Published by learningchineseweb
Hello!
This is Yunlin Zhou, B.S. in Health Studies, Monmouth University (MU). Currently, I am studying for my master degrees in Asia Study in Teaching Chinese Language and Culture at Seton Hall University and Corporate & Public Communications (CPC) at Monmouth University. I am a Chinese-American, English is my second language. I have taught Mandarin Chinese for 8 years at Monmouth Chinese School at Marlboro, NJ. Currently, I am teaching Mandarin Chinese at Ranney School for K-12. I am a mother of two and live with my wonderful husband. I love cooking and always eat home-made food. I do not like to eat outside unless I have to. My goal is to use my blog to link more people from different countries and share with each other stories about our languages, cultures, heritages, struggles, and successes. Below is my Statement of Teaching Philosophy
As the second language teacher who is teaching Chinese at a K-12 level, I believe that every one of my students have a natural ability to learn languages when they started to learn Chinese as their second or third language. I believe in “making it real” by which I mean, teaching for understanding learning should correspond to the learner’s natural abilities. This idea comes from Stephen Krashen's “i +1” Theory of Second Language Acquisition.
In order to create a “student-center” learning environment, I serve as a classroom “doctor”, watching, asking, and innovating pedagogy methods in the classroom to fit learners’ need. For example, I have created a “Scrutinize Chinese Words” method for my students to understand the formation of the Chinese characters, words, phrases and sentences through dissecting the words by hands. As John Dewey remarked, "We learn by doing only if we reflect on what we have done." I have blended hands-on and visualized learning with digital technology teaching and learning. It helps me to create maximum chance for learners to be expose to the Chinese language learning environment anytime, anywhere. I believe that this blending of learning will accelerate the natural of language learning. From my students’ work evaluation, it shows the blended methods have been helped students to develop their linguistic knowledge and skills in Chinese listening, speaking, reading and writing. The videos show that the “Scrutinize Chinese Words” is an example of make a searching inquiry and inspect in symbolize experiential learning from learners social life which based on Vygotsky sociocultural theory “Learning is a social process” (Vygotsky, 1978) It opens up the chance for learners to use their natural social ability to enhance their Chinese articulation and expression with cultural respect and understanding.
Making Chinese language learning fun, relevant, and easy for students is my goal. The teaching methods will continue be inquiry-based and student-centered and embody experiential learning and storytelling to ensure that students are both interested and culturally enriched. Class activities will continue guide students to use their senses, such as seeing, hearing, and feeling, to better understands the material. Listening, speaking, reading, and writing skills will grow organically and will integrate gradually into the daily class activities, exercises, project, homework, and assessments. Most importantly, this Chinese class aims to develop students into responsible, culturally competent, and globally-minded citizens
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