Strategy
and Syllabus in Teaching Chinese in a Multimedia Classroom
Sheri Zhang, Ph.D.
Professor, Director of Chinese-Japanese Language & Culture Centre
Proposal for CLTA-GNY 2008 ANNUAL CONFERENCE &
Sixth
My presentation
describes Chinese language & culture learning strategies for students of
non-Asian background, at all levels, in a multimedia classroom. For this group
of learners, the Chinese characters constitute the most problematic component
in their learning process. On the one hand, they are fascinated by the written
form of Chinese and enthusiastic about learning the characters; on the other
hand they are intimidated by the complicated stroke patterns. They find little
relation between Chinese and English/French. Thus there was a need for
developing a strategy and syllabus to assist this group of students in
remembering and recognizing new
characters, and differentiating look-alike characters. Besides the stroke by stroke method introduced in
textbooks, I am applying an approach based on Western principles of language
teaching and language standards, for students who are native speakers of
English or French.
As Chinese-language classrooms are
becoming more and more diverse, we have to develop classroom approaches
according to students’ specific learning needs. Teachers are expected to enhance
the students’ Chinese skills in compliance with their linguistic and circumstantial background. The presentation explains character morphology as a teaching tool for students
who have no background in an Asian character-based language. Instructional technology for easy learning and
efficiency will be demonstrated, under consideration of the special
characteristics of the Chinese written language.
Considering
students’ different learning styles, finding a
comprehensive approach for the acquisition of Chinese characters for non-heritage learners would be a
significant step forward in demystifying
the Chinese language for this group of students. The presentation shows how electronic
media, through their dynamic approach, enhance the understanding of single
characters and compound words, open the access to more
complex and engaging meaningful content to sustain the learners’ motivation.
Theoretical and practical evidence support this teaching approach, as a
contribution to discussions on pragmatic curricular and instructional issues.