Traditional university Chinese programs aim to produce students who can function at what the ACTFL Language Proficiency Guidelines considers the 'advanced' level. However, unless students spend significant time studying abroad, most... more
Traditional university Chinese programs aim to produce students who can function at what the ACTFL Language Proficiency Guidelines considers the 'advanced' level. However, unless students spend significant time studying abroad, most non-heritage speakers have difficulty moving past the 'intermediate' level of proficiency. In order for students to function at the advanced level, they must also develop content knowledge on a variety of topics beyond 'the self ', about the community and the world. Moreover, students must also develop intellectual maturity and be able to think critically and analytically, to synthesize and connect content learned outside the language class with the course content. Finally, students need to use their language skills to express complex ideas in Chinese. This paper discusses developing Higher-Order Thinking Skills (HOTS) in students through the integration of specific assignments, in-class activities, and the introduction of course content, in order to help students move from the intermediate to advanced level of proficiency.
The scholarship on foreign language (FL) learning and teaching shows various ways Web 2.0 technologies are used to promote and ease communication and gives access to and cultural exchange of information, which are the main purposes of... more
The scholarship on foreign language (FL) learning and teaching shows various ways Web 2.0 technologies are used to promote and ease communication and gives access to and cultural exchange of information, which are the main purposes of language learning. Despite prolific examination of strategies and impact of Web 2.0 to enhance language learning, researchers have not yet sufficiently examined technology practices initiated by students themselves to support their FL experiences and the awareness of this use. The present study reports on the findings of an exploratory survey research project that investigated university students' activities to use Web 2.0 sites to support their FL learning and awareness of those practices. Moreover, the study attempts to analyze students' reported actions through the framework of 5 Cs (communication, comparison, communities, cultures, connections) of ACTFL (American Council of Teaching on Foreign Languages). The data collected from 137 FL students revealed that students are moderately engaged with Web 2.0 technologies in their FL learning practices and use such tools primarily for comparing the foreign language and culture to the native language and culture in different mediums. Video sharing and Social Networking were reported as favorite tools to support students' foreign language learning experience.
