Curriculum
TEACHING CHINESE AS A FOREIGN LANGUAGE (TCFL)
The degree requires 36 credit hours of graduate course work of which 16 credit hours will be taught by Saginaw Valley State University and 20 credit hours will be taught by Ming Chuan University. Upon the completion of 36 credit hours, students will be granted with two graduate degrees, Master of Arts (M.A.) by SVSU and Master of Arts in Teaching Chinese as a Foreign Language (MATCFL) by MCU-MI (it is required to complete a thesis to earn the degree).
A DESCRIPTION OF REQUIRED COURSES IS AS FOLLOWS
1ST SEMESTER - FALL
Introduction to U.S. Culture, Language and the Educational system
This course will provide an in-depth understanding and first-hand experience of the U.S. environment, from which many of their future clients are likely to originate. Students will explore the various aspects of diversity, including language diversity within the U.S.A., as well as commonalities found in the American experience. Particular attention will be given to the attitudes toward language and education found in the U.S.A.
Credit: 3
2ND SEMESTER - Winter
Fundamentals of Instructional Methodology, Assessment and Environments for Language Learning
Students will learn about methods of instruction, including grouping strategies and differentiating instruction for different types of adult learners. Emphasis in methodology would be on task-based and content-based learning. Assessment will include the basic concepts and issues of assessment, the variety of assessments, and the appropriate use of assessments according to the learning environment, desired outcomes, and clientele. As overall success is likely to be determined by the clients’ ability to carry out tasks in their work environment, TCFL candidates must be especially prepared to carry out performance, task-based assessments.
Credit: 3
3RD SEMESTER - Fall
Professional English for Foreign Language Teaching
Designed to familiarize students with the variety of language registers used in various workplaces from which CSL/ CFL learners are likely to come. This applied language pedagogy course also explores issues which are most likely to interfere with or promote the successful learning of Chinese, such as the acquisition of Chinese orthography, understanding and speaking a tonal language, and the availability of mobile electronic devises for language practice. Students would split their hours between formal classroom instruction/discussion and workplace settings. Apart from specific language usage, students would be learning about the culture of U.S. workplace environments
Credit: 4
4TH SEMESTER - Winter
Teaching Chinese as a Foreign Language through Literature
This subject introduces prospective Chinese-Language teachers to the use of literary texts in the teaching of Chinese as a foreign language. The subject first provides and introduction to Chinese literature from a Western perspective; namely, basic issues and approaches that form the foundation for the reading of Chinese literature in Western countries. This is the foundation for an exploration of how literature fits into the Chinese language pedagogy. Then the subject covers a variety of specific topics, demonstrating how literature can be used as a pedagogical supplement in the teaching of both written and spoken Chinese. Finally, student will be asked to carry out independent projects modeling the use of literature in pedagogy.
Credit: 2