• Chair: Bai Jianhua, CLTA President
  

The Discourse Aspect of Chinese Language Teaching

Chair: Wendan Li

• Instruction and Acquisition of Discourse Structures, Janet Zhiqun Xing, Western Washington University
• Delaying and Repair Strategies in Conversation and Spoken Language Teaching, Hongyin Tao, UC Los Angeles
• L2 Acquisition of Chinese Topic Chains: Developmental Sequence and Contributing Factors, Yun Xiao, University of Massachusetts at Amherst
• Teaching Topic Chains to Reflect the Coding Strategy of the Chinese Language, Wendan Li, UNC at Chapel Hill

On-line Chinese Placement Test: Assessing All Four Skills

Chair: Meng Yeh

• The Development of the Rice Online Chinese Placement Test, Meng Yeh, Rice University
• The Implementation of the Rice Online Chinese Placement Test, Chaomei Shen, Rice University
• Online Proficiency Test in ExTemplate, Claire Bartlett, Rice University
• Towards Collaborative Learning: The Implementation of Peer Response in Online Courses, Haidan Wang, University of Hawaii

Empirical Studies on CFL Acquisition: Orthography and Syntax

Chair: Helen H. Shen

• The Development of Radical Knowledge and Its Impact on Character Acquisition among Beginning CFL Learners, Helen H. Shen, University of Iowa
• Orthography and Reading Competence Development Among Intermediate Learners of Chinese as a Foreign Language, Chuanren Ke, University of Iowa
• Discourse Functions of le and its Acquisition by American Learners,  Lixia Ma, University of Iowa
• A New Research Perspective on Traditional vs. Simplified Character Learning for CFL Students, Chia-hui Ch’iu, University of Iowa

How to Integrate Classical and Modern Chinese in Instruction

Chair: Chih-Ping Chou

• An Analysis of the Current Status of Classical Chinese Instruction in the USA, Chih-Ping Chou, Princeton University
• Teaching Grammar in Traditional Chinese Literature Reading, Xia Liang, Washington University at St. Louis
• Understanding and Teaching Classical Chinese Function Words, Yongping Zhu, University of Wisconsin-Madison
• The Combination of Classical and Modern Chinese in Language Teaching, Wei Wang, Princeton University

Standards-Based Teaching Units for K-12 Chinese Classes

Chair: Lucy Lee

• Performance-based Activities for Elementary School Students, April Song, George Jackson Elementary School, Jericho, NY
• Learning Chinese Through TPR Storytelling – A Model Lesson for Middle-school Students, Yuancho Meng, Oak Hill Middle School, Newton, MA
• Standards-based Module Lesson for High School Students, Jeannie Subisak, Columbus Academy, Gahanna, OH
• Discussant: Chih-Wen Su, Amherst Regional High School, Amherst, MA

Integrating technology into Chinese Material Design

Chair: Fang-yi Chao

• Activity Types for Learning Chinese on the Web, Tao-chung Yao, University of Hawaii
• Creating Web-based Activities for Chinese Language Instruction: Principles and Applications, Fang-yi Chao, University of Colorado
• Zhuyin Right in MS-Word: Introducing the Design and Functions of a ZhuyinSoftware Program, Cheng-zhi Chu, Stanford University
• Building Chinese Vocabulary on the Flash,Song Jiang, University of Hawaii

Field Building and Creative Language Teaching:

Chair: Claudia Ross

• The Chinese Language Field Initiative: A Summary Report, Scott McGinnis, Defense Language Institute-Washington Office
• Chinese Language Studies: The State of the Field, Claudia Ross, College of the Holy Cross
• Establishing a “Global Chinese Language and Culture Center” with Standards of SCORM and LOM, Fengzhu Luo, Taiwan Yuanzhi University
• Teaching Chinese in Context - Balancing Power and Politeness. Huey H. Lin,
  University of California, Los Angeles

Studies on Classroom Input and Second Language Acquisition

Chair: Xiao Hong Wen

• Instructors’ and Learners’ Beliefs about Target Language Use, First Language Use, and Learner Anxiety in Chinese Language Classes: A Questionnaire Study. Li-Chun Lee-Thompson, Butler University
• Learner Data and Validity in Studies of Chinese as a Second Language. Jun Yang, University of Chicago
• An Application of “Structured Input” into Listening Comprehension Practice for Japanese-speaking Learners of Chinese: A Case of Bu and Mei, Aiqun Liu, Graduate School of International Media & Communication, Hokkaido University
• Instructional Effects on the Acquisition of Chinese as a Foreign Language. Xiaohong Wen, University of Houston

CLASS Board Meeting

Newly Available Teaching Materials with Distinctive Features

Chair: Rongrong Liao

• Wit and Humor: An Easy Chinese Reading Series to Be Published, Biao Wang, Beijing Language and Culture University Press
• NCC—An Innovative Chinese Primer Series for American College and High School, Xiaozhou Wu, Santa Monica College
• A Digitized Task-based Intermediate Chinese Course, Patrick Lin, Defense Language Institute
• Features and Practicality of 100+ Online Interactive Reading Lessons, Rongrong Liao, Defense Language Institute

Modified Input/Interaction in the Chinese Classroom? An Examination on Repetition, Teacher Questions, and Topic Chains

 Chair: Yixiu Chen

• A Study of the Relationship between Pedagogical Repetition and Student Feedback, Xiaoyun Liang, National Taiwan Normal University
• A Study of the Relationship between Teacher Questions and Student Response: A Comparison between the Cases of Beginner and Intermediate CFL Classes, Yixiu Chen, National Taiwan Normal University.
• A Study of the Relationship between Side Sequence and Student Interaction: The Function of Triggers and Indicators,Alice Lee, National Taiwan Normal University.
• Metacognition and Chinese L2 Reading, Ceclia Chang, Williams College.

Form-focused Instruction and Communicative Task Design and Implementation

Chair: Maiheng Dietrich

• Task Design and Implementation in Business Chinese Teaching, Fangyuan Yuan, University of Pennsylvania
• Form-focused Communicative Tasks in Beginning Level Chinese Class, Maiheng Dietrich, University of Pennsylvania
• Developing a Task-based Language Course for MBA Students, Grace Wu, University of Pennsylvania
• Discussant: Chuanren Ke, University of Iowa

• Bai Jianhua , CLTA President

Beyond the Textbook:  Using Digitized Texts in the Chinese Language Classroom

Chair: Frances Yufen Lee Mehta

• Printed Vs. Digitized Texts in Advanced Chinese Language Courses, Li-ling Hsiao, UNC-Chapel Hill
• Can Technology Reshape Pedagogy?  Using Clavis Sinica with Digitized Texts, Lo Sun Perry, University of Puget Sound
• Have Fun Doing Homework:  The Application and Integration of a Chinese Reading Tool, Frances Yufen Lee Mehta, Cornell University
• Computer Assisted Chinese Learning: Building a Mental Representation of the Tones, Liang Tao, Ohio University

The SAT Subject Test in Chinese

Chair: Kim Kaye

• An Overview of the SAT Chinese Test, Kim Kaye, Educational Testing Service
• Student Voices from the Field, Min Zhang, Indiana Academy & Ball State University
• The Role of Colleges in the SAT Chinese Test, Neil Kubler, Williams College

On Designing a Comprehensive Curriculum of Chinese as a Foreign Language

Chair: Shengli Feng

• The Vocabulary in a Comprehensive Curriculum of Chinese as a Foreign Language, Lening Liu, Columbia University
• The Speech Act in a Comprehensive Curriculum of Chinese as a Foreign Language, Jenny Wang, United States Naval Academy
• Using the Principles of a Comprehensive Curriculum of Chinese to Teach Heritage Students, Emily Huang, Harvard University
• The Syntax in a Comprehensive Curriculum of Chinese as a Foreign Language, Shengli Feng, Harvard University

Teaching Chinese as a Foreign Language Based on Network Techniques

Chair: Jianfei Ma

• Teaching Design and Technical Analysis of the “Great Wall Chinese” Pedagogical Model, Jianfei Ma, Beijing Language and Culture University
• A New Model for Chinese Pedagogy – “Great Wall Chinese” and its Design, Xuemei Zhao, Beijing Language and Culture University
• The Sino-American Network Language Pedagogy Program and its “CHENGONG” Textbook, Songhao Liu, Beijing University
• An Analysis of the Factors which Influence Language Pedagogy in the Network Environment, Fati Wu, Beijing NormalUniversity

Pedagogy and Pedagogical Grammar

Chair: Wenze Hu

• Iconicity in the Teaching of Chinese, Zhengsheng Zhang, San Diego State University
• Pedagogical Grammar and Content-based Instruction for Teaching Chinese, Sue-mei Wu, Carnegie Mellon University
• Conception, Grammar and Teaching, Wenze Hu, Harvard University
• Discussant: Mien-hwa Chiang, University of Pennsylvania

Same or Different—Comparative Studies of Programs Home and Abroad: Curriculum, Textbook, Language Pledge and Post-Study Abroad Placement

Chair: Judy Zhijun Mu

• Learning and Teaching Chinese in the Zone of Proximal Development (ZPD): a Study on a Curriculum Design of Intermediate Chinese in an Overseas Program and a Program on a U.S Campus, Carolyn Kunshan Lee, Duke University
• “Success with Chinese” — Evaluating a New Beginner’s Textbook for Overseas Programs, De An Wu Swihart, University of Memphis
• Enforcing the Language Pledge: A Mission Possible?, Judy Zhijun Mu, Washington University in St. Louis
• Placement after Studying Abroad - A Closer Look at Returned Students, Lunghua Hu, Brown University

On-line Assessment and Teaching Tools: The STAMP (Standards-based Measurement of Proficiency) Project for Chinese

Chair: Madeline K. Spring

• An Overview of the Project, Madeline K. Spring, University of Colorado Boulder
• How Does STAMP Differ from Other Assessment Tools for Chinese, Richard Chi, University of Utah
• Why is STAMP Critical for Students and Teachers on the Secondary Level, Yu-lan Lin, Boston Public Schools
• Responding to External Mandates for Standards-based Foreign Language Teaching, Hongming Zhang, University of Wisconsin Madison

From Pedagogical Grammar to Grammar Pedagogy

Chair: Jianhua Bai

• Innovative Approach to Beginning Chinese Grammar Pedagogy, Meiqing Zhang, Brown University
• Sentence Patterns, “Scenarios” and Grammar Pedagogy, Fang Liu, Oberlin College
• Grammar Pedagogy Beyond the Beginning Level, Li Zhu, Beijing CET
• Discussant: Jianhua Bai, Kenyon College

The Interface of Notion and Discourse: Grammatical Patterns and Strategies in Spontaneous Spoken Chinese and their Pedagogical Applications

Chair: Jianqi Wang

• The Coherency and Incoherency of Spontaneous Spoken Discourse of Mandarin Chinese, Jianqi Wang, Ohio State University
• Using Chengyu the “Wrong” Way: Structure, Strategy and Context in Spontaneous Spoken Discourse, Xiaobin Jian, College of William and Mary
• Performative Grammar: Authentic Discourse as Pedagogical Unit, Matthew B. Christensen, Brigham Young University

Jump-start CALL with Pedagogical Enhancement

Chair: Jennifer Liu

• Pinyin Input Error Analysis, Tianwei Xie, California State University
• Is It Enough to Provide Students Website Addresses ? Hsin-hsin Liang, The University of Virginia
• Cognitive Network for Chinese Character Learning, Jennifer Liu, Indiana University
• Gateway to Chinese Language and Culture: a Computer Template, Dr. Xueying Wang and Prof. Li-Chuang Chi, Johns Hopkins University

Study of Chinese Syntactic Structures and Their Acquisition

Chair: Miaofen Tseng

• Verb-Copying Constructions and Double-Object Constructions in Chinese:  Perspective in Cognitive Constraints on information Processing. Jyun-gwang Fred Chen, Graduate Institute of TCSL, National Taiwan Normal University
• A Comparative Study on the Production of Conditional Sentences in Chinese and English, Miao-Fen Tseng, University of Virginia
• Semantic Analysis of Ye and Its Pedagogical Grammar, Xiu-fen Jian, National Taiwan Normal University.
• Modality Adverbs and Chinese Pedagogy. Shuhui Su, University of Hawaii

Teaching Business Chinese

Chair: Jane Kuo

• Designing of Business Chinese Curriculum, Qian He, University of California San Diego
• Teaching Strategies for Elementary Level of Business Chinese, Tian Yuan, CIEE
• Using Internet to Facilitate a Business Chinese Course, Peng Wang, Georgetown University
• When Professors Listen: Using Presentation to Evaluate Students' True Comprehension, Jane Kuo, Thunderbird, the American Graduate School of International Management

A New Approach in Chinese Language Teaching - Computerized Chinese

Chair: Wen Chao He

• Computerized Chinese: A Completely New Approach in Teaching Chinese, Wen Chao He, New York University
• Get Twice the Result with Half the Effort----Issues on Teaching the Computerized Course, Dela X. Jiao, New York University
• Brand New Chinese--A Fundamental Reform of Chinese Language Curriculum, Qiuxia Shao & Jianna Zhang, New York University

Technology and Language Teaching

Chair: Yeafen Chen

• A web-based Concordancer for Chinese Language Teaching and Research. Jun Da, Middle Tennessee State University
• Reading News Articles with Wenlin: To Use it or not to Use it? Limin Zheng, Foreign Service Institute, State Department
• Killing Two Birds with One Stone: A Chinese Film Course Which Attracts Potential Students and Helps Advanced Students. Yea-Fen Chen, University of Wisconsin-Milwaukee
• On Designing Online Chinese Learning Material,  Kuei-Lan H. Chen, Defense Language Institute