Five workshop opportunities are available for the 2020 CLTA Conference. Registration is $15 for each workshop. Workshop participants must also be registered for the full CLTA Conference.


Workshop Title: Teacher Needed: How to Be a Qualified Language Instructor

Presenter: Yongping Zhu 朱永平, University of Notre Dame

Friday April 3rd, 12:30PM-1:30PM, Potomac I

It is highly challenging for novice teachers to go through a job interview successfully and receive a job offer fortunately. There are numerous professional guidelines for the job interview, but different from those guidelines, this workshop will help new teachers to prepare for the job interview by discussing some successful and unsuccessful cases in the job search and discover what the essential characteristics of a language instructor should have and what the ideal candidates should be by providing several practicable tips from both the job applicant and recruiter’s point of view. Participants will learn some necessary strategies for the job interview from this workshop, and also the ways of self-cultivation to be a qualified candidate for language teaching with the abroad, solid professional knowledge and various effective teaching methods.


Workshop Title: Proceed Separately and Strike Together: Enhancing Elementary Chinese Language Teaching and Learning

分进合击:提高初级汉语教学成效

Presenter: John Jing-hua Yin 印京华, The University of Vermont

Friday April 3rd, 12:30PM-1:30PM, Potomac II

The Chinese script and the Chinese tones are two learning obstacles causing anxieties and frustrations among students at the elementary level and beyond; the proposed workshop is, therefore, intended to help teachers at the elementary level learn to actualize the instructional approach of dealing with writing and speaking separately at the elementary level in order to reduce anxieties and frustrations among students.  Specifically, the workshop has two parts. Part One looks at the teaching approaches conventionally and commonly adopted at the elementary level, identifies their common features in terms of the way in which the script and tones are handled, and helps participants see their inadequacy and understand the rationales of having an alternative approach is needed to deal with the script and the sounds including tones.   Part Two is practical, and it presents the “proceed-separately-and-strike-together” approach as an alternative and demonstrates how it is actualized in teaching at the elementary level.

The workshop will be conducted in Chinese (and English when necessary) with PPT slides.  Related handouts such as a sample syllabus will be provided to each participant.  The workshop participants are expected to understand and be able to implement the “proceed-separately-and-strike-together” approach in their own teaching.


Workshop Title: How technology can foster a collaborative learning community

Presenters: Hsin-hsin Liang 梁新欣and Ying Gao 高瑛, The University of Virginia

Friday April 3rd, 1:35PM-2:35PM, Potomac I

This workshop will be designed to demonstrate how technology can enhance the collaboration and interaction among a teacher and students regardless of the actual space, whether in the classroom or the Cloud. Hsin-hsin Liang will focus on designing activities and exercises on the Wall in Padlet.com, and Ying Gao will focus on designing activities and exercises by applying the functions in WeChat, “Da Zhong Dian Ping,” and various other online survey websites. By the end of the workshop participants will come away with new inspiration to create their own exercises and activities for their classrooms.


How to Design and Implement Business Chinese Courses

Presenters: Daoxiong Guan, University of California at Santa Barbara; Fangyuan Yuan, United State Naval Academy; (Content-focused Special Interest WeChat Group)

Friday April 3rd, 1:35PM-2:35PM, Potomac II

In response to the practical demand of future business professionals to be equipped with applied skills in the Chinese language and a better understanding of Chinese culture in the business context, and to a pedagogical call for greater emphases on language development in contextualized instruction, business Chinese teaching and learning has become an important curricular option in a large number of college-level Chinese programs. This workshop is designed to advance this trend by introducing pedagogical knowledge and hands-on skills to developing and implementing business Chinese courses within the theoretical frameworks of the case-study method and task-based language teaching.

The workshop will begin with an introduction to the case-study method and task-based language teaching through pedagogical illustrations of real world cases with which a business Chinese course can be developed. Recommendations are proposed to achieve a balanced teaching between business content and linguistic development at the input, interaction, and output stages. The second part is devoted to the specific strategies and tactics that can be employed in classroom task design. Different types of classroom tasks are introduced including language skill tasks, communicative tasks, and real-world (rehearsal) tasks for a range of instructional goals.  Pedagogical examples will be illustrated and opportunities will be provided for workshop attendees to learn to use the introduced skills to develop classroom tasks.

At the end of the workshop, attendees will be equipped with pedagogical knowledge to develop a business Chinese course and with hands-on skills to design and implement classroom tasks for their own business Chinese courses.


Workshop Title: Pedagogical grammar that helps our students learn Chinese better and faster

Presenter: Baozhang He, College of the Holy Cross

Sunday April 5th, 9:35-10:35AM, Potomac I

This workshop aims at the audience of both K-12 Chinese language teaching professionals and instructors who just or about to enter the profession, to provide a general picture of the special features of Chinese language/grammar and to present the results of the latest Chinese pedagogical grammar research.  Some grammar points/structures that are introduced early in our Chinese language classes but difficult to explain will be discussed.  Example sentences are exclusively at the levels of Elementary and Intermediate Chinese.  The ultimate goal is to help our instructors teach the language more effectively and our students learn the language more efficiently.