Chinese language studies

Transkriptio

1 Chinese language studies Experiences of Meilahti since year Pia Näsman Hao 1

2 My first Chinese teacher. was so good that I still keep on studying Chinese! Pia Näsman Hao 2

3 Chinese instruction at Meilahti Primary School A languge starting at grade students in grades students in bilingual program 2 Chinese language teachers + 2 subject teachers Pia Näsman Hao 3

4 Chinese at Meilahti Lower Secondary School B language, 16 students at grades students in bilingual program (A language) The path after the grade 9 Ressu and Itäkeskus Upper Secondary Schools Haaga Helia Evening classes, exchange programs, internet Pia Näsman Hao 4

5 Partners Co operation with Hanban Beijing Yucai school and Konfucius institute Pia Näsman Hao 5

6 EUROPEAN LANGUAGE LABEL 2010 Description The early language teaching project is nationally important. Chinese is taught as a foreign language and also by using CLIL.The aim is working bilingualism. Co operation with Chinese authorities is close. Also the pupils who do not study Chinese have an opportunity to learn more about China and Chinese culture. The follow up of the project is organised, and the model can be adapted in the teaching of other languages. Teaching Chinese continues from primary education to later stages. The project is also important to economic and working life and corresponds to their needs. Educational sectors Main sector Primary Additional sector Secondary Themes 1. Early language learning 2. CLIL Content and language integrated learning 3. Intercultural awareness (any language) Pia Näsman Hao 6

7 Chinese at grades 1 2 Contents: numbers, colors, fruits, animals, classroom utensils, family, food etc. Singing Games (memory games, bingo, fruit salad, color games etc.) Some simple pictographic characters. Drawing pictures for characters. Chinese should be used as much as possible in classroom routines and communication but Finnish is needed for detailed orders, discipline and explanations Pia Näsman Hao 7

8 Curriculum for A language Oral skills are in the focus in grades 1 6 Literacy skills will be gradually increased from grade 3 onwards Listening speaking reading writing Pinyin system supports oral skills Character recognition and computer aided learning vs. handwriting Pia Näsman Hao 8

9 Materials for A Chinese 汉语乐园 Kiinalainen huvipuisto and plenty of other materials offered by Hanban. From grade 4 onwards the teacher needs to modify and create materials wordlists, texts, dictionaries and exercises Pia Näsman Hao 9

10 B2 Chinese, grades 8 9 Emphasis on oral skills, learning strategies and cultural knowledge Day to day speaking situations, personal information and hobbies, everyday life, travelling Writing short texts and messages Textbook: 走吧 Zouba (Tanja Kettunen) Pia Näsman Hao 10

11 Va Valinnainen kieli luokilla (B2) Valinnaisen kielen opetuksen tulee painottua puheviestintään kaikkein tavanomaisimmissa arkipäivän tilanteissa ja toimia samalla johdantona pitempikestoisille kyseisen kielen opinnoille toisen asteen koulutuksessa. (Puheen ja kirjoittamisen osalta taso A1.1 A1.2 ja kuullun ja luetun ymmärtämisen osalta taso A1.2 A1.3. ) Oppilas oppii tuntemaan ja ymmärtämään suomalaista kulttuuria ja kohdekulttuuria sekä tutustumaan niiden välisiin keskeisiin yhtäläisyyksiin ja eroihin. Oppilas oppii käyttämään rohkeasti kielitaitoaan hyödyntämään muissa kielissä hankkimiaan tietoja, taitoja ja strategioita arvioimaan omaa työskentelyään ja kielitaitonsa eri alueita suhteessa tavoitteisiin Pia Näsman Hao 11

12 Chinese text in the text can look like this 你好! 我叫王和 我今年十二岁 我是中国人 我们一家人住在上海 我家有五口人 : 爸爸, 妈妈, 哥哥, 妹妹和我 我爸爸是中学老师 我妈妈是小学老师 我哥哥是大学生, 他在美国上大学 我妹妹是小学生, 上五年级 我是中学生, 上八年级 Pia Näsman Hao 12

13 Or like this Pia Näsman Hao 13

14 Or like this: Nǐ hǎo! Wǒ jiào Wáng Hé. Wǒ jīn nián shíèr suì. Wǒ shì Zhōngguǒrén. Wǒmen yìjiārén zhù zài Shànghǎi. Wǒ jiā yǒu wǔ kǒu rén: bàba, māma, gēge, mèimei hé wǒ. Wǒ bàba shì zhōngxué lǎoshī, wǒ māma shì xiǎoxué lǎoshī. Wǒ gēge shì dàxuéshēng, zài Měiguó shàng dàxué. Wǒ mèimei shì xiǎoxuéshēng, shàng wǔ niánjí. Wǒ shì zhōngxuéshēng, shàng bā niánjí Pia Näsman Hao 14

15 Or like this 你好! 我叫王和 我今年十二岁 我是中国人 我们一家人住在上海 我家有五口人 : 爸爸, 妈妈, 哥哥, 妹妹和我 我爸爸是中学老师 我妈妈是小学老师 我哥哥是大学生, 他在美国上大学 我妹妹是小学生, 上午年级 我是中学生, 上八年级 Nǐ hǎo! Wǒ jiào Wáng Hé. Wǒ jīn nián shíèr suì. Wǒ shì Zhōngguǒrén. Wǒmen yìjiārén zhù zài Shànghǎi. Wǒ jiā yǒu wǔ kǒu rén: bàba, māma, gēge, mèimei hé wǒ. Wǒ bàba shì zhōngxué lǎoshī, wǒ māma shì xiǎoxué lǎoshī. Wǒ gēge shì dàxuéshēng, zài Měiguó shàng dàxué. Wǒ mèimei shì xiǎoxuéshēng, shàng wǔ niánjí. Wǒ shì zhōngxuéshēng, shàng bā niánjí Pia Näsman Hao 15

16 Too often you can see text like this nĭ hăo wŏ jiào wáng hé 你好! 我叫王和 Nǐ hǎo! Wǒ jiào Wáng Hé. wŏ men yī jiā rén zhù zài shàng hăi 我们一家人住在上海 Wǒmen yì jiārén zhù zài Shànghǎi. Teacher needs to rewrite the pinyin texts Pia Näsman Hao 16

17 New or passive vocabulary can appear in text first in pinyin: 你有 xiōngdìjiěmèi 吗? 没有 我是 dúshēngnǚ. 我是 dúshēngzǐ 你妈妈工作吗? 工作 你妈妈呢? 她也工作 她是 shāngrén 你妈妈做什么工作? 她是 mìshū Pia Näsman Hao 17

18 Politics... can lead to drop of number of student. indoctrination is a natural part of Chinese educational system but should be avoided in Finnish schools Pia Näsman Hao 18

19 Hopefully We ll get a special program for training Chinese teachers We ll soon have more schools offering Chinese (A and B language) We ll have more Chinese textbooks and software and other materials designed for Finnish students We will get a national curriculum for Chinese language Pia Näsman Hao 19

20 谢谢! Pia Näsman Hao 20