Peer Presenters


We sincerely thank all the teachers who took the time to prepare your proposals.

Thank you for your support!

Below information is subject to further updates and changes.





Bei Lei
Chinese Teacher
American International School of Guangzhou




Bei Lei works at the American International School of Guangzhou. She is a workshop leader and IB Examiner with a demonstrated history of working at international schools in Australia, Beijing and Guangzhou. She is skilled in the areas of coaching, educational technology, robotics, curriculum development and team building. She is actively enrolled in professional development and extended learning.

Presentation Info

Innovative ways to manage a student's project learning and reporting

Fostering a culture where students choose their topic and take ownership of their project learning and reporting in both independent and group settings using OneNote, PowerPoint, iBook, Flipgrid and Padlet to self-direct and monitor with checklists, timelines, and milestones in a fun way! Step-by-step examples on how students are guided through the experience from choosing their topic to communicating their ideas, knowledge and connections are presented.

This workshop is about “student agency” – “learning through activities that are meaningful and relevant to learners, driven by their interests, and often self-initiated with appropriate guidance from teachers.”

Target audiences: Secondary Chinese language teachers, Year level: Grade 6 to 12, Language proficiency: Native or near-native Chinese, advanced and intermedia Chinese learning


Take-aways for the audiences:

  1. Template for managing student’s project learning
  2. Examples on how students are guided through the learning process and experience to communicate their ideas, knowledge and connections
  3. How to use the toolbox – OneNote, PowerPoint, iBook, Flipgrid and Padlet – to manage the project learning
  4. Ideas of how to facilitate student ownership over their own projects and promote students to actively reflect on their project and the learning process, so as to turn the assessment of learning into the assessment for learning.



Dan Zhu
Chinese Studies Team Leader

Mary Deng
Toddler & Nursery Integrated Specialist

Cathy Chen
Pre-K Chinese Teacher

Lily Meng
KG Chinese Teacher
Beijing City International School


Dan Zhu graduated from New York University with a Master of Teaching English as a Second Language and Teaching Chinese as a Foreign Language. She has worked with students from Toddler to Grade 12 and has been a part of the BCIS ECC team for four years. She is happy to be able to integrate play-based learning and the IB PYP curriculum into her teaching and is excited for all the exploring, learning, and fun with children.

Cathy Chen is from Beijing, China. She holds a Bachelor degree in English Literature and a Master in Linguistics of Teaching Chinese as a Foreign Language from Beijing Normal University. She has been working at Beijing City International School for ten years. This is her 5th year working in its Early Childhood Center as a Chinese teacher. She is honored to work in an IB school and is thrilled to guide her students through the PYP framework.

Mary Deng graduated with a bachelor degree in Pre-school Education. She has been working in the early childhood field for 11 years. Over the years, she has been successfully integrating what she has learned about PYP, differentiation, investigation and play based learning into her teaching practices. In Mary’s class, she likes her students to learn Chinese naturally and happily.

Lily Meng graduated from Beijing Normal University with a Master in Primary school education. She has seven years Chinese teaching experience at BCIS Elementary School and Early Childhood Center. She likes to use play-based learning with her students to explore traditional Chinese culture. She also feels that working at an IB international school has allowed her to develop professionally and she feels very warm to be part of this community.

Presentation Info

Chinese Development in a Play-based Environment

  • What is play-based learning and why do we use play-based learning? (Play-based learning environment and intentional teaching)
  • How could we use play-based learning to facilitate children’s Chinese language development?
  • How could we use play-based learning to develop children’s Chinese cultural awareness?

Target Audiences: Toddler to G1 Chinese Studies teachers and Homeroom teachers

Take-away for the audiences: Play-based key learning areas and skills development




Dora Shan
MS Mandarin Teacher
Nanjing International School


Bella Zhang
MS Mandarin Teacher
Nanjing International School


单静 (Dora Shan),就职于南京国际学校,教龄十年 。现任小学部中文教师,教授幼儿及小学中文为母语以及中文为第二语课程。单静老师热爱教学,勇于尝新,思想开阔。单静老师目前在南京国际学校致力于中文课程编写和评估试验。

张博 (Bella Zhang) 毕业于吉林大学,汉语国际教育硕士专业。曾执教于韩国釜山中央中学以及南京理工大学国际学院。她以TA的职位进入南京国际学校,后成为南京国际学校小学部的中文教师。张博现就任EARCOS&SENIS学校代表,ACAMIS中文大会策划组成员,以及南京国际学校教学策略组成员,参与策划学校教学策略以确保教学符合学校使命以及愿景。


Presentation Info

Responsive Classroom inspired class instruction to engage student learning-Teaching Language& Interactive Modeling
Responsive Classroom启发下的教学应用-教师语言和教学示范

Learning should be fun and inclusive. Teacher need to plan for the student reaction and instruction before plan for the content. In Responsive Classroom, it inspired us by use ways to ensure teachers are proactive and set the positive tone for the community.

中文学习应是趣味性和全纳性共存的,教师在设置课程中应把学生的反馈和课程架构设计在教学内容之前。在RC理念中,RC启发教师们如何在教学确保准备前瞻性以及创建一个友爱包容的积极集体来进行教学。


Target Audiences: Primary/ Elementary Mandarin teachers 小学教师(二语以及母语教师)

Take-away for the audiences:
  • Authentic teacher practice 一线教学应用教学反馈
  • Responsive Classroom belief RC 基本理念
  • Practical classroom instruction 实用的教学指令
  • Teacher language 教师语言
  • Lesson plan 实用的教学计划




Fiona Cao
Chinese Studies Teacher
International College Hong Kong

Monica Yin
Chinese Teacher
Malvern College Hong Kong



Fiona Cao is originally from Wuhan, China and currently working as a PYP Chinese studies teacher at International College Hong Kong. She has a BA/BEd (Hons) degree in Chinese Language and Literature as well as a second BA degree in English Studies before moving to Hong Kong. After graduating with her Master degree from the Chinese University of Hong Kong, she has been working as a Chinese teacher at different IB schools in Hong Kong since 2011. She loves being a Chinese teacher and enjoys using different teaching strategies to motivate and inspire her students.

Monica Yin is a PYP and MYP Chinese teacher who has been working in different IB schools in Hong Kong. She is originally from mainland China where she received her Bachelor degree and Master degree of teaching Chinese as a second language. She also worked as an overseas Chinese Teacher Volunteer conducted by Confucius Institute Headquarters. She got her second Master degree in educational psychology from the Chinese University of Hong Kong after relocating to Hong Kong. Chinese is one of the most beautiful languages in the world, she endeavors to stimulate students’ enthusiasm for language and culture learning and encourage them to further develop their knowledge, skills, and attitudes.


Presentation Info

Visual Chinese language teaching and learning under the inquiry-based curriculum
In this session, we will explore visual Chinese language teaching and learning strategies under the inquiry-based curriculum, including vocabulary organizer, thinking board, mindmap, diagrams, different kinds of graphs and etc. Classroom examples will be provided to support the discussion of each strategy. By using different visual strategies, students who are learning Chinese will benefit greatly during the learning process.

Target Audiences: Chinese teacher (Primary/Secondary; Teaching Chinese as a native language/Teaching Chinese as a second language)

Take-away for the audiences:
Participants will be able to:
  1. Have a better understanding of how visual teaching and learning can be effectively used to enhance students’ interests, retention, thinking skills and achievement.
  2. Make greater use of different visual teaching and learning strategies in Chinese language teaching and learning.



Tina Jing
Teacher
Yew Chung International School of Hong Kong


Joyce Yau
Teacher
Yew Chung International School of Hong Kong


Tina Jing:
Educational background
  • MALE (The Hong Kong University of Science and Technology)
  • BEd (East China Normal University)
  • Work experience:
  • 2013-2016 YCIS SHANGHAI
  • 2017-NOW YCIS HONG KONG

Joyce Yau
Educational background
  • Master Degree—Teaching Chinese as a Foreign Language (The Hong Kong Polytechnic University)
  • BEd (The Education University of Hong Kong)
  • Work experience:
  • 2004-2007 Local school in Hong Kong
  • 2007-NOW YCIS HONG KONG


Presentation Info

小学中文二语课堂中的跨级别融合式教学
The Cross Level and Integration Teaching Mode in Chinese as a Second Language Class
身处全球化的大背景下,我们愈发意识到教育并非生产同一产品的流水线,每个孩子的学习程度、能力不尽相同,同时孩子们的个性、情感更是千差万别,因此,有效的教学一定要建立在理解差异、尊重个性的基础之上。

在香港耀中国际学校,各年级都存在中文学习程度不同的中文二语学生,如五年级的11人中,有9人已经学习中文五年,另有2人学习中文1至2年。

在过去,当面临这一问题时,或将学生分级并配以不同教师教学,或以复式教学为主要教学模式。但这同时也带来新的问题,比如,师生配比失衡,学生学习兴趣不高,以及学生学习时长、资源减少等。

对此,香港耀中国际学校打破传统複式教学的常规,积极探索、实验全新教学模式, 从主题学习入手,创设多样化的学习情境,提高学生学习兴趣;同时,不再局限于传授静态的课本知识,而是通过自主学习、同侪互学、学习站等多元化的教学形式,鼓励学生主动探究,从而使学生作为真正的学习主体,与教师、同伴、主题之间建构起平等的对话关係,培养学生积极善思、主动学习、包容协作的素质,使不同级别及学习能力的学生都能在同一主题教学中达到预设的学习目标。进而探讨不同级别,乃至跨年级学生,在中文二语融合式学中的可行性。

Target Audiences: Primary Teach Chinese as an Additional Language Teachers

Take-away for the audiences: 交流我校在实验二语跨级别融合教学中的经验和心得



Laura Wang
Head Teacher
Beijing Mandarin



王丽琴,英文名Laura Wang
1992年始在港成立“北话学堂”并开办至今并长期在教学一线致力于幼儿、小学及初学阶段的国际汉语教学实践和研究。

Laura过往曾在国际行业研讨会上发表的专业文章有《Making the PYP Chinese Program Happens》,《SREM — Innovative Methodology for Teaching and learning the other Languages》,《Step-stones missed in teaching of written Chinese results a poor written Chinese acquisition》等;其原创版权作品有《汉字字母表》,《基础汉字200之倒金字塔》学习海报;以及编写出版有幼小汉语课程教材系列《My Fun Chinese苗乐汉语》等;其撰写的课例《苗乐汉语—我是谁》曾获得2014国家汉办举办的全球国际汉语教学优秀课例大赛三等奖。


Presentation Info

Conventional reading program VS. Reprograming proficiency acquiring scheme for PreK-6 Chinese language learners
幼小初学龄段国际中文阅读习得之阻碍及创新型解决方案

The Chinese language programs for the Pre K-6 non-native international young learners has yet to provide a clear or complete roadmap for acquiring the ability to read and comprehend the written of Chinese. This serious deficiency in guidance for teachers has led directly to the low overall performance of young non-native Chinese learners in acquiring Chinese writing and reading comprehension skills. These learners’ Chinese language development is slow, uneven and lacking. It is also evident that they lack the ability to inquire about acquiring further knowledge in the subject. This lack of ability is also the root cause of young Chinese learners falling behind in their basic knowledge of the language.

Like all professionals, teachers and researchers of the Chinese language education sector have been working hard to find solid and reliable solutions for young learners. This has been worked on for nearly 30 years through researched-base teaching and refinement. We have gained a lot of valuable knowledge on Chinese acquisition processing of the basic written form. We have also followed understanding of acquisition of reading and comprehension throughout our entire journey. This was done with the aim of a continuous and extensive class teaching practice, as well as in-depth research teaching activities. We have used these experiences to create a substantial summary that encourages a progressive acquisition for young Chinese learners.

To attendee we will present a group of examples to demonstrate the Chinese reading resource commonly used in conventional reading program, which has a wide range of mis-input and dislocation when addressing young Chinese learners. How do these problems seriously constrain the development of reading ability of young learners and how does the sustainability seriously be weakened. At the same time, we will show to attendees a comparison of the two paths: the conventional approach and the new method of Chinese reading and comprehension acquisitions for young Chinese learners. We will also introduce to attendees how to reprogram their classroom for a feasible and innovative reading program for written Chinese acquisition pathway. All attendees will be invited to participate in a new approach for idea exchanges at the end.

幼小初学龄段的非母语国际中文课程,在基础文字习得和后续阅读理解习得之路径方面,迄今为止,业内尚未有一个清晰的学习路径或是令人满意的汉文字阅读习得体系。这一严重欠缺,直接导致了这些学生在汉字习得和中文阅读理解习得的整体表现上,因习得进程中的内容供应源广泛性的互为偏离以及关联性欠缺现象,而出现明显的拖沓和滞后及留存期严重失衡,继而又导致可持续性学习的递进乏力。这不单造成了学生普遍对中文习得缺乏兴趣,也是造成幼小初学龄儿童的汉语言阅读基础水平无法尽早实现稳定构建和得到夯实的根本原因。

针对幼小初学龄儿童对汉文字体系性习得所面临的学习困境,像广大业内同行和专家们一样,我们进行了努力不懈的求索和研究。通过近30年长期持续且大量的一线教学实践,以及深入的研究性教学活动和反思,幼小初学龄段对基础文字习得和后续阅读理解习得路径这一方面,我们获得了许多宝贵的经验和教训,因而能够进行详尽厚实的总结和提炼,让我们最终可以浓缩打磨出一套行之有效的体系性解决方案。

本次讲座,首先会引用大量实例,指出当前传统中文阅读课程对幼小初学龄段的教学过程中普遍存在的问题,如资源取材的厘定选择方面,教学资源中广泛隐藏的错位性编写,因而引致的根源性无效输入,等。并会指出,以上问题怎样会严重阻碍和桎梏着幼小初学龄儿童中文阅读能力的发展,以及怎样削弱了可持续性学习能力的产生。进而,会就针对幼小初学龄儿童的中文认、读、理解之习得的发展路径,向与会者展示一个经过全面创新的分级读作体系性解决方案。同时,也会就以上新旧二种方法在习得发展上的表现做出客观对比。讲座最后,将向与会老师们分享,如何在自己的中文课程中进行新的中文习得教学活动,让幼小初学生们在新的教学思维下触发起中文习得兴趣,配合老师的教学,发展学生的中文认、读、理解系统学习,进而呈现出突破性的表现。

Target Audiences: Pre K to 6 Chinese teacher. 华裔西裔幼小初学龄段中文学科教师

Take-away for the audiences:
How to locate the hidden problems among the conventional teaching resources 如何发现传统中文教学资源广泛隐藏的问题

How to avoid the inefficient teaching input to stimulate the young learners be interested on inquiring the written Chinese for an improved Chinese reading program 如何在课程中避免低效教学输入,以及怎样触发目标学生对中文产生探索性学习兴趣

Learn a reprogramed reading acquisition roadmap to improve the efficiency of acquisition for the written Chinese from the starting point heading for a higher level of performance. 对一个重新编排的中文阅读习得路径进行探讨,以及如何在课程上对中文习得体系方面进行重建和有效操作



Angela Gou
Chinese Teacher
Bradbury School



Angela Gou is a Chinese teacher at ESF Bradbury School, an IB international school in Hong Kong. With 10 years of experience in teaching Chinese as a first language and second language, she has accumulated rich experience of curriculum design and classroom practice. She is interested in exploring strategies to teach Chinese language and promote Chinese culture that align with IB curriculum in (near) native classes.

在逾十年的IB国际课程教学中,积累了丰富的课程设计以及课堂实践经验。目前担任香港英基学校协会白普理小学中文老师,负责教授1-6年级中文母语课程。致力于探索IB课程下近母语背景学生的语文教学。



Presentation Info

古诗词教学(近母语班级)
如何将古诗词教学与IB课程相结合?
如何让古诗词与(近)母语的学生的生活融为一体?

以近母语班级的古诗词单元教学为例,分享古诗词的教学方法。从选材、单元设计以及课堂活动进行探讨,此方法适用于大多数古诗词教学,能够让学生爱上中国文化,提升语言的能力。

Target Audiences: Chinese Teachers

Take-away for the audiences:
  • 如何选材
  • 有效的课堂活动
  • 适用于大多数古诗词教学的方法
  • 提升老师对诗词的热爱




Anna Li 李晴
Puxi Primary Chinese Coordinator
Yew Chung International School of Shanghai in Puxi


李晴(Anna Li)毕业于上海外国语大学英美文学专业。2004年入职上海耀中外籍人员子女学校并工作至今。15年来,她一直从事的非母语教学工作。在长期的教学实践中,她一直致力于教学方法的研究和探索并逐渐摸索出了一套适合非母语学生的教学方法。2015年她被评为机构的特级教师,2017年开始担任浦西小学部的中文课程主任。


Presentation Info

不做游戏的非母语课同样妙趣横生
一说到非母语教学,“做游戏”似乎成了一个绕不开的话题。在长期的教学实践中,我发现“做游戏”对小学高年级的学生并不适用。于是,我慢慢摸索出了适合自己,也适合学生的教学方法。我将以自己的课为例,谈谈如何通过精巧的设计,即便不做游戏,也让教学环环相扣,让课堂妙趣横生。

Target Audiences: 非母语教师

Take-away for the audiences: 让新教师在教学上有方向;让有一定经验的教师更有热情。




Jessica Cao

Puxi Secondary Head of Chinese

Yew Chung International School of Shanghai in Puxi





Jessica Cao has been teaching Chinese as an additional language at Yew Chung International School of Shanghai for more than 20 years. She has had several roles on campus, including as a Secondary Master Chinese Teacher and as the Head of Chinese Department, the largest department in the school. Ms. Cao has taught a range of Chinese courses at YCIS and she strives to treat students as individuals and to help each one to achieve their full potential.

Ms. Cao has been teaching IB Group 2 Chinese for 15 years and she is a highly experienced IB examiner for IB Mandarin ab initio course and was promoted to become a senior examiner in 2016.

Presentation Info

Student Choice in an IB Chinese B class
Classrooms that incorporate student choice provide positive learning environments where students can fully invest themselves in work that matters to them. Research confirms that students have fewer behavior problems, feel more connected, and exhibit less time off-task when they are able to make choices about where and what they learn. How to build a student choice-based Chinese learning environment for IB Chinese B students? By sharing a unit example, this workshop will inspire teachers for exploring further in their own classrooms.

Target Audiences: Secondary Chinese teachers who teach Chinese as an additional language

Take-away for the audiences: Tips of building a student choice-based Chinese classroom




Sally Xing

邢轶晨

中文部研习课教研组长

Yew Chung International School of Shanghai in Puxi


Yvonne Wang 汪翼翼
中文部非母语教研组长
Yew Chung International School of Shanghai in Puxi


邢轶晨 (Sally Xing),上海耀中外籍人员子女学校优秀教师。毕业于香港中文大学,获得教育硕士学位。2015年开始任教于上海耀中中学部,致力于非母语学生背景的中文教学研究。教学中探索多元化的教学,例如跨学科教学等主题。

汪翼翼 (Yvonne Wang),上海耀中外籍人员子女学校优秀教师。2013年开始任教于上海耀中中学部,致力于近母语学生背景的中文教学研究,教学中探索多元化的教学,例如“可视性思维在语言教学中的实践”、“Media Literacy(媒介素养)在中文教学中的应用”等不同主题。


Presentation Info

中学课堂中的跨学科教学
跨学科教学是现今国际教育的发展趋势。为了加强学科之间的联系,使学生在跨学科学习中融会贯通,培养学生解决实际问题的能力,我们本次分享将结合科学课、工艺设计课等学科领域,具体介绍如何在中文课堂中切实有效地开展跨学科领域合作。


Target Audiences: 适合任何致力于创新课堂教学模式或者希望提高学生理解力和发展创新性思维的中文语言教学老师。(中文非母语中高段、母语老师都可。)

Take-away for the audiences: 给老师在中文课堂上开展跨学科教学提供案例借鉴以及开拓新思路




Wendy Zhang 张苇
中文母语&IB语言与文学教师
Yew Chung International School of Shanghai in Puxi



在上海市重点高中任教二十年,源于对语言文学的热爱,对IB理念的认同,对自我的挑战,来到了国际学校。两年来,不断努力把自己的教学经验和国际学校的教学实情与理念相融合,在失败、反思、探索、尝试中略有所得。


Presentation Info

20+2:变与不变 — 传统语文教学与国际中文母语教学的融合
从朗读、课前演讲、写作、课堂教学设计各个层面交流自己如何在“变与不变”中寻找平衡与突破。

通过 “有趣”的教学设计,激发学生的兴趣;做一个真正“有趣”的老师,带领学生品味文字,让他们在“知”中求“乐”。

Target Audiences: 中文中学母语教师

Take-away for the audiences: 一些课堂教学设计的分享




Simon Man 文奕聰
Chinese Teacher
Victoria Shanghai Academy



Mr. Simon Man is currently teaching Chinese Language & Literature at Victoria Shanghai Academy. He received his Bachelor degree in Chinese Language & Literature and Master of Education in Teaching Chinese as a Second Language in HKU. He also gained a PGDE (Distinction) from The Education University of Hong Kong. He has been teaching Chinese Language to native speakers and second language learners in both local and international school context. He has taught a wide range of courses in first language Chinese such as MYP, DP and IGCSE.


Presentation Info

Fun to Learn: Using Guided Writing to Increase Engagement
樂於學習:文章寫作的組織與條理 ──以說明文單元為例
MYP first year teachers constantly face the challenges in teaching and learning due to the diversity of the students’ language backgrounds, learning habits, as well as the knowledge foundation. This workshop serves as a sharing session about the strategies and hands-on practice in dealing with the difficulties mentioned above. Some examples of unit tasks design in Expository Writing Unit and students’ work will be presented during the session.

The first part of the workshop aims to discuss how to prepare and build up vocabulary before writing. The speaker will provide some effective strategies in order to help MYP year one students expand their vocabulary.

The second part will introduce how to guide students to write a piece of expository essay in a fun way that integrates with speaking and reading skills effectively. The third part will discuss how to facilitate students to learn efficiently when learning activities are designed to incorporate students’ life experiences and interest.

Target Audiences: MYP / Middle School level

Take-away for the audiences: Participants are expected to get more familiar with how to teach Expository Writing in a fun way in a unit design and implementation.




Ruby Shen
MYP Chinese Language Acquisition Teacher
Beijing City International School



Ruby Shen is from Beijing and has been teaching internationally since 2015. She worked for a public charter school at Washington, D.C. in 2015 and then moved back to Beijing where she started working in Learning Support Department of Secondary School at BCIS. She is well trained in IB PYP and MYP and Special Education. Ruby completed her Bachelor of Arts Degree in Psychology from the University of Maryland- College Park in 2013 and received her master’s Degree in Bilingual Special Education from George Washington University in 2015. She is enthusiastic, in teaching and she likes sharing her experience with her students as a language learner.

Presentation Info

Learning by doing – discover the fun of the connection between language and culture
Chinese language learners who are living in China have many opportunities to experience the culture and the language through celebrating the festivals in the classes. A good way for students to learn the vocabulary and the concept is to bring the authentic experience into the classroom. At BCIS, students learn through making festival food, putting up festival decorations, designing Chinese New Year posters, presenting a Pecha Kucha on the topic of CNY, extend the learning to other traditional festivals, etc. The whole purpose of having different learning is to immerse students in the environment, alongside they can grasp the language part.

Target Audiences: G6-10 MYP Chinese language acquisition teachers/TAs

Take-away for the audiences: The audience will leave the room with knowledge of how to integrate cultural aspects in language class. Different types of learning experiences will be introduced with examples from the Chinese classes at BCIS.




Julie Xiao
Year 5 Teacher and assistant head of year
Victoria Shanghai Academy



Ms. Julie Xiao is the assistant head of year five in Victoria Shanghai Academy. She received MA degree in Teaching Chinese as an International language at the Education University of Hong Kong. She has been working in VSA as a PYP class teacher for more than five years.


Presentation Info

Practical writing skills---SAR to improve CSL students’ writing ability
Writing is a synthetic ability which affected by many factors: interest and talent, reading, practice, skills, etc...

In international schools, the time allocated for reading and writing in Chinese is limited, and the reading preference is biased towards English books.

Practical writing skills and regular training routines will help CSL students to improve writing and gain confidence, whilst cultivating good writing habits.

This workshop is geared towards practitioners teaching CSL students. I will share some practical and memorable writing methods (SAR) that I used in the classroom.

Writing is a process that guides students to think and express their feelings. I utilized Kath Murdoch’s inquiry cycle, guided questioning and technology, to guide students in their thinking and to express their feelings. These tools enhance student’s writing skills, afford them the opportunity to observe and reflect upon life whilst developing a passion for reading and an understanding of the writer’s craft.
Key words: inquiry based, writing skills, SAR, pedagogy, classroom practice

The teaching practices in my workshop are designed for Chinese as a second language and I have utilized them with my own students. I use inquiry-based teaching and differentiation to guide and cultivate students’ thinking skills, with peer assistance and assessment taking place within differentiated activity groups. Students can learn from each other, which improves their performance.

I expect them enjoy learning and have fun in learning Chinese. Therefore, I have designed various inquiry based formative assessment routines, from speaking to writing, groups activity to individual task, to engage students in learning. My teaching philosophy is cohere with the them of this year’s conference-Learning Chinese Should be Fun: Methods to Enhance Learning.

Target Audiences: Primary, CSL Students

Take-away for the audiences:
Learning Targets or Learning Outcomes for this workshop are:
  • Increase students' incentive and confidence in writing
  • Practical and structured writing skills and routine to build students’ writing habit with their current language ability.




Job-alike Open Space Session Presenters

Subject to further changes and updates.


Ruya Brunton

何佩莹

Coordinator for Second Language Chinese & Chinese Teacher
Wellington College International Shanghai



Ruya Brunton has many years of experience in international education. She has actively joined educational festivals and conventions around the world to include the UK, US, and Austria. She set up the Chinese program for Campbell College UK, a prestigious school with 120 years history. Her work at Campbell College was featured by the BBC and other media. Ruya was invited by the city educational officer to talk about the Chinese learning in Belfast. She was chosen to discuss the topic “Are our kids tough enough?”, and published articles in newspaper and magazines. Ruya is excited to share her favorite strategies for engaging students in Chinese learning which are based on brain research.


Presentation Info

Effective Brain-Research-Based Teaching Strategies Your Students Will Love
This workshop will focus on sharing my favorite Chinese teaching strategies based on brain research to include language acquisition strategies in differentiation, inputting, intaking and outputting strategies. By understanding how the brain learns naturally, language teachers may be able to enhance their teaching and their students’ learning effectively.
This workshop will compare brain-research-based effective teaching strategies to traditional teaching strategies.

What does brain research say to questions like:
  • Can teachers speed up students’ acquisition of an additional language?
  • Do teachers of a language or academic content in a language need to be native speakers?
  • Do we only use 10% of our brain?
  • Are most of the mistakes which second language learners make due to interference from the primary language?
  • How many years does it take for a second language learner to reach proficiency?
We will explore the effective teaching strategies around the following areas:
  • Input strategies
  • Intake strategies
  • Output strategies
  • Differentiation strategies
  • How to learn through connections?
  • “Traditional teaching” vs “New concept teaching”
  • “Proactive teaching” vs “Reactive teaching”
Target Audiences: Grade 1 to grade 12
Teaching Chinese as a second language for beginning level, intermediate level and high level.

Take-away for the audiences:
Strategies for input, intake and output process.
Strategies for reading strategies. (interactive read aloud, shared reading, generate questions…)
Strategies for writing in different levels. (4-2-1 prewriting tool, task based writing …)
Strategies for Differentiation. (alternative assignments, jigsaw…)




Shengnan Ma
Graduate Student of Instructional System Technology;
Former Mandarin Teacher at
Victoria Shanghai Academy and Discovery College;
Google Certified Trainer;
Apple Teacher



I am a licensed IB school teacher with a master’s degree in teaching Chinese as a Second Language. I’m also a practitioner of IB curriculum, an inquiry mindset, and a passion to integrate technology in teaching and learning. I use technology frequently in my teaching, which allows students to create and interact with digital content to empower their creativity and innovation. I am highly proficient in a variety of tech tools, including Google Apps for Education, Moodle, Canvas, Mathletics, Microsoft Education, and using iPads in a 1-1 classroom setting.


Presentation Info

Integrating Technology into Language Teaching and Learning
What does a 21st century language classroom look like? Patrick Goertz (2015) discussed the 10 signs of a 21st century classroom, which is a good read for educators to reflect on their own teaching and prepare the students for the future. And one of the signs is technology integration, which involves more than just use of technology, but students using technology to achieve goals in a different way than was possible before. As language teachers, besides creating authentic learning environment for students to practice the target language as Krashen’s comprehensible input suggested, integrating technology into our classroom also allows us to use technology facilitate teaching and empower our students to achieve various goals with more choices. The purpose of this workshop is to facilitate Chinese language teachers using technology to create a dynamic learning environment for learners. In this workshop, I will start with a brief introduction and demonstration of the technology tools, which may explain what an engaging environment looks like. (I do) Then I will give teachers multiple tasks to practice with various technology tools such as Edpuzzle, Google Applications, and SeeSaw to get a hands-on experience. (We do) Next, teachers may use the technology that I assigned to three groups and design a lesson plan/activity/assignment based on their interests or teaching contents. In the end, teachers will share their user experience with small and large groups. (You do)

Target Audiences: Primary Mandarin Teachers
  • Mother-tongue group
  • non-native group
  • Lower primary to Upper primary

Take-away for the audiences:
The four mainly takeaways for the audience participate this workshop are:
  • Address the importance of using technology in language teaching
  • Understand how to use technology to create an authentic learning environment
  • Learn and apply the resources in their own teaching
  • Develop an interest to look for educational technology resources to empower further teaching




Lina Tang 汤莉娜
Middle School Teacher
Concordia International School Shanghai



Lina Tang received her M.A. in Teaching Chinese as a Foreign Language from East China Normal University. Before she joined Concordia, she taught AP Chinese Language and Culture course and built a full-fledged Chinese program at an independent K-12 school in Spokane, WA. She has been teaching across both Heritage and MFL tracks at Concordia International School Shanghai since 2011.


Presentation Info

How to enhance students language performance with effective and engaging class activities based on the ACTFL proficiency guidelines
In this workshop, I will share with the audience (1) examples of how I unpacked the ACTFL proficiency guidelines and used them in unit backward design to help my students set up clear goals and (2) what progress indicators I have identified for each sub-levels between the range of Novice Mid to Intermediate High (3) how I make formative assessments both informative to me as a teacher and engaging for students to display their language performance. My workshop can tie to the following strands of your theme:
Effective teaching strategies/methods
Using technology to teach Chinese language and culture
Assessment for learning
Differentiated Instruction

Target Audiences: Teachers who teach Mandarin as a Foreign language (Middle school/High school)

Take-away for the audiences: A deeper and more practical understanding of ACTFL proficiency guidelines as well as great class assessment activity ideas





Winnie Yung
Chinese Language Teacher
Australian International School Hong Kong



Winnie Yung is a Chinese Language Teacher at the Australian International School Hong Kong. She has taught in Australia and Hong Kong, across primary to secondary level. She did a sharing session at the inaugural Asia-Pacific Chinese Language Teachers Association (APCLTA) Conference in 2013 and presented workshops in CLTFA Annual Conference in 2015 and 2016. Winnie obtained her Bachelor of Arts (Chinese and English Language Studies) Bachelor of Education (Secondary) from the University of Queensland and Master of Education (TCSL) from the University of Hong Kong. She holds the IB Certificate in Teaching and Learning (Diploma Programme) from IBO.


Presentation Info

Teachers Toolbox – Fun activities for Chinese classroom
Running out of ideas on how to engage students in your Chinese classroom? My presentation consists of simple, practical methods which I have been using in my Chinese class over the years, covering various aspect of Chinese learning: Pinyin, Chinese character strokes, handwriting, word recognition, speaking, storytelling and listening. Students have enjoyed learning Chinese with the methods I have used and I am looking forward to sharing what I have been using with other teachers.

Target Audiences:
Early Childhood and Primary teachers
Suitable for beginners and intermediate second language learners of Chinese

Take-away for the audiences:
Teachers can take away more than 10 ideas and use in their Chinese classroom





Nina Ma
Yew Chung International School of Shanghai in Puxi



2016年加入上海耀中国际学校中文部,致力于非母语学生背景的中文教学研究,努力探索多元化教学,包括课外活动中融入中国文化教学等主题。


Presentation Info

如何组织有趣且有意义的CCA活动
语言学习和文化学习相辅相成,密不可分。为了提高学生的学习兴趣,让学生更加深入地了解中国文化,本次分享将以活动课程的方式呈现,通过动手制作、亲身体验,体验丰富多彩的CCA

Target Audiences:
任何致力于将课外活动课程和语言课程结合起来的中文教师

Take-away for the audiences:
为中文老师开展课后CCA提供一些新思路