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 8470 - Monterey Model: Intl Migration ▹
This course is a full Monterey Model course, which is a signature pedagogy class format, with collaborative efforts with the Chinese, Arabic, Spanish, French, Japanese and Interpretation programs. The United States is the largest recipient of international migrants, followed by the Russian Federation, Germany, Ukraine, India, France, and Saudi Arabia. California also stands at the forefront of these changes. With this in mind, this course aims to explore the Chinese migration issues in Monterey, communities in California, then move to United States, Asia, Southeast Asia, etc. from the regional perspective to a historical and global perspective. It takes a multi-disciplinary approach to examine the humanistic, social, cultural, moral, security and economic aspects as to why people migrate across international borders. Discussion topics will include but not limited to language and cultural assimilation, socio-economic integration, societal membership and belonging, international migration policy issues, etc.
Spring 2016 - MIIS
CHLA 8481 - Current Events & Dao De Jing
Fall 2014 - 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
Teaching Chinese in the Context of Globalization is based on designing an interactive model with graduate students, exploring topics shifting base in communities and anchored in comparison, in the hope to explore and re-envision pedagogical tactfulness and enhance pedagogical understanding through the relevant context and materials in a globalized world. This course aims to cultivate students to discover one's own learning and teaching styles as to better understand oneself in the context of teaching through constant practices, reflections in outreach visits and exploration in Chinatown, drawing connections from the classroom to the communities, texts to the globalized world, classical Chinese to the modern current events, linguistic events to international affairs.
Fall 2015 - MIIS
CHLA 8540 - East Asian Pedagogy ▹
East Asian languages are linguistically irrelevant and culturally distant languages for learners in US. How to gauge interests for learners in US to turn the irrelevance to relevance? How to cultivate intercultural understanding? The course aims to synergize the pedagogical insights from teaching and learning Chinese, Japanese and Korean languages from major research results, such as performance-based pedagogy, grammar instruction, metaphors of characters, writing system, pragmatic awareness, etc. It adopts a community-based approach to incorporate East Asian history in the local and Northern California communities, further develops learners and teachers’ awareness to draw the cultural distance closer. This course is a weekly three-hour seminar, with additional special topics workshops.
Spring 2016 - MIIS