day was more directly focused on Chinese language and literacy concerns, particularly building an overall plan for instruction and weekly planning, particularly related to reading and assessment. Time flew!&nbsp;</span><br />
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<span style="font-family: Times, Times New Roman, serif;"><span lang="EN-US">The teachers asked me some follow-up questions a few weeks later, after getting some books around the 150-character level (from multiple publishers) that seemed possible as a final goal for their middle school Chinese program. I share part of our email content below, with their permission&nbsp;</span>(edited, to remove names &amp; clarify a few places).&nbsp;</span><br />
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<span style="font-family: Times, Times New Roman, serif;">I also recently recorded a 6-minute video (in which I speak in Chinese) about backwards planning from a book designed for Chinese language learners, including showing a spreadsheet I'm using as I plan from a book for one of my online classes:</span><br />
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<blockquote class="tr_bq">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Hi Diane,</span>&nbsp;</blockquote>
<blockquote class="tr_bq">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">We received readers that we ordered last week. Our middle school Chinese teacher looked them over and we</span><span style="font-family: Arial, Helvetica, sans-serif;">’</span><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">re trying to figure out where we need to start if we</span><span style="font-family: Arial, Helvetica, sans-serif;">’</span><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">re going to use one as the goal for the end of our middle school program. She identified that the kids know a lot of the words in the book&nbsp;</span><span class="xgmaildefault" style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: Tahoma, sans-serif;">aurally</span></span><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">&nbsp;or in pinyin but not the characters for those words. Would the approach to reading need to be any different for teaching characters of&nbsp;</span><span class="xgmaildefault" style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: Tahoma, sans-serif;">aurally&nbsp;</span></span><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">known&nbsp;</span><span class="xgmaildefault" style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: Tahoma, sans-serif;">terms?</span></span></blockquote>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Also, in trying to teach the language needed for the book, how many words/phrases would you suggest could be successfully acquired in a 6-day cycle?&nbsp;</span><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Thank you so much for all of your help and inspiration!</span></blockquote>
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<b><span style="font-family: Times, Times New Roman, serif;">From my reply:</span></b></div>
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<span lang="EN-US" style="font-family: Trebuchet MS, sans-serif; mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;">I think that a book at that level could be a good goal for the end of
middle school. Aiming for a book like that means more flexibility and time for
building in cultural knowledge along the way. <o:p></o:p></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><b><span lang="EN-US" style="mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;">How many words/phrases and for how long?</span></b><span lang="EN-US" style="mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;"> It</span><span style="mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;">’<span lang="EN-US">s going to
depend on the time students have per week, and if any time outside class is ok
for homework in Chinese, students</span>’<span lang="EN-US"> habits in class, and
the teachers</span>’<span lang="EN-US"> comfort in providing input that is
comprehensible and engaging. For me, I generally found that 2 to 4 new phrases
or high-frequency words was a reasonable aim from first hearing to reading in 4
days of high school classes (about 3.5 hours of class) or about 6-8 days in
middle school (about 4 1/2 hours of class time; 5<sup>th</sup> and 6<sup>th</sup>
graders got less in that time than 7<sup>th</sup> and 8<sup>th</sup> graders).
Exceptions for some functional words like </span>“<span lang="EN-US">because</span>”<span lang="EN-US"> and </span>“<span lang="EN-US">yet</span>” –<span lang="EN-US"> those
take longer. More concrete language tends to stick sooner, I find. <o:p></o:p></span></span></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span lang="EN-US" style="mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;">However, this was
after some years of working on CI strategies. I think the middle school Chinese teacher is ultimately the one
who can find an answer through some experimenting. It is easy to over-estimate
how much can be done. Maybe start by aiming for about 3 words or phrases, and 2
or 3 days</span><span style="mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;">’<span lang="EN-US"> focus on
aural language (with a dash of brief, review reading each of those days) and then trying to incorporate
those 3 phrases into reading focus for 2 or 3 days? By aural language or
reading as the focus, I mean a variety of experiences with that language or
those words in reading, as we discussed during training.<o:p></o:p></span></span></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><b><span lang="EN-US" style="mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;">Known aural language:</span></b><span lang="EN-US" style="mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;"> If students really know some language aurally but not in reading yet, I
might add one phrase from among those known words/phrases each week to reading,
along with 2 or 3 other words or phrases that students recently heard a lot and
were therefore newly-ready to see in reading. I</span><span style="mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;">’<span lang="EN-US">d be aiming for 10-20 exposures to those newly-seen
words in the reading, and re-reading afterwards. So, yes, about the same in
terms of incorporating into reading. <o:p></o:p></span></span></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span lang="EN-US" style="mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;">If some of the words
and phrases that she realizes that the students know aurally (but not in
reading) appear in simpler and shorter books, those books could also be read as
intermediate steps.</span>&nbsp;Reading those periodically with students and then
ensuring that students read those words again regularly later helps.</span></div>
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<span lang="EN-US" style="font-family: Trebuchet MS, sans-serif; mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;">There is <a href="https://tprsforchinese.blogspot.com/2018/09/weekly-schedules-planning-class-content.html" target="_blank">a blog post that describes the weekly schedule I used</a> in high school, with explanation of how it
varied compared to middle and upper elementary school, and how aural input and reading, and pinyin &amp; characters, worked in the sequence of what I did.<o:p></o:p></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span lang="EN-US" style="mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;">I</span><span style="mso-ascii-font-family: DengXian; mso-bidi-font-family: SimSun; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: DengXian; mso-font-kerning: 0pt; mso-hansi-font-family: DengXian;">’<span lang="EN-US">ll be interested to hear how things go!<o:p></o:p></span></span></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span lang="EN-US" style="color: black; font-size: 11.0pt;">Diane </span><span style="color: black; font-size: 11.0pt;">杜雁子</span></span><br />
<span style="color: black; font-size: 11.0pt;"><br /></span>
<span style="color: black; font-size: 11.0pt;"><br /></span>
<span style="font-family: Times, Times New Roman, serif;">After visiting the school, I stayed for a night in San Francisco's Chinatown. A few photos from early January 2020:</span><br />
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<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-jWorK_o0mY8/Xi0KIYZxnyI/AAAAAAAAD1A/TpJPA_NtfJgVaA1p84FLugV4-iz9hvWjgCLcBGAsYHQ/s1600/Chinatown%2Bnew%2Byear.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://1.bp.blogspot.com/-jWorK_o0mY8/Xi0KIYZxnyI/AAAAAAAAD1A/TpJPA_NtfJgVaA1p84FLugV4-iz9hvWjgCLcBGAsYHQ/s320/Chinatown%2Bnew%2Byear.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Times, Times New Roman, serif; font-size: small;">New Year decorations</span></td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-8yVmoiVxYME/Xi0KIq106vI/AAAAAAAAD1E/O2ZBd4MUYR8nfN0gR6RK55DF7sZVbUeUgCLcBGAsYHQ/s1600/Chinatown.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="960" data-original-width="720" height="320" src="https://1.bp.blogspot.com/-8yVmoiVxYME/Xi0KIq106vI/AAAAAAAAD1E/O2ZBd4MUYR8nfN0gR6RK55DF7sZVbUeUgCLcBGAsYHQ/s320/Chinatown.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Times, Times New Roman, serif; font-size: small;">Evening on Grant Ave. - where I used to visit annually with students. as <a href="https://www.lfcds.org/news-detail?pk=703781" target="_blank">mentioned in this school news post</a>.</span><br />
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
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<span style="font-family: Times, Times New Roman, serif; font-size: small;">I made a couple of readings for my online classes about that visit to Chinatown in a&nbsp;<a href="https://www.youtube.com/watch?v=9wKSkNU-2rU" target="_blank">not-quite-beginning class read-along video</a>&nbsp;and a&nbsp;<a href="https://www.youtube.com/watch?v=KXajubyDmI4" target="_blank">beginning read-along video</a>.</span></div>
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<tr><td style="text-align: center;"><img border="0" data-original-height="720" data-original-width="960" height="240" src="https://1.bp.blogspot.com/-K0kw-_55W30/Xi0KIhtIFoI/AAAAAAAAD1I/itFoouaGMOkOke-tuk7a-jD9iPHeWi1DQCLcBGAsYHQ/s320/coast.jpg" style="margin-left: auto; margin-right: auto;" width="320" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Times, Times New Roman, serif; font-size: small;">Central California coast: beautiful.</span></td></tr>
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<div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/7634663054344264998/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2020/01/backwards-planning-from-novel.html#comment-form' title='1 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/7634663054344264998'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/7634663054344264998'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2020/01/backwards-planning-from-novel.html' title='Backwards Planning from a Novel'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://img.youtube.com/vi/p3hFyXE4WQ0/default.jpg" height="72" width="72"/><thr:total>1</thr:total></entry><entry><id>tag:blogger.com,1999:blog-7308862023068505523.post-1430757086195072551</id><published>2019-12-08T21:38:00.000-06:00</published><updated>2020-01-17T14:13:18.662-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="comprehensible input"/><category scheme="http://www.blogger.com/atom/ns#" term="reading"/><category scheme="http://www.blogger.com/atom/ns#" term="reading activities"/><category scheme="http://www.blogger.com/atom/ns#" term="Teacher effectiveness"/><category scheme="http://www.blogger.com/atom/ns#" term="training"/><title type='text'>Comprehensible Online - info & discount code</title><content type='html'>Hello! It's Diane Neubauer, 杜雁子。I've updated this post on Jan. 17, 2020 (the discount code changed, and I've updated information in the last section of this post).<br />
<br />
I wanted to share my coupon code for spring 2020's Comprehensible Online conference. If you use it, you have $25 off registration, and I receive $25 bonus as a presenter - thank you!<br />
<br />
Here's my code:&nbsp; &nbsp; DIANE<br />
<br />
The conference will take place Feb. 15 - May 17, 2020.<br />
<br />
Comprehensible Online is a totally online conference with many presenters &amp; topics. You can pick &amp; choose from any session, watch when you want &amp; where you want, pause, &amp; watch again through the conference window. Check the list of presentations &amp; register here:<br />
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<a href="https://comprehensible.online/">https://comprehensible.online/</a><br />
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<br />
Among the many presenters &amp; topics relevant to language teaching, I'll have 3 presentations:<br />
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Two about reading, with an eye on languages that have a writing system new to your students, but applicable more broadly to any language:<br />
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<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;">Whole Class Reading &amp; Re-Reading Strategies</span><br />
I'll share several favorites for reading with the class, and favorite ways to re-read without it feeling like the same thing. Low prep, high(er) interest.<br />
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<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;">Designing reading texts for beginners in a new script &amp; for reluctant readers</span><br />
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: &quot;times new roman&quot;; font-size: small; font-weight: 400;">This session will walk step-by-step through the process of writing short stories for your students in a way that builds success. It'll be like what to do to <a href="https://tprsforchinese.blogspot.com/2019/03/writing-reading-material-for-your.html" target="_blank">make that JellO reading video </a>a practical reality. I refer to these videos about designing reading:&nbsp;</span></span><br />
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: &quot;times new roman&quot;; font-size: small; font-weight: 400;"><br /></span></span>
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<span style="background-color: #f9f9f9; font-family: &quot;times&quot; , &quot;times new roman&quot; , serif; font-size: x-small;">Writing Reading Material for Your Students: Analogies with Jell-O</span></div>
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<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"></span><br />
<div style="background: rgb(249, 249, 249); border: 0px; color: var(--ytd-video-primary-info-renderer-title-color, var(--yt-spec-text-primary)); font-weight: 400; line-height: 2.4rem; margin: 0px; max-height: 4.8rem; overflow: hidden; padding: 0px; text-align: center; text-shadow: var(--ytd-video-primary-info-renderer-title-text-shadow, none); transform: var(--ytd-video-primary-info-renderer-title-transform, none);">
<yt-formatted-string class="style-scope ytd-video-primary-info-renderer" force-default-style="" style="word-break: break-word;"><span style="font-family: &quot;times&quot; , &quot;times new roman&quot; , serif; font-size: x-small;">Very Beginning Reading Designed for Your Students</span></yt-formatted-string></div>
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: &quot;times new roman&quot;; font-size: small; font-weight: 400;"><br /></span></span>
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: &quot;times new roman&quot;; font-size: small; font-weight: 400;"><br /></span></span>
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: &quot;times new roman&quot;; font-size: small; font-weight: 400;">I'm co-presenting&nbsp;</span></span><span style="background-color: white;">one session with Reed Riggs about how to make the most of videos from your own classes, and from watching videos of other teachers:&nbsp;&nbsp;</span><br />
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><br /></span>
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: 0px 0px; background-repeat: initial; background-size: initial; border: 0px; box-sizing: border-box; margin: 0px; outline: 0px; padding: 0px; text-size-adjust: 100%; vertical-align: baseline;">Watching teachers on video: Professional development to the next level</span></span><br />
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-weight: 500;"><br /></span></span>
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: &quot;times new roman&quot;; font-size: small; font-weight: 400;">Reed &amp; I demonstrate how teachers can glean teaching ideas and see how language classes unfold in videos of classroom teaching. We show three, 3-minute long video clips &amp; then talk about what we saw happening in three main aspects of language teaching: sheltering and re-using vocabulary; different types of questions and responses; and multimodal resources -- a fancy way to sum up things like gestures, using word walls, voice, body, gaze: things that communicate but that aren't language itself.</span></span><span style="background: 0px 0px rgb(255, 255, 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: &quot;times new roman&quot;; font-size: small; font-weight: 400;">&nbsp;</span></span><span style="background-color: white;">We also talked about attitudes to take while watching yourself or other teachers on video: curiosity &amp; kindness, not competitive comparing. It was fun talking through the video clips we used, and thinking in depth about how the fine details of teaching a new language play out between teachers and students.</span><br />
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: &quot;times new roman&quot;; font-size: small; font-weight: 400;"><br /></span></span>
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: &quot;times new roman&quot;; font-size: small; font-weight: 400;">Reed, Elicia Cardenas, and I are working together on a video database of language teaching videos, <a href="https://sites.google.com/view/tildatabase/for-language-teachers" target="_blank">The Instructed Languages Database</a>, which is a collection of videos that can be used for this kind of professional development.&nbsp;</span></span><br />
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: &quot;times new roman&quot;; font-size: small; font-weight: 400;"><br /></span></span>
<span style="background: 0px 0px rgb(255 , 255 , 255); border: 0px; box-sizing: border-box; font-family: &quot;open sans&quot; , &quot;arial&quot; , sans-serif; font-size: 14px; font-weight: 700; margin: 0px; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: &quot;times new roman&quot;; font-size: small; font-weight: 400;">Hope this information is helpful to you. Thank you for using my code if you register!</span></span><div class="blogger-post-footer">http://feeds.feedburner.com/tprsforChinese</div></content><link rel='replies' type='application/atom+xml' href='http://tprsforchinese.blogspot.com/feeds/1430757086195072551/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://tprsforchinese.blogspot.com/2019/12/comprehensible-online-info-discount-code.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/1430757086195072551'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/7308862023068505523/posts/default/1430757086195072551'/><link rel='alternate' type='text/html' href='http://tprsforchinese.blogspot.com/2019/12/comprehensible-online-info-discount-code.html' title='Comprehensible Online - info & discount code'/><author><name>Diane Neubauer 杜雁子</name><uri>http://www.blogger.com/profile/10038967142481680435</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='32' height='32' src='//blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMNwLY_JvVa9O07C_Gt97WPIloGVL4TZ9aaAQGevur4nOQer0TiDbZQAy9zg6uvCKBtglk4WHJowydo9RljYH0UVX8_IDAk_VHqa9yZtJnMRmgeBfeTry6zX9lBZINg4Q/s220/headshot.jpg'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://img.youtube.com/vi/z3uN-bShC50/default.jpg" height="72" width="72"/><thr:total>0</thr:total></entry></feed>

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