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), Individualization 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]
CHLA8368 - Chinese History Through Cinema
This course is a 15-week Content-Based Instruction (CBI) course that embodies the Monterey Way. The format of the class has 4-hour component, with additional informal 2-hour Movie Club participation: vocabulary and communicative grammar interpersonal practices, performance, and content discussion or reading extension. The learning tasks incorporate reading texts of Chinese contemporary historical events to enhance students’ understanding, watching movies that mark historical events, acting and discussing in class. It is designed to build colloquial conversational and listening skills through acting bits from the movie, to engage students to access authentic texts, to enhance understanding of content knowledge of Chinese modern history and Chinese culture. Assignments include different forms of performing and acting, weekly essays, grammar exercise sheets, listening exercises, etc. This course also has a Moodle site where students are able to get course materials week by week. Also, outside of the classroom, students are encouraged to participate in the Movie Club. Prerequisite: Intermediate-high or above language proficiency level as determined by placement and oral exams; students with ability to read less complex authentic materials.
Fall 2016 - MIIS
CHLA8392 - From 3 Kingdom-Intl Affairs I ▹
Fall 2017 - MIIS
CHLA8460 - 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 2016 - MIIS
CHLA8470 - 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
CHLA8490 - 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 ???, 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).
Spring 2017 - MIIS
CHLA8492 - From 3 Kingdom-Intl Affairs II ▹
Fall 2017 - MIIS
CHLA8510 / ICCO9510 - CognitionInChineseLang&Culture
In addition to three hour class meeting, synchronous and asynchronous online learning are required for this class.
Fall 2016 - MIIS
CHLA8520 - 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 2017 - MIIS
CHLA8530 / EDUC9530 - TeachChineseContextGlobalizatn ▹
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 2017 - MIIS
CHLA8540 - 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