I joined the Institute after teaching at Middlebury College Chinese Summer Program and conducting research at the University of California, Berkeley. I am a believer of Docendo Discimus and 教學相長 (jiāoxué xiāng zhăng: to teach is to learn; teaching and learning promote and enhance each other), so during my teaching career I’ve never stopped re-investing myself as a life-long learner and as an innovator. Since 2001, I have attended academic and professional development programs, including the Teaching Chinese Program at Ohio State University, the German-U.S. exchange program at the University of Heidelberg, the LSA Special Linguistics Program at the University of Düsselforf, the Chinese Pragmatics Workshop at the University of Hawai’i, and the Chinese Pedagogy Master’s program at Middlebury College.
“Dare to imagine” and “it’s okay to fail” are what I’ve learned and value most in my work. Ever since I joined the Institute, I started to explore the unknown digital world and content-based instruction. Mini-Monterey Model (since 2007), The MIISing Link (2007), Indvidualization model (2008), and The Virtual Language Center (VLC-I, 2009) were developed based on spirits of “reaching beyond.” Currently I am re-designing and documenting the VLC-II model which integrates Individualization and interactive blogging. By collaborating with a wonderful tech team in Taiwan, we aim for an even more dynamic interactive blogging platform for language teaching and learning.
Most recently, I co-led a Cross Strait Immersive Module: Shanghai-Taipei course with Professor Wei Liang, which included a Spring Break trip to China and Taiwan so that our students could use their language skills in professional settings.
Reaching beyond the physical boundary, reaching beyond the cross-discipline, reaching beyond the intercultural labyrinth – and we realize that the art of teaching and learning is about cultivating a greater awareness of understanding toward ourselves. Then, a true facilitator is born, a teacher who creates opportunities for learning to happen. And this is what I believe, Docendo Discimus and 教學相長.
Cognitive linguistics, Chinese cognitive linguistics, Chinese as a heritage language, Chinese and Taiwanese popular culture, linguistic anthropology, and interactive blogging
PhD, Cognitive Linguistics, Louisiana State University at Baton Rouge; MA, Linguistics, Louisiana State University at Baton Rouge; MA Program, Chinese Pedagogy at Middlebury College; BA, English Literature, Fu Jen Catholic University
Courses offered in the past four years.
▲ indicates offered in the current term
▹ indicates offered in the upcoming term[s]
CHLA 8405 - Public Speaking in Chinese
Fall 2014 - MIIS
CHLA 8428 - Models/DecisnMakng4PositivChng ▹
The course Models and Decision-Making for Positive Change employs an integral approach to topics of leadership and change theory from eastern and western perspectives. The course will include readings of leadership, change and management/ governing from classical Chinese texts from Art of Sunzi, The Book of Change, Tao Te Jing, Middle Way and Five Element Theory, etc. Meantime, we will apply knowledge of bankable leadership, emotional intelligence, mindfulness, positive psychology, etc. from the western point of view to real life practices. The course incorporate three phases of learning: acquiring knowledge from reading and discussion, producing mini-podcasts to analyze and reflect, and incorporating meaningful project-based learning to create further impacts in the community. This course turns intercultural knowledge into a meaningful action experiential project.
Fall 2015 - MIIS
CHLA 8460 - ArtOfSunzi:ApplPol&BusStudies
This course contains three stages: first 7.5 weeks of coverage on 36 stratagems and Art of Sunzi (Dai), 4-week of individualization research sign-up and language review (2-hour per week by Cai), and followed by the final 4-week of review, final reports and final deliverables at the Mini-Monterey Model in Irvine Auditorium (Dai). CHLA 8460A is a 12-week intensive course that contains 6-hour instruction per week. In addition to the 12-week intensive course, students are also keeping their reading logs with the teaching associate from mid-October to mid November, during this period of time, students are reviewing materials covered during the first 8 weeks and start to develop their research interests, to further their research reading in Chinese. Final deliverables for the course are a wrap-up research analysis paper of 12 to 15 page (or its equivalence of the content in the format of digital media integration), and a final presentation will be delivered in Irvine Auditorium.
A key research topic is concluded and developed after the first 8 weeks, and further develop an individualization research project related to your major using insights from Art of Sunzi. The Individualization Research Project curriculum will be devised in a way that would allow students to develop their own interest and areas of expertise to conduct 5-minute mini-oral reports 2 times during mid-October and mid-November. You can exchange the views and acquired knowledge pertinent to selected topics and gain feedbacks from fellow classmates.
The Art of Sunzi curriculum will consist of the following topics:
1. Overview: Key concepts and background information of Art of Sunzi
2. History: Historical relevance of Military tactics in Chinese History
3. Business strategies: Business, management and its relation to Art of Sunzi
4. Leadership and Philosophy: Insights of Art of Sunzi on leadership and philosophy
5. Individualization Research Analysis Projects using insights from Art of Sunzi
Fall 2013 - MIIS
CHLA 8481 - Current Events & Dao De Jing
Fall 2014 - MIIS
CHLA 8490 - Chinese Grammar Pedagogy
Chinese Grammar Pedagogy is an introduction to Chinese grammar pedagogy that focuses on structured grammar input, pedagogical methods in instructing Chinese grammar, discourse-based approach, types of grammar elicitation designs, and interaction among grammar, context, and pragmatics. It is designed to integrate theories into hands-on practice. The primary goals of this course include gaining insights from readings of books, Chinese pedagogical grammar articles, discussing grammar teachability issues from elementary to advanced levels, writing reaction journals and reflection, training grammar elicitation techniques, and compiling Chinese grammar from authentic content-based materials. The course will also integrate technology, be it Moodle, AdobeConnect, blogging, etc., into the classroom and invite K-16 Chinese linguists and pedagogues in this field through virtual Elluminate web-conferencing tool and recorded presentation, e.g. Professor Jianhua Bai 白建華, Professor Paul Jia, etc. The course will embrace the Monterey Way, be conducted using content-based instruction, be taught in Chinese and use reading materials in English and Chinese. All the assignments except grammar explanation should be written in Chinese. Students have to choose textbooks or authentic materials for their semester project, and are expected to write reaction journals (one article of your choice from the week’s reading), reflection entries (based on what you have learned with your teacher, peers, and online lecturers, etc.), and conduct a 15-20 min rehearsal and real-class teaching demos. The class is a 3+1 combo, which means three-hour classroom time plus one-hour online portion. Meetings during every Thursday evenings 6-8:50 p.m. and make-up classes on some Friday evenings 5:00-7:50 p.m. before Week 8, and you start to choose or develop your own approach to design your lesson plan during week 8 to week 10. We will meet online again in week 11, and resume our classes during week 13. Our teaching demos in week 13, final presentation is in week 15, and your semester project is due on December 10th, 2:00 p.m. (Submit both Paper and e-copy).
Fall 2013 - MIIS
CHLA 8510 - CognitionInChineseLang&Culture
In addition to three hour class meeting, synchronous and asynchronous online learning are required for this class.
Spring 2015 - MIIS
CHLA 8520 - Individualization projects
Individualization projects involve a research model that develops students’ interests and enhance literacy habits in their fields. The class is open to both native and non-native advanced speakers of Chinese in order to create an ecological environment for language acquisition. This model comprises of three stages: meaningful inputs correlating to learners’ interests, intake components to utilize synthesis skills in writing in Chinese, and a 5-min delivery of progressive report of one’s individualization project to the class every week, and finally an motivated output that showcases learners’ final report in Irvine Auditorium. Learners are encouraged to compile their own vocabulary lists and grammar items, synthesis reports in each class to promote learners’ autonomy.
Spring 2015 - MIIS
CHLA 8530 - TeachChineseInGlobalzatnContxt ▹
Fall 2015 - MIIS