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Introduction to FLS Teaching Methodology

2017-10-19

Introduction to FLS Teaching Methodology

History

The teaching methodology of FLS has been developed by Ann Wang through the experience of 14 years of teaching Chinese. Ann's methodology also builds on the foundation of 30 years of foreign language teaching experience of her mother, Mrs. Lu, a state accredited senior teacher. This teaching methodology has been highly acclaimed by our learners and proved to be very effective for the training of students who want to focus on verbal interaction.

Since 2006, Ann has been training teachers in this methodology. In September 2007, Faithful Language Service was set up to teach Chinese language and culture. By 2008, there were 10 part time teachers trained by Ann and over 60 students from expatriates in Xi'An. By that time it was known as “Ann’s School”.

In March 2009, Faithful Cultural Info Consulting Company was established. In cooperation with Xi’an Tongren College, the Company set up Faithful Language School (FLS) in September 2009, starting to offer student visas to Chinese language learners. In the meantime, the Chinese Culture Course developed by Ann became an important part of the school curriculum.This course has been highly acclaimed by learners and even became the main reason for some of them to come and study in Xi’an.

The ideas of the Chinese Culture Course have also been blended into the FLS teaching methodology, because our goal is that student speak and communicate more like a Chinese person. Teaching at FLS is therefore characterized by

·         understanding and teaching language from the perspective of Chinese culture and mindset

·         learning by doing. Focus on the training of pronunciation and the use of functions instead of mechanical output of vocabulary and grammar

·         thorough teacher training. To ensure that every teacher holds to the teaching methodology of FLS

FLS Teaching Process

1.         At Enrollment: students fill in the questionnaire

2.         Interview with head teacher

1)         to assess the direction of study, learning type, and study method

2)         to stipulate a study plan, including general study objective, study objective in FLS, study objective for each semester, teaching style, course materials, teacher of the semester, and customized program content.

3.         For students requesting premium course

3)         Head teacher

3.a.    Responsible for overall design of the study program

3.b.    Available for teaching key aspects

3.c.    Assess and evaluate the student on a monthly basis and give feedback

3.d.    Check lesson plans from the main teacher

3.e.    Observe the lessons

4)         Main teacher

4.a.    Responsible for daily teaching and regular study plan

4.b.    Communicate with students about the teaching approach and plan

5)         Practice teacher

5.a.    Responsible for the design of exercises to consolidate the studied content

5.b.    Using topical, functional, grammar and vocabulary exercises according to the needs of the student

4.         In the middle of a semester, the head teacher will communicate with the student on the progress and effect of their study, and discuss the plan for the remaining half of the semester.

5.         Students can attend free lectures about “how to study Chinese language/characters”

6.         Student can have a free assessment for their Chinese level and receive evaluation on their language learning process.

7.         Issue certificate of completion

8.         Student can receive a study record that includes the study plan and goals, concrete feedback on the student's learning throughout the various stages, and an assessment of language level with recommendations for further language and culture study.

Outcomes

1.         Students who complete a 3-months to one-semester-study (6 months) can accurately communicate simple messages, e. g. give personal information, make general descriptions, talk about activities, hobbies and needs.

2.         Students who study for 1 year (2 semesters) will be able to communicate simple messages related to work, school, daily living, recreation, and interest in a confident, fluent and relaxed way, meanwhile having a better understanding about Chinese culture and mindset.

3.         Students who study for 3 semesters will have emerging ability to analyze and understand the deeper meaning and emotion of Chinese speakers and express deeper thoughts and emotions with emerging clarity and accuracy. They can conduct non-formal conversations in most topics related to school, family, daily living and recreation, and can have formal conversations about some topics related to work, social events, public interest and religion.

4.         Students who study for 2 to 3 years will be able to fulfill more complicated communicative tasks and handle unexpected social scenarios, using language with rich content to express more complicated thoughts and emotions. They can share messages related to personal experience, social, national and international events and topics. After 3 years they may confidently discuss various topics in a Chinese way and also communicate abstract and complicated ideas in their area of expertise.