mandarin 103007

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Information about mandarin 103007

Published on March 11, 2008

Author: Reginaldo


MANDARIN CHINESE:  MANDARIN CHINESE Preparing Arkansas Children for a Global Workforce Why Mandarin Chinese?:  Why Mandarin Chinese? “People are finally beginning to pay attention to Mandarin as a major cultural and economic prospect for students,” said Michael H. Levine, executive director of education for the Asia Society. “The push is coming from the defense [community] and government and grass-roots interest from parents” With a Changing World Comes An Urgency to Learn Chinese By Lori Aratani, Washington Post Staff Writer, Washington Post 8/25/06 More Reasons::  More Reasons: School systems in Philadelphia, Houston, New York City and Portland, Ore., are poised to launch Chinese programs. Chicago public schools teach more than 3,500 students in the largest program in the nation. With a Changing World Comes An Urgency to Learn Chinese By Lori Aratani, Washington Post Staff Writer, Washington Post 8/25/06 More Reasons::  More Reasons: In an increasingly global, technological economy, experts say, it isn’t enough to be academically strong. Young people must also be able to work comfortably with people from other cultures, solve problems creatively, write and speak well, think in a multidisciplinary way, and evaluate information critically. (Soft Skills in Demand, Education Week, June 12, 2007) More Reasons::  More Reasons: Non-Asian children are attending the Lansing Chinese School in Michigan because of “an ambitious feeling on the part of the parents” who are “interested in China’s playing an important role in the world” (New York Times, “Non-Asians Show a Growing Interest in Chinese Courses,” November 29, 2006) More Reasons::  More Reasons: Oklahoma has more than 20 teachers from China for secondary Chinese language education. (use emergency certification) Mandarin Chinese is a language listed by the U.S. Dept. of Education as a less-taught, critical language at secondary and college levels The Nat’l Security Education Program offers college students $20,000 to $30,000 a year to study less-taught, critical languages in the countries where the languages are spoken. How can Arkansas be a part?:  How can Arkansas be a part? Two avenues of opportunity are available to Arkansas school districts interested in offering Mandarin Chinese for the 2008/2009 school year. The Chinese government is sending teachers to Arkansas for two years to teach Mandarin Chinese Ameri-can Interconnect Int’L Inc. wishes to contract with school districts to send Mandarin Chinese teachers from Canada to Arkansas. This initiative is being developed by Representative, Janet Johnson and former Speaker of the House, Herschel Cleveland. Hanban Teachers (partnership with UCA):  Hanban Teachers (partnership with UCA) Speak fluent English and one other non-Asian language Have Master Degrees in teaching Chinese as a world language Should be licensed to teach in another discipline area such as Mathematics, Science, etc. Have studied in regards to the American Culture. Working with the University of Central Arkansas:  Working with the University of Central Arkansas UCA works with the Office of Chinese Language Council International (Hanban) under the Chinese Ministry of Education to provide resources for Chinese instruction Hanban can supply a maximum of five (5) teachers for the 2008/2009 school year. UCA will process visas, enter the candidate into the INS database for the background check, greet candidates at the airport, and provide a 3 day orientation before teachers attend the 3 week ADE Non-Traditional Program Hanban’s Responsibilities:  Hanban’s Responsibilities Provide transportation and all costs involved from China to Arkansas and return trip. Provide the stipend for the teacher on a two year contract (usually a 12 month stipend/salary according to the Chinese education system.) Pay transportation costs for teachers to travel home during the summer and the return trip to Arkansas. ADE Responsibilities:  ADE Responsibilities Process all documentation necessary for Chinese teachers to enter the NTLP and assist with Arkansas licensure requirements. Provide information and assistance regarding any Praxis II content tests to be taken. Ensure all teachers have taken and passed the Oral Proficiency Inventory (OPI) (may be administered in China) Obtain written commitments from five (5) school districts in Arkansas to host a Mandarin Chinese teacher to teach in the school district. Host School District Responsibilities:  Host School District Responsibilities Provide housing (or host family) Local transportation Medical Insurance Non-Traditional Licensure Program tuition ($1,200 per year for two years) Assign a mentor for the two year program If the host school district does not want to be responsible for the above requirements they can pay $16,200 yearly to cover these costs. Timeline:  Timeline November 2007 – Commitments from 5-13 school districts. December 2007 – Dr. Hui Wu gets a written commitment from the Chinese government February 2008 – Delegation from Arkansas goes to China to interview prospective teachers June 2008 – Teachers arrive in AR and attend orientation at UCA July 2008 – Teachers begin NTL training. August 2008 – Chinese teachers begin teaching in AR classrooms. Contact Information:  Contact Information Ms. Barbara Culpepper NTL Lead Program Advisor 501 Woodlane Little Rock, AR 72201 (501) 692-5763

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