NCACLS 2016 : The Second International Conference for Chinese Heritage Education on Global Engagement and Innovative Pedagogy
Call For Papers
The National Council of Associations of Chinese Language Schools (NCACLS) is pleased to announce its second international conference on global engagement and innovative pedagogy for the future of Chinese heritage education. The conference aims to pursue a new pathway for advocating innovative pedagogies and technologies in research and practices, maximizing professional exchanges and collaboration among Chinese language educators, and leveraging resources and strengths in the Chinese language teaching community. We cordially invite researchers, practitioners, program developers, and administrators in the heritage schools community and in K-16 educational settings and organizations to submit proposals and attend the conference.
PROPOSAL TYPE AND TIME LENGTH
Each presentation is allotted a total of 30 minutes. The presentation lasts for 25 minutes, followed by 5-minute questions and answers. Please refer to the “Targeted Topics” session.
Each panel session is allotted a total of 60 minutes and consists of two or three presenters. The presentations deliver related topics on a coherent session title for 45-50 minutes, followed by questions and answers. Please refer to the “Targeted Topics” session.
Teaching In Action
The “Teaching In Action” sessions invite teachers to present and showcase teaching activities that align with research-informed best practices and pedagogical effectiveness. In the sessions, each presenter will present a teaching activity through a PowerPoint presentation, teaching video demonstration, or whatever appropriate formats to explain the learning objective and outcome of the activity and exemplify how teaching in action happens in a real classroom. After the presentation, session facilitators will lead the audience to discuss and brainstorm what may work well in a classroom and why. Audience members will participate in interactive discussions, learn what accounts for effective teaching, reflect on their teaching practices, and leave with techniques that can be implemented immediately in their classrooms. Each presentation lasts for 10 minutes, followed by 20-minute interactive discussions. Each session includes two presentations. After the proposals are selected, the session facilitators will contact presenters to provide step-by-step instructions in preparation for the sessions.
Deadline for submission: March 31, 2016
Notification of acceptance: April 20, 2016
Paper submission for Conference Proceedings: June 15, 2016
Any late submission will not be fully considered.
The NCACLS Program Committee welcomes proposals that have relevant application and implication for the future of Chinese heritage education. These proposals can be generated based on any of the topics listed below or be a topic of your choice. The following subthemes are identical to the categories that appear in the online submission form.
Assessment is an empowering tool to strengthen world language curricula. Proposals in this category address localized and nationwide assessment tools, World-readiness Standards in relation to assessment, performance-based formative and summative assessment, proficiency and performance guidelines, evidence-driven learning outcomes, self-/peer-assessment, E-portfolios, and development in alignment with a curricular framework.
Curriculum and Instruction
Proposals in this category may discuss focal issues involving curricular guidelines, development, and benchmarks. Proposals explicating instructional methods, strategies, and principles, as well as the selection and development of instructional materials, also fall within this category. Other interesting subjects for proposals include how backward design and thematic units help teachers better achieve instructional goals and examples that highlight successful student-centered and differentiated instruction. Proposals discussing the development of literacy skills, incorporation of authentic materials and resources, and any other issues implicating curriculum design and teaching are also eligible for review.
Educational Policy and Leadership
Educational policy and leadership play an influential role in Chinese language education. Proposals in this category explore effective advocacy to improve the prospects for funding, legislation, and policies that define and transform language programs and schools. Suggested topics include examples of effective advocacy, collaborative efforts, and leadership development at the local, state, or national levels in response to policy and articulation changes.
Global competence has become one of the most commonly added agenda items for conferences on world languages and cultures. Proposals in this category encompass discussions about essential skillsets and components for the development of global competence; recommendations for globalizing the classroom to best prepare students to be linguistically proficient, culturally competent, and knowledgeable global citizens; and sample curricular modules, themes, or activities that are geared toward the development of language and cultural competence across proficiency levels.
Instruction should be guided by research. Proposals in this category inform language educators of research and data-driven findings and practices to engage learners, promote active learning experiences, develop desirable proficiency, and build pedagogically sound programs. Advice on how to successfully translate theory into practices in classrooms is most sought.
Teacher development is pivotal to program success. Proposals in this category may include case studies, anecdotal information, E-portfolios, and qualitative and quantitative analyses that document different professional paths. Recommended topics are mentoring and coaching, teacher evaluation systems, opportunities and resources for teaching development, and requirements for teacher effectiveness.
Proposals in this category exemplify successful experiences that incorporate technological resources and mobile devices to fulfill curricular goals and achieve successful learning outcomes. Discussions of recommendations and challenges when transitioning from face-to-face to blended and online teaching are of great interest and more than welcome.
Program Development and Implementation
Chinese language programs vary in many different ways. How to articulate horizontal and vertical teams in heritage and non-heritage school settings remains an area that deserves further exploration. Proposals in this category focus on the development, management, and sustainability of quality programs in Chinese schools and other educational settings. Discussions include domestic and study abroad contexts.