Primary and Secondary Workshops
|Workshop Leader||Workshop Title||Summary|
|Yamin Ma from ACT-Education Consultancy Limited||How to interpret the concept-based curriculum and instruction in the teaching of MYP Chinese course?||Various teaching pedagogies are reviewed including concept-based teaching and learning, which the MYP curriculum is based on. It is believed that the MYP curriculum should be viewed as a framework, and the actual teaching of Chinese in the classroom needs to be well thought in order to help the students achieve mastery of language knowledge and skills, which can support deeper and conceptual thinking and understanding.
|Vivien Ting from Island School||The current situation and prospects of teaching Chinese to near native students||Teaching Chinese to near native students in international schools is a special field worth exploring since it is neither teaching Chinese as a native language nor as a foreign language. According to my observation, the effect of teaching Chinese to near native students in international schools is yet to improve. The main issues lie in the following areas. Firstly, students begin learning Chinese from kindergarten, but most of their proficiency level is not high when finishing secondary school. Secondly, the students learning Chinese tend to have a bottleneck at the stage of Primary three and four. Some of them will even quit. Thirdly, the speaking and writing ability of the students is generally weak. I will explore teaching Chinese to near native students from a few perspectives, such as what type of course it is, what and how the students should be taught as well as the goal of teaching Chinese to near native students. I will also share and discuss the experience and results of teaching Chinese to near native students in the past years.
|Jindi Cui from ISF||Tips for Chinese character recognition||Teachers who teach international schools often encounter a challenge - students do not like to read Chinese books, or like to learn Chinese. One of the main reasons is that students have encountered the bottleneck of “knowing too few Chinese words” – a considerable number of Chinese characters are not recognized, written, and hence will not be used. How to help students overcome the problem? How to teach literacy effectively? If you are interested in looking for a solution, come and join us on the experience sharing session base on real classroom practice.
|Louisa Yen from The University of Hong Kong||Ten tips to foster a love of learning Chinese. ||“I hate Chinese” is often heard in the Chinese classroom which may discourage Chinese teachers. It is indeed observed that a lot of students in international schools show a low motivation of learning Chinese which sometimes results in classroom management problems.
Chinese is an “ alien language” to many second language learners with a lot of learning difficulties. How can Chinese teachers build a rapport with second language learners? How do teachers improve the effectiveness of Chinese teaching and learning? How can we turn “I hate Chinese” into “ I love Chinese”? The talk will share some useful tips which are worth trying.
|Peilin Lee and Ms. Julia Tsui from Victoria Shanghai Academy||Vocabulary building in the framework of multiple intelligences||Junior students are often struggling to build up vocabulary to express themselves effectively in Chinese. This is often caused by a lack of vocabulary. This workshop aims to discuss how to build up vocabulary in a creative way in order to enhance communicative ability under the framework of multiple intelligences. The speakers will provide some effective strategies in order to help primary and MYP students expand their vocabulary. Sharings and discussions will be followed.
|Professor Lai Chun from HKU||Research-Informed effective writing instruction strategies||In this session, we will explore critical conditions for writing development and the writing instruction strategies and techniques that have proven effective based on previous research. Classroom examples will be provided to support the discussion of each writing instruction strategy. The session aims at providing a holistic view of effective writing instruction|
|Professor Lai Chun from HKU||Chinese language learning through inquiry||In this session, we will discuss the different approaches to implement inquiry in Chinese language teaching and learning: inquiry at the conceptual level through language and inquiry at the language level through inductive learning. The discussion of inquiry at the conceptual level will focus on how to integrate concepts and language learning. Examples from Chinese character learning, writing instruction and reading instruction will be provided to discuss inquiry at the language level.|