Teaching Philosophy

Yuli Wang
I have a strong interest in teaching Chinese culture (including Chinese language,
Chinese art, Chinese music, etc). I believe the ideal goal is teaching Chinese
language through integrating a balance of theories, such as communications,
cultures, connections, comparisons, and communities as outlined in the Standards
for Foreign Language Learning in the 21st Century (published by the American
Council on the Teaching of Foreign Languages), and practices into the curriculum
that can provide students varied opportunities to develop their language skills. I
focus on creating a learner-centered environment while I am teaching across three
communicative modes (interpersonal, interpretive, and presentational) to enhance
students listening, speaking, reading, and writing skills.

There are two main strategies that help me to approach this professional goal:

First: I combine many of my skills such as the Chinese language, Chinese ink
painting, Chinese brush writing, and traditional Chinese music, etc. into my
teaching. I also use modern technology, such as PowerPoint, to show many still
and moving images to students in order to provide more cultural experience to
enhance their study of Chinese; I also use Vimba Voice Tool to help students
develop their Chinese language skills. Students also practice Chinese calligraphy
and learn about the history of the Chinese characters. Because Chinese
calligraphy not only is connected to Chinese literature, culture, music, and history

but also is recognized as a unique art form. Students are not only learn the
Chinese language, both spoken and written, but also learn how to appreciate
Chinese culture. In my Second Year Chinese class, for example, I teach
Chinese grammar and conversation with the main goal of encouraging students to
use what they learn in the classroom in other places such as university library and
student meetings, apartment rental offices, Chinese supermarkets and restaurants.
Although there are many ways of teaching the Chinese language, I firmly believe
that my ways of combining language with other aspects of Chinese life and
culture as a meaningful connection will enhance students learning.

Second: Assessment strategies should be the key. Based on the ACTFL

Standards, the performance assessment should equal with the proficiency
Guidelines. The method of assessment should be encouraging students to gain
confidence in learning Chinese. Frequent practice, clear direction, and meaningful
material can help the process of language acquisition. The ideal classroom setting
(including current theory of pedagogy, assessments, authentic materials, personal
teaching methods, etc) should provide students full immersion into the Chinese
cultural environment and help them increase their learning skills based on
engagement with appropriate contexts and peer groups.

I am willing to provide students a variety of interesting ways to learn the Chinese

language. I firmly believe the purpose of teaching Chinese is to help students
appreciate the Chinese language as well as Chinese culture. I also believe a good

instructor should be, first of all, a good guide who can provide students great
opportunities to develop their Chinese language skills and use them in different
social contexts.