• By Jeff Bissell and Kevin Chang
    Whether it be an immersion or other setting, it is imperative to select teachers with the basic qualifications to be effective in the classroom. For more commonly taught languages in the United States (for example, French and Spanish), the teacher pool is a combination of native or heritage speakers of the language and English speakers who major in the language in university studies and become certified to teach it. Less commonly taught languages, such as Chinese and Japanese, have fewer English-dominant teachers, though that situation is changing. Because of the linguistic demands of teaching in an immersion setting, it is extremely important that non-native speaker teachers have a high degree of proficiency and naturalness in Chinese.

    An effective Chinese language educator needs to possess at least the following six qualifications:

    1. Has a solid background in Chinese and speaks the standard variety (putonghua). For all teachers of Chinese, their pronunciation in Mandarin must be putonghua. Different states set different linguistic competency requirements: some require the demonstration of a speaking proficiency in Chinese of Advanced-Low or above on the ACTFL scale of speaking proficiency; some states also require a rating on the ACTFL Writing Proficiency Test, while others require proof of credits or a major in Chinese.
    2. Has the required teaching certification. Certification requirements differ by state. In most cases, elementary school teachers need to be licensed to teach in the elementary grades, and may not need to hold foreign language certification. For middle school teachers, some states may require both language and content area certification.

    Please read more here.

  • From Stanford University:

    November 28, 2012

    Chinese typewriter anticipated predictive text, finds Stanford historian

    By reorganizing the typewriter’s characters into ready-made clusters of commonly used words, Mao-era Chinese typists solved problems that cell phones only came to recently.

    BY MAX MCCLURE

    To use a Chinese typewriter, the typist moves a character-selection lever over a tray bed filled with metal character slugs. The typist then presses a type bar, and the lever picks up the character, inks it, types it and returns it to its place. (Photo: derickafox / Creative Commons)

    For most Americans, predictive text is something cell phones do. From the T9 system on clamshell phones to autocomplete on smartphones, tough-to-type-on cell phones have been natural candidates for this kind of labor-saving input technology.

    But in China, predictive text has been around far longer – since Mao Zedong was in power more than 50 years ago, in fact.

    Stanford history Associate Professor Thomas Mullaneyis an expert – virtually the only expert – on the Chinese typewriter. Though viewed as little more than a joke in the West, the device is a remarkable engineering feat.

    Chinese typewriters have no keys. Instead, the typist moves a character-selection lever over a tray bed filled with metal character slugs. The typist then presses a type bar, and the lever picks up the character, inks it, types it and returns it to its place.

    But with upward of 2,500 characters crammed into the tray bed, simply locating the correct one could be a daunting task for early Chinese typists. And when they rearranged the tray bed to improve their typing speeds, these workers happened to anticipate many of the advances of modern text prediction software.

    “Input issues that we’re dealing with now are questions that China was thinking about in the mid-20th century,” said Mullaney.

    His research, excerpted from his forthcoming book, The Chinese Typewriter: A Global History, appeared this week in the journal Technology and Culture.

    Efficiency standards

    From the start, there were predictive aspects to Chinese type. The moveable type racks used in printing presses were organized roughly according to how commonly the characters were used. More common characters were placed close to the typesetter, less common characters were far away and especially unusual characters were kept in separate cabinets.

    Within these sections, however, characters were arranged according to their dictionary order. This method was logical but inefficient. When it carried over to typewriters, Chinese typists were only able to manage 20 to 30 characters a minute, versus more than 60 words per minute for American secretaries.

    And when the communists came to power, typists got busy.

    “From the ’50s onward, China was in a state of more or less perpetual political campaigns,” said Mullaney. “The burden for a lot of this fell on typists.”

    Typists were responsible for reproducing the waves after waves of speeches, pamphlets and other political materials that accompanied massive communist efforts to reshape the country.

    In this unique social climate, the announcement that one Zhang Jiying had managed to set more than 50 characters a minute garnered major media attention.

    The feat made headlines in the People’s Daily, the official party newspaper, and was quickly raised up as a model of communist innovation and efficiency. The typesetter drew film crews, took part in parades, coauthored typesetting manuals and toured nationally.

    The record-setting accomplishment, which Zhang later bettered to nearly 80 characters a minute, was due to his revolutionary character arrangement.

    Most typesetters customized their character racks in one way or another, but Zhang had reorganized his into “natural-language clusters” – grouping Chinese characters that tended to appear together in sentences.

    This meant that Zhang would reorganize his characters every time a new political campaign started up. During the Korean War, for instance, Zhang would prepare phrases like “Resist America, Aid Korea.” When the government was emphasizing worker efficiency, he might prepare the character combinations for “production” and “labor.”

    Evolving keyboard

    As the new method was applied to the typewriter, the resulting character arrangements reflected major shifts in the Chinese language.

    The increasingly predictable language of communism made the job of predicting language significantly easier. Stock phrases and standardized terminology – seen in the dissemination of politically significant words like “struggle” and “proletariat” – are partially responsible for the success of the new approach.

    Mullaney pointed out that one could trace the changing fortunes of characters as they move around the typewriter. The character mao, for instance, once a second-tier term for “hair” during the 1930s pre-communist era, won a central position as soon as Chairman Mao took power.

    On the other hand, the limited number of characters that could be fit onto a standard Chinese typewriter meant that rarely used characters increasingly fell out of favor.

    Although the typewriter fell out of favor with the adoption of the computer, Chinese text input remains heavily dependent on prediction.

    Chinese computers typically use QWERTY keyboards. “If you were to look over someone’s shoulder who’s typing in Beijing,” said Mullaney, “you might think it’s just like ours. But Q doesn’t mean Q.”

    Typing a key may lead to a character selection window – much like typing a text message on a cell phone, in which each number key represents a variety of possible letters. Or sequences of several keys may code for a single Chinese character.

    This extra layer of input makes cell-phone-style predictive text a basic part of all Chinese word-processing software.

    “Predictive text isn’t widely used here beyond cell phones,” said Mullaney. “In China, it is the way you write.”

  • Principal Liana Szeto of Alice Fong Yu School, with the Bell award. Photo: SFUSD
    Founding Principal of Alice Fong Yu, one of San Francisco’s  four Cantonese immersion programs, wins  National Education Award

    SAN FRANCISCO — In honor of her exceptional work as a principal, Liana Szeto received the Terrel H. Bell Award for Outstanding School Leadership from the U.S. Department of Education on November 13, 2012.

    Principals nominated for the Terrel Bell Award are school leaders committed to fostering successful teaching and learning. They help their students meet high standards and have demonstrated that when it comes to educating America’s children, failure is not an option.

    “You can’t have a great school without a great principal,” said U.S. Secretary of Education Arne Duncan. “It’s the principal who shapes the vision and sets the tone for their school.  It’s the principal who inspires and models the excellence he or she knows their school can reach. We don’t celebrate success enough in education – and the Bell Award recognizes these principals for the essential work they do every day.”

    Szeto was hired by the San Francisco Unified School District in 1984 as a kindergarten teacher for the nation’s first public school Cantonese Immersion Program, at West Portal Elementary school. As a pioneer in the new program, she poured her energy into working with university faculty to refine the curriculum and teaching methodologies, hosting information sessions on why Chinese immersion is important, finding and mentoring teachers and bringing parents onboard as partners —she rose to be the program’s Lead Teacher.

    Szeto continued her work to become principal of Alice Fong Yu Alternative School in 1995, the year the city’s all-Cantonese  immersion school was founded.  More recently, she steered the transition from a small elementary school program to an independent, inclusive K–8 school, consulting with middle school content experts to create grade-appropriate curricula and materials in both Cantonese and Mandarin, which is offered beginning in sixth grade.

    “I build leadership in teachers, students and parents” says Szeto.  “Teachers and parents are engaged in hiring decisions and student leadership is a top priority.” Szeto adds that faculty members organize themselves in teams to plan integrated projects and common assessments; many serve as educational leaders, with positions on the Math Professional leadership program, Stanford University’s Strategic Educational Research Project, the National Science Teacher Association, and the district’s early childhood school readiness initiative.

    The Bell award is given by the U. S. Department of Education, together with the National Association of Elementary School Principals, the National Middle Schools Association and the National Association of Secondary School Principals. The award recognizes outstanding school leaders and the vital role they play in overcoming challenging circumstances. Principals are nominated by their school communities during the final stages of the Blue Ribbon Schools application process. Terrel H. Bell was the secretary of education under President Reagan.

  • Learning A Language Makes The Brain Bigger

    Randy Astaiza | Oct. 15, 2012, 11:55 AM | 6,471 | 4
    Brain

    AP

    By peering into students’ brains, a recent study, published in the journal NeuroImage, found that learning languages can help bulk up the brain. The researchers, from Lund University, compared the brains of students from the Swedish Armed Forces Interpreter Academy, who become fluent in languages within 13 months, to science students at Umeå University, who also study hard.

    Please read more here.

  • BILL CURRY AND SEAN SILCOFF

    OTTAWA — The Globe and Mail

    Published Wednesday, Oct. 17 2012, 4:00 AM EDT

    Last updated Wednesday, Oct. 17 2012, 4:45 AM EDT

    The voice of Canada’s CEOs is urging parents to enroll their kids in Asian language classes to match them with the growing appetite of employers for multilingual workers.

    John Manley, the former finance minister who now heads the Canadian Council of Chief Executives, said it is time for a national debate over how to encourage new language skills as part of the country’s trade efforts.

    Please read more here.

  • POSTED:   10/22/2012 12:01:00 AM MDT
    UPDATED:   10/22/2012 07:50:58 PM MDT

    By Nancy Lofholm
    The Denver Post

    Fifth-grader Lucy Miller, 11, works on speaking Mandarin Chinese during class at Erie Elementary School. More than 60 schools in Colorado are offering Mandarin classes to help students get a foundation in international business. (RJ Sangosti, The Denver Post)

    Ivie Hunt was barely 6 last spring and had just finished kindergarten when she shocked the hostess at a Denver Asian restaurant by chatting comfortably in Mandarin Chinese.

    “Here was this little blond, white girl having a full conversation with the hostess in Mandarin,” said her mother, Ann Hunt, who admitted to being a bit stunned herself.

    That kind of surprise may wear off as Mandarin Chinese becomes the first choice of a growing number of second-language learners.

    More language students are sayingadiosto the recent stampede to learn Spanish andhuan ying— or welcome — to mastering a Chinese dialect now spoken by an estimated 100 million non-Chinese.

    Read more:Mandarin Chinese becoming first choice as second language – The Denver Posthttp://www.denverpost.com/news/ci_21825189/mandarin-chinese-becoming-first-choice-second-language#ixzz2BwsyTMlc
    Read The Denver Post’s Terms of Use of its content: http://www.denverpost.com/termsofuse

  • [some just hugely useful stuff in here. Again from our pals at the Asia Society.]

    by Eleise Jones

    Language learning is on the move.

    For students of Chinese looking to augment a central text, there are dozens of mobile tools, applications, games, podcasts, and software ready to fill in the gaps. Last month we launched a new mobile website with lesson ideas and resources, China and Globalization. Both students and teachers are digging into the content. They tell us they find the interactive flashcards to be particularly useful.

    This feedback has us thinking: What else is working in Chinese language learning? Following is a sampling of unique, new, or otherwise trending tools.

    Please read more here.