Engage American Adults in Learning Chinese as a Foreign Language
The development of Chinese language in the
Just as the demand for Chinese language programs is growing across the country, Chinese language teachers are exposed to a host of challenges: How to prepare American learners to reach sophisticated levels of proficiency in Chinese? What are the learnersí expectations? What do they want and need to be able to do in Chinese? What do I want the learners to be able to do in Chinese? How do I structure things so that the learners develop the ability to do those things?
Unlike students in K-12 programs, adult learners generally have more concerns about family, jobs, money, transportation, fatigue, and other realistic and practical issues. All these factors might inhibit their full engagement in class. Therefore, teachers of adults learning Chinese as a foreign language often find themselves obliged to compete with more demands on learnersí attention: What is an adult learnerís motivation to engage? What should the instructor do to keep the adult learner motivated and engaged? How can an American adult effectively and efficiently learn Chinese? What should an American adult do inside and outside of the classroom to improve his literacy levels in Chinese?
This paper is to investigate how to promote
learning engagement when teaching American adults who learn Chinese as a
foreign language. This paper will commence by examining the trend of learning
Chinese in the