Date of Award
Master of Second Language Teaching (MSLT)
Languages, Philosophy and Communication Studies
Dr. Karin deJonge-Kannan
This portfolio is founded on the author’s principles of communicative teaching for Chinese language learners, which were cultivated and developed in the Master of Second Language Teaching program. The initial part of the portfolio is the teaching philosophy, which contains the author’s beliefs of teacher and student roles and effective teaching approaches in the Chinese as a foreign language classroom. The teaching philosophy is supported by three artifacts, which further clarify how to associate culture, literacy, and linguistics with language learning. The literacy artifact explains the process of Chinese and English biliteracy acquisition. The culture artifact is a comparison of apologetic expressions in Chinese and English to emphasize the importance of embedding culture into language learning. The language artifact focuses on learners’ need for academic and social language when learning a foreign a language. Additionally, there is a self-reflection of teaching, which is based on a video recording of a beginning Chinese class. The final section consists of an annotated bibliography containing the most important books and articles that support the author’s teaching philosophy.
Tsai, Hsiao-Mei, "Communication-Based Teaching for Chinese Language Learners" (2013). All Graduate Plan B and other Reports. 280.
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