Professor of Chinese and Inaugural Director of the Institute of World Languages, General FacultyEmail
PhD in Second Language Acquisition & Teacher Education, University of Illinois at Urbana-Champaign (1999)
MA in Teaching English as an International Language, University of Illinois at Urbana-Champaign (1995)
RESEARCH INTEREST & SPECIALIZATION
Second language acquisition, Chinese language pedagogy, curriculum design, teacher development, task-based language teaching, blended and online language teaching
In both my research and my teaching, I am most interested in exploring what accounts for effective teaching and learning in Mandarin Chinese, and my focus has evolved from face-to-face instruction toward blended and online contexts in recent years. Teacher training has been my passion since 2005. Numerous K–16 Chinese language teachers who received my training have become competent and influential instructors and leaders in the global Chinese language teaching community. In early years, I founded the Chinese Outreach Program at the University of Virginia and served as the director of the UVA in Shanghai Study Abroad Program and as acting director of the Chinese language program at UVA and the University of Illinois at Urbana-Champaign. Since 2008, I have received a federal grant every year to develop and direct the STARTALK Chinese Language Teacher/Student Academy. I am enormously honored to have served as the inaugural director of the Institute of World Languages since 2014. I feel truly grateful for the ample opportunities that position has offered to work with devoted and talented faculty in 24 world languages to shape the IWL’s foundation and visionary future. My other services and contributions include, but are not limited to, serving as the founder and president of CLTA-VA (2009–13), a member of the CLTA Board of Directors (2011–14), a member of the STARTALK Task Force, and a College Board AP Chinese consultant. Receiving the Helen Warriner-Burke FLAVA Distinguished Service Award (2016) and the Jefferson Trust Award (2018) continues to inspire me to embark on exciting language-and-technology initiatives.
The Handbook of Tasks and Rubrics for Teaching Mandarin Chinese, Volume I. Phoenix TreePublishing Inc., 2014.
AP Chinese Language and Culture Teacher’s Guide. College Board, 2007.
推动专业化的AP中文教学: 大学二年级中文教学成功模式之探讨与应用 (Promoting Professionalism in Teaching AP Chinese: An Introduction of a Successful Model in Teaching Second Year Chinese at the College Level). Beijing: Beijing Language and Culture University Press, 2007.
“An Immersive Flipped Classroom for Learning Mandarin Chinese: Design, Implementation, and Outcomes,” coauthored with Chin-his Lin & Henny Chen, Journal of Computer-Assisted Language Learning, 2018, http://www.tandfonline.com/doi/full/10.1080/09588221.2018.1440603.
初级中文把字句段落时有效输出之四年进阶教学研究 (“A Study of Paragraph-Level Pushed Output on Ba Construction”), 国际汉语教学研究 (Journal of International Chinese Teaching), 2018: 58–64.
台美兩地華語教師之任務型教學認知理解與推動現況研究 (“Chinese Language Teachers’ Perceptions and Implementation of Task-based Language Teaching in Taiwan and the United States”), coauthored with Chen-cheng Chun, 臺灣華語教學研究 (Taiwan Journal of Chinese as a Second Language), 2018: 19–52.
“Chinese Language Teachers’ Perceptions of Tasks and Task-based Language Teaching,” Journal of National Council of Less Commonly Taught Languages, 2017: 29–65.
美国大学高年级华裔课程师生共建模式研究报告 (“UVA Co-create for an Advanced- Chinese Language Course for Heritage Learners), coauthored with Shuishui Long, 国际汉语教育 (International Chinese Language Education), 2, no. 4 (2017): 23–39.
“The Development of Skills Required for Online Chinese Language Teaching,” Journal of Technology and Chinese Language Teaching 8, no. 1 (2017): 36–55.
“An Investigation of the Design of a Four-stage Flipped Classroom in Mandarin Chinese,” coauthored with Maan Broadstock and Henny Chen, Journal of Technology and Chinese Language Teaching 7, no. 1 (2016): 15–42.