Jinhuei Enya Dai
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 8324 - Modern Chinese I
Topics such as social phenomena, cultural differences and current issues will be introduced and discussed in this course. The objectives of the course are to develop the language proficiency of participants and to have a better understanding of Chinese world.
Fall 2012 - MIIS
CHLA 8350 - Beijing Immersive Module
Spring 2012 - MIIS
CHLA 8368 - ChineseHstoryThruCinema/X Talk
Spring 2010 - MIIS, Spring 2013 - MIIS
CHLA 8380 - Politics & Media I
Politics and Media I is a seven-week intensive course that focuses on the updated economic and political situation of Chinese-speaking countries. It also looks into the media coverage of presidential election, the impact of Arab Spring, financial and economic situation across the straits.
Spring 2012 - MIIS
CHLA 8381 - Politics & Media II
A continuation of Politics and Media I that focuses on the updated economic and political situation of Chinese-speaking ... read more countries. It also looks into the media coverage of presidential election, the impact of Arab Spring, financial and economic situation across the straits.
Spring 2012 - MIIS
CHLA 8382 - Intro to Strategies in Chinese
Recommend those students who take lower 300 level to take this introduction course in the same semester to gain more insights in idiomatic expression of Chinese strategies and more hours in practice and enhance language skills and cultural competence.
Fall 2011 - MIIS
CHLA 8388 - Cross-Strait Immersive Module
CHLA 8422 - Buildng anEastAsia Community I
Fall 2012 - MIIS
CHLA 8450 - Beijing Immersive Module
Spring 2012 - 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 2009 - MIIS, Fall 2013 - MIIS
CHLA 8472 - Internet, Media & Conflict
Able to conduct research in Chinese, discuss and debate. Completion of CS368 or higher.
Fall 2011 - MIIS
CHLA 8486 - Chinese for Interns
Spring 2010 - MIIS
CHLA 8488 - Cross-Strait Immersive Module
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 8493 - Politcs&Scurity-MultipolarWrld
This course will be a part of a larger Monterey Model curriculum arrangement, which will consist of three groups of students specializing in Arabic, Chinese and Russian languages and Area studies. The Monterey Model curriculum will be devised in a way that would allow students from different language groups and areas of expertise to come together several times during the semester in order to exchange their views and acquired knowledge pertinent to selected themes. Students, professors and invited distinguished experts will be discussing differences in public, media and governmental views related to important international events and role of languages in regional politics. An effort will be made to integrate various approaches to better understand domestic politics and foreign relations through cultural, historical and political discourse. Students will watch jointly news broadcasts in Arabic, Chinese and Russian in order to better grasp the role of mass media in China, Russia and Middle East. Students will acquire practical skills of working with interpreters and will prepare their own presentations for some plenary sessions where they will have to rely on assistance of interpreters to generate the discussion of their topics. The joint coordinated curriculum will consist of the following topics:
1. Overview. Ethnic groups and minorities. Concepts of territory, geography, security.
2. Islam in country specific case studies. Political movements rooted in Islam. Religion and State in country specific case studies.
3. Security. Terrorism. Border Issues.
4. Language specific themes, for example: Arab Spring: media coverage, History and Present of Russian-Chinese diplomatic collaboration, Mutual perceptions : case studies of Chinese business and China’s economic presence in Northern Africa, Role of Shanghai Cooperation Organization, Chinese, Russian, Arabic media strategies covering several key political events, Differences and similarities in patterns of civil unrest and political/economic consequences in China, Russia and Arabic speaking countries.
Spring 2012 - MIIS
CHLA 8498 - Methodology&MaterialDevChinese
Fall 2009 - MIIS
CHLA 8510 - CognitionInChineseLang&Culture
In addition to three hour class meeting, synchronous and asynchronous online learning are required for this class.
Fall 2011 - MIIS, Spring 2013 - MIIS