Pedagogy (Instructional Methods)

Culturally Responsive Chincese Literacy Pedagogy:

Culturally Responsive Teaching:

Culturally Responsive Teaching is what sociologist Robert Merton called a "theory of the middle range." It attempts to draw on sociolinguistic principles to inform the practical affairs teaching, assessment, and curriculum development. In particular, this approach is aimed at helping teachers see their classrooms as ecologies of language, culture, and thought Ecologies. The historical and social patterns of thought that populate such are conveyed though common metaphors, various nonverbal form of communication and naming as well as though the uses of power and the organization of experience. The teachers' role is to help students recognize the ecologies of which they are a part, and to support their students' abilities to mediate the many forms of culture that impinge upon environmental and cultural sustainability.

~This definition is given by Dr. David, J, Flinders, Curriculum Studies Graduate Programs, School of Education, Indiana University Bloomington.~

Culturally Responsive Chinese Literacy Pedagogy:

Culturally Responsive Chinese Literacy Pedagogy is an outgrowth of Culturally Responsive Teaching. It draws from the same principles as Culturally Responsive Teaching, but applies it to the field of Chinese as a Second Language or Foreign Language Pedagogy. This book encourages teachers to use students’ native languages and cultures as resources to build knowledge of Chinese and the Chinese culture.

Online teaching and learning:

Please see Online Learning for detailed information.

BBC World's report on Yu-Hsiu Lee: Skype Chinese Teaching and Learning:
http://cyrusfarivar.com/audio/theworld/skype/skype.farivar.nov262007.mp3

The above is an MP3 audio file about using Skype as a learning platform.