Resources for Chinese language teachers are organized into the following areas: curriculum development, student assessment, and professional development. The resources for curriculum development are organized into five sections: (a) foreign language pedagogy; (b) curriculum design; (c) curriculum, foreign language, and technology standards; (d) lesson plan websites; and (e) vendors. For student assessment, the Student Oral Proficiency Assessment (SOPA), developed by the Center for Applied Linguistics, is included as an example of a language assessment. Professional associations for Chinese and foreign language teachers are listed under professional development. Other resources regarding curriculum development and professional development will be included in the future. If you have suggestions of resources to include, please contact Dr. Chengbin Yin at cyin@cal.org.

1. Curriculum Development The resources for curriculum development are organized into five sections: (a) foreign language pedagogy; (b) curriculum design; (c) curriculum, foreign language, and technology standards; (d) lesson plan websites; and (e) vendors.

2. Student Assessment For student assessment, the Student Oral Proficiency Assessment (SOPA), developed by the Center for Applied Linguistics, is included as an example of a language assessment.

3. Professional Development Professional associations for Chinese and foreign language teachers are listed under professional development.


1. Curriculum Development:


a. Foreign language pedagogy:

Curtain, H., & Dahlberg, C. A. (2004). Language and children — Making the Match: New languages for young learners. Boston, MA: Allyn and Bacon. 

Brown, H. D. (2000). Principles of language teaching and learning (4th ed.). White Plains, NY: Addison-Wesley Longman.

Shrum, J. L. & Glisan, E. W. (2004). Teacher’s Handbook: Contextualized Language Instruction (3rd ed.). Boston: Heinle.


b. Curriculum design:

Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria, VA: ASCD.


c. National and state curriculum, foreign language, and technology standards:

• National Standards in Foreign Language Education Project. (1999). Standards for foreign language learning in the 21st century. Yonkers, NY: ACTFL. See also for a summary of standards: http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf
  
  
• Maryland Voluntary State Curriculum

• National Educational Technology Standards
  
  

d.  Lesson plan websites:

• http://school.discoveryeducation.com/lessonplans/
• http://www.eduref.org/Virtual/Lessons/index.shtml
• http://www.educationworld.com/a_tsl/archives/index.shtml
• http://www2.scholastic.com/browse/lessonplans.jsp
• http://www.lessonplanspage.com/index.html
• http://teacher.scholastic.com/products/instructor/lesson_plans.htm
  
  

e.   Vendors:

• Cheng & Tsui Company: www.cheng-tsui.com

• China Sprout: www.chinasprout.com

• EducAsian: www.educasian.com

• China Books: www.chinabooks.com

• Beijing Language and Culture University Press: http://www.blcup.com/index.asp

• Teach Me Tapes Inc.: www.teachmetapes.com

• Master Communications: www.master-comm.com

• Culture for Kids: www.cultureforkids.com

• Asia for Kids: www.asiaforkids.com

• The office of Chinese Language Council International: www.hanban.edu.cn
  
  

2. Student assessment:

Student Oral Proficiency Assessment (SOPA)



3. Professional associations for Chinese language teachers:

• Asia Society: http://www.askasia.org/

• 全美中小学中文教师协会 (Chinese Language Association of Secondary-Elementary Schools; CLASS): http://www.classk12.org/

• 中文教师协会 (Chinese Language Teachers Association; CLTA): http://clta-us.org/

• National Council of Less Commonly Taught Languages: http://www.councilnet.org/index.htm

• American Council on the Teaching of Foreign Languages (ACTFL): http://www.actfl.org/

• International Society for Technology in Education: http://www.iste.org/