This page focuses on the course 21G.107 Chinese I (Streamlined) as it was taught by Min-Min Liang in Fall 2014.
This course, in combination with 21G.108 Chinese II (Streamlined), constitutes the elementary level of the streamlined Chinese sequence. Taught entirely in Chinese, the course is designed for students who have basic Chinese conversational skills, but who lack a corresponding level of literacy. The focus of the course is on learning standard language usage, reading in both full and simplified characters, and writing.
Course Goals for Students
- Develop Chinese literacy skills
- Increase Chinese speaking proficiency
Meet the Instructor
In the following video, Min-Min Liang shares her academic background and teaching experience.
In the following videos, Min-Min Liang describes various aspects of how she teaches 21G.107 Chinese I (Streamlined).
|English-language Videos||Chinese-language Videos|
|Instructor Interview: Philosophical Approach to Language Teaching |
Instructor Interview: Philosophical Approach to Language Teaching
|中文快班的教學哲學 / 中文快班的教学哲学 |
中文快班的教學哲學 / 中文快班的教学哲学
|Instructor Interview: Teaching Heritage Learners in a Streamlined Language Course |
Instructor Interview: Teaching Heritage Learners in a Streamlined Language Course
|教導具華語基礎的學生 / 教导具华语基础的学生 |
教導具華語基礎的學生 / 教导具华语基础的学生
|Instructor Interview: Teaching with Lingt Technology |
Instructor Interview: Teaching with Lingt Technology
|使用Lingt於課堂教學 / 使用Lingt于课堂教学 |
使用Lingt於課堂教學 / 使用Lingt于课堂教学
|Instructor Interview: Assessing Students’ Language Learning |
Instructor Interview: Assessing Students’ Language Learning
|評量學生的語言學習 / 评量学生的语言学习 |
評量學生的語言學習 / 评量学生的语言学习
|Instructor Interview: Incorporating Authentic Text Going Forward |
Instructor Interview: Incorporating Authentic Text Going Forward
|未來教材的更新與展望 / 未来教材的更新与展望 |
未來教材的更新與展望 / 未来教材的更新与展望
Placement test and permission of instructor
Every fall semester
The students' grades were based on the following activities:
Instructor Insights on Assessment
Breakdown by Year
Breakdown by Major
Mostly computer science and engineering
Typical Student Background
Students tend to be heritage language learners. Most are advanced-beginners, with a speaking level of intermediate-low. Prior to the course, many cannot read or write Chinese. Some attended “Chinese School” once a week during their childhoods, but most have forgotten what they learned during these experiences. Many students want to learn Chinese in order to be able to converse with family members who do not speak English. They also seem to value the advantage that fluency in multiple languages offers them in a society that is becoming more globalized.
Ideal Class Size
Having fewer than 20 students in the class allows students to have more speaking opportunities. This is important because students tend not to speak Chinese outside of class. To get the most of the course, they need to speak frequently during each class session.
During an average week, students were expected to spend 12 hours on the course, roughly divided as follows:
- Met 3 times per week for 50 minutes per session; 39 sessions total; mandatory attendance.
- Several class sessions were devoted to learning about the sounds of the language and the ways in which these sounds are represented in the pinyin system of transcription. Character writing was also introduced.
- Textbook lessons began during the fifth week of the course.
- Classroom activities included discussing the content of the texts, short reports and performances based on the texts, practicing relevant grammatical patterns, sight reading of supplementary materials, and daily quizzes.
Out of Class