Cover not available

Article published In: Seeking Changes in a Challenging Time: New perspectives for proficiency-oriented Chinese teaching and beyond
Edited by Yu Liu, Qiaona Yu and Yu Wu
[Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 59:2] 2024
► pp. 119–146

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB
authorization required

A UDL blended curriculum metamodel for proficiency-oriented Chinese instruction

 | Wake Forest University
 | Western Kentucky University
 | Virginia Military Institute
Published online: 25 February 2025
DOI logo with link
https://doi.org/10.1075/csl.00049.yu
Abstract
With its evident need in a globalized era, world language education has nonetheless faced a precipitous enrollment decline in the U.S. This study responds to such challenges by proposing a Universal Design for Learning (UDL) Blended Curriculum Metamodel. The Metamodel aims to provide proficiency-oriented instruction for learners across levels with diverse backgrounds, abilities, and needs. At the novice-intermediate level, a technology-enriched asynchronous series was designed as an integral or supplementary part of a face-to-face class with the aim to provide multiple means of representation and action & expression. At the intermediate-advanced level, a self-guided project was designed to provide students with multiple means of engagement. The study examined the effectiveness of the proposed Metamodel via students’ perceptions and discussed implications for its further implementations.
摘要
尽管全球化时代对世界语技能的需求日益明显，但美国世界语课程的注册学生人数却急剧下降。为探索如何应对这一挑战，本文提出了一套用于世界语教学的“通用学习设计混合课程元模型”。该元模型旨在为不同背景、能力及需求的学习者提供能力导向的语言教学。为了适用于不同语言能力的培养阶段，本文在初级至中级中文水平阶段，设计了网上异步系列课程作为面授课程的组成或补充部分，以适应不同语言技能和学习风格的教学需求。在中高级中文水平阶段，本文设计了一个由学习者自导的项目来提升学生自主学习的能力并维持其学习动机。本文搜集并分析了学生的反馈来评估这套元模型的有效性、检测其局限性、并对如何进一步实施这套元模型进行了探讨。
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Proficiency-oriented instruction
    • 2.2Universal design for learning
  • 3.A UDL blended curriculum metamodel
  • 4.A UDL blended curriculum model in practice
    • 4.1An overview
    • 4.2Study One
      • 4.2.1Participants
      • 4.2.2Design description
      • 4.2.3Results
    • 4.3Study Two
      • 4.3.1Participants
      • 4.3.2Design description
      • 4.3.3Results
  • 5.Discussion
    • 5.1Strengths
    • 5.2Challenges
    • 5.3Pedagogical implications
  • 6.Conclusion
  • Notes
  • References
References (35)
References
American Academy of Arts & Sciences (AMACAD). (2020) The humanities in American life: Insights from a 2019 survey of the public’s attitudes and engagement. Retrieved from [URL]
American Council on the Teaching of Foreign Languages. (1982). ACTFL provisional proficiency guidelines. Yonkers, NY: ACTFL.Google Scholar logo with link to Google Scholar
. (2012). Proficiency guidelines. [URL]
. (2013). NCSSFL-ACTFL can-do statements: Progress indicators for language learners. Retrieved from [URL]
. (2024). Proficiency guidelines. Retrieved from [URL]
Bauman, D. (2020). Can these degree programs, under assault for a decade, survive a pandemic? Retrieved from [URL]
Brecht, R. D., Davidson, D., & Ginsberg, R. B. (1993). Predictors of foreign language gain during study abroad. Washington, DC: National Foreign Language Center.Google Scholar logo with link to Google Scholar
CAST (2018). Universal design for learning guidelines (Version 2.2). Retrieved from [URL]
Conley, C. S., Kirsch, A. C., Dickson, D. A., & Bryant, F. B. (2014). Negotiating the transition to college: Developmental trajectories and gender differences in psychological functioning, cognitive-affective strategies, and social well-being. Emerging Adulthood, 2(3), 195–210. Google Scholar logo with link to Google Scholar
Conley, C. S., Shapiro, J. B., Huguenel, B. M., & Kirsch, A. C. (2020). Navigating the college years: Developmental trajectories and gender differences in psychological functioning, cognitive-affective strategies, and social well-being. Emerging Adulthood, 8(2), 103–117. Google Scholar logo with link to Google Scholar
Copeland, W. E., McGinnis, E., Bai, Y., Adams, Z., Nardone, H., Devadanam, V., & Hudziak, J. J. (2021). Impact of COVID-19 pandemic on college student mental health and wellness. Journal of the American Academy of Child & Adolescent Psychiatry, 60(1), 134–141. Google Scholar logo with link to Google Scholar
Danesh, J., & Shahnazari, M. (2020). A structural relationship model for resilience, L2 learning motivation, and L2 proficiency at different proficiency levels. Learning and Motivation, 721, 101636. Google Scholar logo with link to Google Scholar
Davidson, D. E. (2002). When just being there is not enough [Paper Presentation]. Symposium on Language Gain in Study Abroad, Global Forum on Languages, Literatures and Cultures, University of Wisconsin-Madison.
Davidson, D. E., & Garas, N. (2023). What makes study abroad transformative? Comparing linguistic and cultural contacts and learning outcomes in virtual vs in-person contexts. L2 Journal: An Electronic Refereed Journal for Foreign and Second Language Educators, 15(2), 71–91. Google Scholar logo with link to Google Scholar
Diao, W., & Liu, H. Y. (2021). Starting college, quitting foreign language: The case of learners of Chinese language during secondary-postsecondary transition. Journal of Language, Identity & Education, 20(2), 75–89. Google Scholar logo with link to Google Scholar
Doran, P. R. (2015). Language accessibility in the classroom: How UDL can promote success for linguistically diverse learners. Exceptionality Education International, 25(3), 1–12.Google Scholar logo with link to Google Scholar
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah.Google Scholar logo with link to Google Scholar
Gabbianelli, G., & Formica, A. (2017). Difficulties and expectations of first level Chinese second language learners, in Kecskes, I. (Ed.), Explorations into Chinese as a second language (pp. 183–206). Singapore: Springer. Google Scholar logo with link to Google Scholar
Johnson, S. (2019). Colleges lose a ‘stunning’ 651 foreign-language programs in 3 years. Retrieved from [URL]
Levey, S. (2023). Universal design for learning. Journal of Education, 203(2), 479–487. Google Scholar logo with link to Google Scholar
Li, S., Hiver, P., & Papi, M. (Eds.). (2022). The Routledge handbook of second language acquisition and individual differences. New York: Routledge. Google Scholar logo with link to Google Scholar
Liu, Y., Yu, Q., & Wu, Y. (2024). Seeking changes in a challenging time: New perspectives for proficiency-oriented Chinese teaching and beyond, Chinese as a Second Language, 59(2), 85–88.Google Scholar logo with link to Google Scholar
Liu, Y., & Shirley, T. (2021). Without crossing a border: Exploring the impact of shifting study abroad online on students’ learning and intercultural competence development during the COVID-19 pandemic. Online Learning Journal, 25(1), 182–194. Google Scholar logo with link to Google Scholar
Liu, Y., Yao, T., Bi, N., Ge, L. & Shi, Y. (2017). Integrated Chinese 31 (4th Edition). Cheng & Tsui Company.Google Scholar logo with link to Google Scholar
Luo, Han. (2015). Curricular goals and curriculum design: The case of a college-level Chinese language program. Journal of Chinese Language Teachers Association, 50(3), 23–44.Google Scholar logo with link to Google Scholar
Malone, M. E., Rifkin, B., Christian, D., & Johnson, D. E. (2003). Attaining high levels of proficiency: Challenges for language education in the United States [Paper presentation]. Conference on Global Challenges and US Higher Education, Duke University, Durhan, NC.
Modern Language Association (MLA). (2019). Enrollments in languages other than English in United States institutions of higher education, Summer 2016 and Fall 2016. Modern Language Association of America. Retrieved from [URL]
. (2023). Enrollments in languages other than English in US institutions of higher education, Fall 2021. Retrieved from [URL]
Nier, V. C., Donovan, A. E., & Malone, M. E. (2009). Increasing assessment literacy among LCTL teachers through blended learning. Journal of the National Council of Less Commonly Taught Languages, 91, 105–136.Google Scholar logo with link to Google Scholar
Rifkin, B. (2003). Oral proficiency learning outcomes and curricular design. Foreign Language Annals, 36(4), 582–588. Google Scholar logo with link to Google Scholar
Robinson, M. D., Irvin, R. L., & Persich, M. R. (2022). Ego effectiveness: A novel individual difference approach to health behavior and coping. Journal of Health Psychology, 27(7), 1679–1696. Google Scholar logo with link to Google Scholar
Salimi, N., Gere, B., Talley, W., & Irioogbe, B. (2023). College students mental health challenges: Concerns and considerations in the COVID-19 pandemic. Journal of College Student Psychotherapy, 37(1), 39–51. Google Scholar logo with link to Google Scholar
Stein-Smith, K. (2021). Foreign languages in higher education in the US–issues and advocacy. Journal of Higher Education Theory & Practice, 21(2).Google Scholar logo with link to Google Scholar
Winke, P., Zhang, X., Rubio, F., Gass, S., Soneson, D., & Hacking, J. (2020). The proficiency profile of language students: Implications for programs. Second Language Research & Practice, 1(1), 25–64.Google Scholar logo with link to Google Scholar
Yan, X., Lei, Y., & Shih, C. (2020). A corpus-driven, curriculum-based Chinese elicited imitation test in US universities. Foreign Language Annals, 53(4), 704–732. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue