The Center for International Foreign Language Teacher Education (CIFLTE)’s 2022-2023 TCSOL One-year Certificate Program is STILL accepting applications!

The Center for International Foreign Language Teacher Education (CIFLTE)’s 2022-2023 TCSOL One-year Certificate Program
is STILL accepting applications!

The Teaching Chinese to Speakers of Other Languages (TCSOL) One-Year Certificate Program is a year-long academic program perfect for pre-service and in-service teachers of Chinese who want to develop or improve their teaching abilities!

Why join?

  • Interesting and relevant coursework: Instruction focuses on designing and implementing a curriculum for the TCSOL classroom. The program provides coursework in Chinese language pedagogy and educational linguistics, in addition to a practical teaching component.

  • Convenient schedule: Classes are held on Fridays and Saturdays, perfect for graduate students and full-time teachers! Students have the option of taking classes in-person or online.

  • Pathway into masters and doctoral programs: The certificate program can serve as a transition program into one of TC’s graduate programs in TESOL or Applied Linguistics. Students admitted into TC’s Applied Linguistics or Bilingual Education Master’s programs may also transfer up to six credits from the Certificate Program.

  • Access to our network of educators: Graduates from the one-year program will be included in the CIFLTE alumni network and receive information about conferences, job openings, and networking opportunities.
 Application Deadline: August 1st
Faculty members at CIFLTE 
Here what one of our students said about the program:
Ready to apply? Here’s how! 

Submit the following items to ciflte@tc.columbia.edu

NOVA Daily Flyer News Articles about Dr. Dali Tan’s Students

NOVA STUDENT LANDS GLOBAL SCHOLARSHIP!

December 10, 2020 / Our Nighthawks

Dr. Dali Tan Co-authored OER Website and Instructional Materials

NOVA STARTALK eTower

https://etower.nvcc.edu/

NOVA STARTALK eTower Tutorial

https://vccs.instructuremedia.com/embed/40c44062-73c6-4a7b-a19d-8f9849f3b006

Co-author Insights: Chinese Language, Culture, and Society, Cengage Learning Asia, (Singapore: 2021).

Co-author Step Up to AP: Chinese Language, Culture, and Society, Cengage Learning (Singapore: 2019).

Co-author of Step Up with Chinese, Vol. 3, Cengage Learning (Singapore: 2015).  A Chinese textbook for middle school and high school students.

Co-author of Step Up with Chinese, Vol. 2, Cengage Learning (Singapore: 2013).  A Chinese textbook for middle school and high school students.

Co-author of Step Up with Chinese, Vol. 1, Cengage Learning (Singapore: 2011).  A Chinese textbook for middle school and high school students.

 

Dr. Dali Tan’s Publications in Chinese

STARTALK eTower: 一个有效提高学习者能力以及学习自主性的开放式教育资源 (STARTALK eTower: An Effective OER to Promote Chinese Language Proficiency and Learner Autonomy) Dali Tan, Lei Wu, Rui Huang and Zhen Wang in Journal of Technology and Chinese Language Teaching, Volume 13 Number 1, (June 2022): 74-100.  http://www.tclt.us/journal/

通过批判性话语分析提高中文教材的文化多样性和包容性—采用《中文听说读写》教学的经验总结、反思及展望 （Improving the Representation of Cultural Diversity and Inclusiveness in Chinese Textbooks through Critical Discourse Analysis—Experience, Reflection and Prospect in Teaching with Integrated Chinese）Dali Tan, Lei Wu, and Rui Huang in International Journal of Chinese Language Teaching. 3:2 (2022):  54-64. https://www.clt-international.org/journal/lists/folder/5MTYu2M2Ez/

STARTALK eTower: 一个提高中文能力和培养学习自主性的共享网络资源平台.( STARTALK eTower: An OER Website that Promotes Chinese Language Proficiency and Learner Autonomy). 109-122 Dali Tan, Lei Wu, Zhen Wang, and Rui Huang, Jiang, S., Liang, N., Da, J., & Liu, S. (Eds.). (2021). Proceedings of the 11th international conference and workshops on technology and Chinese language teaching. http://www.tclt.us/tclt11/proceedings.php

“A Look at the Native Language Education, “Studies in Native Language Education Textbooks, edited by Hong Zongli, Liu Shizhen and Ni Wenjin, Volume 8,  Jiangsu Education Press, (2008): 30-71.

“Popular Novels: A Reflector of the Psychology and Wish of the American Readers.” Journal of Nanjing University, 2 (1987): 116-122.

“Feminist Criticism: An Introduction.” Arts Studies 2 (1987): 43-45.

“Two Different Styles Portraying the Same Mental Agony: the Different Techniques of Expression Employed in Li Qingzhao’s Ci and Emily Dickinson’s Poems.” Social Sciences 7 (1986): 48-50.

“A Brief Analysis of Joseph Heller’s Catch-22,” Journal of Nanjing University, Graduate Students’ Special Issue. (1986):  57-60.

“The Poet Ernest Hemingway.” Journal of Liaoning University 5 (1986): 25-26.

“An Empirical Orphan in the Theoretical Storm: The Coming into Being and Development of Feminist Criticism.” Journal of Nanjing University (1986 Supplement): 67-72.

Dr. Dali Tan’s Publications in English

Dr. Dali Tan’s Selected Publications in English 

 “STARTALK eTower: Increasing Chinese Language and Cultural Proficiency Through Open Access Online Technology” by Dali Tan, Angela Gunder, Shaoyu Chi, and Susan Picard in Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends, Lexington Books: Lanham.Boulder.New York.London  (2020): 1-16.

   “Pearls of Ancient Chinese Wisdom for Twenty-First-Century CFL Classrooms.” Explorations in Teaching Chinese as as Second Language. Cheng & Tsui. Boston (2019):197-211.

Building Global Communities: Working Together toward Intercultural Competence” by Dali Tan and Elizabeth Barbour. NECTFL Review 79. (2017), 197-212.

“The Power of Pattern Stories for Chinese Literacy” by Helena Curtain and Dali Tan. International Chinese Language Education. Foreign Language Research and Teaching Press, Beijing. 1: 1, (2016), 87-102.

“The Short-Term Homestay as a Context for Language Learning: Three Case Studies of High School Students and Host Families” by Celeste Kinginger, Qian Wu, Sheng-Hsun Lee and Dali Tan. Study Abroad Research in Second Language Acquisition and International Education. John Benjamins Publishing Company:  Amsterdam/Philadelphia 1:1 (2016), 34-60.

“Discussing Emily Dickinson in Chinese: Lessons from the Cooperative Translation Project.” Laura Lauth with Dali Tan. Comparative Literature & World Literature. Peking University Press (December 2015): 184-198.

“Contextualized Language Practices as Sites for Learning: Mealtime Talk in Short-Term Chinese Homestays.” Celeste Kinginger, Sheng-Hsun Lee, Qian Wu and Dali Tan. Applied Linguistics. Oxford University Press (2014): 1-26.

“Exploring the potential of high school homestays as a context for local engagement and negotiation of difference–Americans in China.” Dali Tan & Celeste Kinginger. In Social and Cultural Aspects of Language Learning in Study Abroad, by Kinginger, Celeste (ed.).  John Benjamins Publishing Company:  Amsterdam/Philadelphia. (August 2013): 155-177.

“Criteria to Guide Textbook Decisions: Reflections from a Classroom Teacher and Teacher Trainer.” Teaching Chinese as a Foreign Language.  Nanjing:  Nanjing University Press ( April 2011):54-69.

“Study Abroad in China: Transformation of Students’ Perspectives on the World and Themselves.” Study Abroad in the Chinese Context, Beijing:  Peking University Press. (January 2008): 267-281.

“Roundtable on the Fourth World Conference on Women and the NGO Forum, 1995.” Co-authored with Sharon K. Hom, Ma Yuanxi, Wang Zheng and Zhong Xueping. Chinese Women Traversing Diaspora: Memoirs, Essays, and Poetry. New York: Garland Publishing, Inc. (1999): 211-241.

“Negotiating Cultural and Linguistic Differences in Translation through Transformation.” and “A Few Words on Translating Emily Dickinson into Chinese.” The Emily Dickinson Journal. (1997): 30-35 and  114-118.

“Keeping Chinese Girls in School: Effective Strategies from Hubei Province” by Dali Tan and Dawei Tan. The American Association of University Women Educational Foundation, Washington, DC, 1995.

“Reception Studies and the Politics of Canon Formation: Bing Xin and Tagore: Guo Moruo and Whitman.” American Comparative Literature Association Bulletin 24.2 (Spring/Summer, 1993): 104-121.

“Power Relations in Influence and Reception Studies: Bing Xin and Mirror-lyric Poetry.” Michigan Feminist Studies (Spring 1993): 35-51.

“Post-Colonial Discourse and the Handmaid’s Tale.” Semiotics 1991: Proceedings of the Sixteenth Annual Meeting of the Semiotic Society of America. J. Deely and T. Prewitt Eds. Lanham, Maryland: University Press of America (1993): 169-175.

“Chinese Women Writers and Western Lyric-love Poetry.” Comparative Literature in Canada 23.2 (Fall 1992): 73-75.

“Sexism in the Chinese Language.” National Women’s Studies Association Journal 2.4 (autumn, 1990): 635-639.

“The Warped Characters and the Abnormal Rebellions–A comparison between Lu Xun’s Ah Q and Dostoyevsky’s Underground Man.” Border crossing–Comparative Literary Studies from China and Other Parts of the World.  Shenyang: Leaning University Press (1987): 102-116.

Links to Published Journal Articles by Dali Tan and Her Co-authors

  1. STARTALK eTower: 一个有效提高学习者能力以及学习自主性的开放式教育资源
    (STARTALK eTower: An Effective OER to Promote Chinese Language Proficiency and Learner Autonomy)

谭大立 (Tan, Dali), 北弗吉尼亚社区学院 (Northern Virginia Community College)
吴雷 (Wu, Lei), 佛罗里达国际大学 (Florida International University)
黄瑞 (Huang, Rui), 斯坦福大学 (Stanford University)
王真 (Wang, Zhen), 布兰迪斯大学 (Brandeis University)
pp. 74-100

Bilingual Abstract: http://www.tclt.us/journal/abstractshow.php?id=135

2.  通过批判性话语分析提高中文教材的文化多样性和 包容性——采用《中文听说读写》教学的经验总结、 反思及展望 (Improving the Representation of Cultural Diversity and Inclusiveness in Chinese Textbooks through Critical Discourse Analysis—Experience, Reflection and Prospect in Teaching with Integrated Chinese)

谭大立
北弗吉尼亚社区学院，美国

吴雷
弗罗里达国际大学，美国

黄瑞
斯坦福大学，美国

摘要
本文以批判性话语分析理论为框架，对《中文听说读写》第四版（第一册、第二册）中的多元文化内容进行分析。虽然较之前版本改进很多，但从批判性话语分析理论角度来看，该教材仍存在不足之处。主要包括缺少对中国和世界文化多样性的体现，片面突出某种文化，忽视性别身份，未关注中美不同跨文化表达方式，强化刻板印象等问题。在此基础上提出修改建议：增加文本内容的多样性和针对性，增加批判性，加强语言和文化学习的联系，结合社会热点设计分级阅读等。总之，笔者认为《中文听说读写》第四版（第一册、第二册）瑕不掩瑜，本文提出的建议仅供教材编写者以及使用这套教材的老师们参考，旨在促进教材的发展。

关键词
《中文听说读写》，中文教学，文化教学，批判性话语分析理论

Improving the Representation of Cultural Diversity and Inclusiveness in Chinese Textbooks through Critical Discourse Analysis—Experience, Reflection and Prospect in Teaching with Integrated Chinese

Dali Tan
Northern Virginia Community College, USA

Lei Wu
Florida International University, USA

Rui Huang
Stanford University, USA

Abstract
Employing the Critical Discourse Analysis theory, this paper analyzes the cultural content in the fourth edition of “Integrated Chinese” (Volumes I and II). Although much improved from the previous editions, the textbook still has some shortcomings such as lack of representation of cultural diversity in China and the world, one-sided highlighting of a certain culture, neglect of gender equality and identity, reinforcement of some stereotypes and so on. Based on their analysis of the content of “Integrated Chinese” and their over decade of usage experience, the authors have made some concrete and feasible suggestions for textbook writers, instructional materials developers, and teachers. These suggestions include: increase the representation of diversity both in China and the world, enhance content relevance to the learners, strengthen the connection between language and culture learning, empower teachers’ agency and capacity to develop their own Open Educational Resources to supplement their instructional materials so their students from diverse background can truly see themselves in the content of the course and as legitimate users of Chinese in their life and careers, and design graded reading in conjunction with social and culturally current topics that are of great interest to learners, etc. This paper also hopes to help Chinese teachers take full advantage of the multicultural assets our learners bring into our classrooms so they can all have a deeper understanding and appreciation of their own cultural identities and Chinese and other cultures. This will help learners become better thinkers, more effective cross-culture communicators, and educated citizens of the world.

Keywords
Integrated Chinese, CFL instruction, teaching of Chinese cultures, critical discourse analysis

Full Article Link:

 

Three Versions of Popular Qingmingshanghetu (清明上河图）

 

张择端清明上河图全图

https://www.sohu.com/a/213079813_182328

哈佛大学清明上河图介绍

https://ealc.fas.harvard.edu/qingming-scroll

 

当代清明上河图

https://www.meipian.cn/1qvc9yk1

核酸检测上河图

https://image.baidu.com/search/index?tn=baiduimage&ps=1&ct=201326592&lm=-1&cl=2&nc=1&ie=utf-8&dyTabStr=MCwzLDYsMSwyLDQsNSw3LDgsOQ%3D%3D&word=%E6%A0%B8%E9%85%B8%E6%A3%80%E6%B5%8B%E4%B8%8A%E6%B2%B3%E5%9B%BE