California State Polytechnic University, Pomona s3

CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA

ACADEMIC SENATE

GENERAL EDUCATION COMMITTEE

REPORT TO

THE ACADEMIC SENATE

GE-012-089

FL 272, Intermediate Chinese II (GE Area C3)

General Education Committee Date: 7/9/09

Executive Committee Received and Forwarded Date: 7/15/09

Academic Senate Date: 9/30/09 First Reading BACKGROUND:

The EFL department is requesting approval to offer an intermediate sequence of Chinese courses as GE courses at the 200-level: FL 271Intermediate Chinese; FL 272 Intermediate Chinese II; and FL 273 Intermediate Chinese III. These are existing courses that the EFL department has offered for several years. The department is proposing to add this course, FL 271, to GE Area C3.

Rationale for Proposed Change: Provides students with the opportunity to develop oral and written competency in Mandarin Chinese at the intermediate level. GE Area C3 has a host of intermediate language courses in it already.

FL 271, FL 272, and FL 273 help Cal Poly Pomona students develop oral and written competency in Mandarin Chinese at the intermediate level, and to acquire comprehensive knowledge in various aspects of Chinese culture, arts, education, history, government, economics, and business. These courses meet the GE criteria, which stipulate that courses in area C3 should provide students with an appreciation of language and literature, underscoring both the relationship between culture and language and deepening students’ appreciation of diverse cultures to our literary and linguistic heritage. These courses will help students meet GE requirements in area C3.

RESOURCES CONSULTED:

CLASS Curriculum Committee, Dr. Lise-Helene V. Smith, Dr. Isabel M. Bustamante, Dr. Da'an Pan, Meijuan Dong, Dr Claudia Pinter-Lucke.

RECOMMENDATION:

The General Education Committee voted unanimously to support GE-012-089, FL 272, Intermediate Chinese II (GE Area C3), 8-0-0. CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA ACADEMIC SENATE REFERRAL REQUEST FORM

Please provide all information requested in this form. Incomplete referrals will be returned. Referrals must be submitted in electronic form to: [email protected]

Date: 11/24/08

Names and titles of proponents: Dr. Lise-Helene V. Smith, Asst Professor Dr. Isabel M. Bustamante, Professor Dr. Da'an Pan, Assoc Professor Meijuan Dong, Lecturer

KEYWORDS: (list at least 3 keywords to facilitate referral access through database) Intermediate, Chinese, General, Education, Course

TITLE OF REFERRAL: FL 272 “Intermediate Chinese II” (GE Area C3)

BACKGROUND: (Provide background on the need for this referral and how it will benefit the University. Clearly state the expected outcome(s) or action(s) requested) The EFL department is requesting approval to offer an intermediate sequence of Chinese courses as GE courses at the 200-level: FL 271Intermediate Chinese; FL 272 Intermediate Chinese II; and FL 273 Intermediate Chinese III. These are existing courses that the EFL department has offered for several years.

Rationale for Proposed change: Provides students with the opportunity to develop oral and written competency in Mandarin Chinese at the intermediate level. GE Area C3 has a host of intermediate language courses in it already.

FL 271, FL 272, and FL 273 help Cal Poly Pomona students develop oral and written competency in Mandarin Chinese at the intermediate level, and to acquire comprehensive knowledge in various aspects of Chinese culture, arts, education, history, government, economics, and business. These courses meet the GE criteria, which stipulate that courses in area C3 should provide students with an appreciation of language and literature, underscoring both the relationship between culture and language and deepening students’ appreciation of diverse cultures to our literary and linguistic heritage. These courses, if offered as GE courses, will help students meet GE requirements in area C3. Upon completion of this sequence, students should be able to: a. acquire comprehensive knowledge in various aspects of Chinese culture, literature, history, and society; b. develop oral and written competency in Mandarin Chinese to enable students to work in multicultural and multilingual environments; c. facilitate students’ career pursuit in the private or public sectors, wherein a command of knowledge in Chinese culture as well as the Chinese language are useful or necessary. d. understand the significance of canonical writings, cultural expressions, and communicative protocols in the Chinese tradition; e. develop a cross-cultural appreciation of other cultures, and better understand our own literary and linguistic heritage through a comparison with Chinese language and culture. f. help the university to achieve its global and multicultural objectives.

RECOMMENDED RESOURCES: (Provide a list of persons and documents that could be consulted for additional information on this topic)

Dr. Lise-Helene V. Smith, English & Foreign Languages Department Dr. Isabel M. Bustamante, English & Foreign Languages Department Dr. Da'an Pan, English & Foreign Languages Department Meijuan Dong, English & Foreign Languages Department FL 272 Expanded Course Outline and Cover Letter

The Executive Committee (EC) forwards the referrals to a standing committee that researches the proposal, contacts resources, and submits a report. The EC reviews the report, forwards it to the Senate or returns it to the standing committee for additional information, clarification, or review. After the EC accepts the report it is placed on the agenda of the next Academic Senate meeting for a first reading and a month later for a second reading where voting takes place. The referral is then sent to the President for approval. Depending on the topic the process may take from 1 to 3 quarters. A motion to waive the first reading, if approved by the Senate, would reduce the wait time by one month.

Is there a deadline by when this referral needs to be considered by the Academic Senate?  No Yes, by (date). Justification for deadline: College of Letters, Arts, and Social Sciences

General Education Curriculum Cover Sheet

Department: EFL Presenters: Lise-Hélène Smith

Course Title (limited to 30 characters):

FL 272 Intermediate Mandarin Chinese II

Lower Division General Education X Sub-area B-4 Science and Technology Synthesis (upper division) Sub-area C-4 Humanities Synthesis (upper division) Sub-area D-4 Social Sciences (upper division) Area E Lifelong Learning and Self-Development Interdisciplinary Synthesis

Catalogue Description (not to exceed 40 words)

EFL FL 272 Intermediate Mandarin Chinese II (4)

Further development of the four language skills: listening, speaking, reading and writing within a cultural context. Practice of spoken and written Mandarin Chinese in complex communicative activities. Introduction of more advanced grammatical structures needed to perform various functional tasks. 4 lecture/discussions. Prerequisite: FL 271 or equivalent and/or instructor’s approval.

Fulfills GE Area C3.

Old Catalogue Description (if applicable)

Description unchanged.

Brief justification on how this course meets the criteria for general education within the area identified (no more than 250 words):

The ELF department requests approval to offer an intermediate sequence of Chinese courses as GE courses at the 200-level: FL 271 Intermediate Mandarin Chinese I; FL 272 Intermediate Mandarin Chinese II; and FL 273 Intermediate Mandarin Chinese III. These are existing courses that the EFL department has offered for several years.

FL 271, FL 272, and FL 273 help Cal Poly Pomona students develop oral and written competency in Mandarin Chinese Mandarin at the intermediate level, and to acquire comprehensive knowledge in various aspects of Chinese culture, arts, education, history, government, economics, and business. These courses meet the GE criteria, which stipulate that courses in area C3 should provide students with an appreciation of language and literature, underscoring both the relationship between culture and language and deepening students’ appreciation of diverse cultures to our literary and linguistic heritage. These courses, if offered as GE courses, will help students meet GE requirements in area C3.

Upon completion of this sequence, students should be able to: a. acquire comprehensive knowledge in various aspects of Chinese culture, literature, history, and society; b. develop oral and written competency in Mandarin Chinese to enable students to work in multicultural and multilingual environments; c. facilitate students’ career pursuit in the private or public sectors, wherein a command of a knowledge in Chinese culture as well as the Chinese language are useful or necessary. d. understand the significance of canonical writings, cultural expressions, and communicative protocols in the Chinese tradition; e. develop a cross-cultural appreciation of other cultures, and better understand our own literary and linguistic heritage through a comparison with Chinese language and culture. f. help the university to achieve its global and multicultural objectives.

Consultation Conducted: CALIFORNIA STATE POLYTECHNIC Course Title: FL 272 Intermediate

UNIVERSITY, POMONA Chinese II Date of Preparation: 10/19/07 Date of Revision: 1/22/08 Prepared By: Meijuan Dong, Isabel M. Bustamante-López, Da’an Pan, and Lise-Hélène Smith

COURSE OUTLINE

Catalog Description

FL 272 Intermediate Chinese II (4)

Further development of the four language skills: listening, speaking, reading and writing within a cultural context. Practice of spoken and written Mandarin Chinese in complex communicative activities. Introduction of more advanced grammatical structures needed to perform various functional tasks. 4 lecture/discussions. Prerequisite: FL 271 or equivalent and/or instructor’s approval.

Required Background or Experience

Completion of FL 271 or its equivalent and/or instructor’s approval.

Expected Outcomes

Upon completion of this course, students should be able to:

a. Become familiar with Chinese cultural heritage and their own.

b. Develop the capacity to be creative and to appreciate creativity in others.

c. Discover the significance of great creative writings and communicative customs and traditions of the Chinese cultures.

d. Understand our own literacy and linguistic heritage through the study of Chinese language and culture

e. Develop spoken and written competency in Mandarin Chinese, and to acquire comprehensive knowledge in various aspects of Chinese culture and literature.

f. Demonstrate a low intermediate level of proficiency of the language.

Student will be able to: 1. Understand sentence-length utterances which consist of learned vocabulary and grammatical structures. 2. Comprehend spontaneous face-to-face conversations pertinent to personal needs, social conventions. 3. Ask and answer questions and participate in simple conversations on topics beyond the most intermediate needs. 4. Handle successfully a variety of uncomplicated, basic and communicative tasks and social situations with appropriate language forms. 5. Find main ideas and supporting details of simple connected texts that have to do with a variety of basic personal and social needs. 6. Read consistently with increased understanding linguistically non-complex texts and relate content to students’ personal knowledge. 7. Write relatively longer paragraphs that consist of learned vocabulary and grammatical structures on familiar topics. 8. Compose paragraphs that involve preferences, everyday events and personal experiences.

Texts and Readings

1. Yao, et al. Integrated Chinese Level Two: Textbook. (simplified character edition) Boston: Cheng & Tusi Company, 1997. 2. Yao, et al. Integrated Chinese Level Two: Workbook. (simplified character edition) Boston: Cheng & Tusi Company, 1997. 3. A class set of supplemental materials for practice exercises and homework provided by the instructor.

Minimum Student Materials

Required Materials Required textbook and supplemental materials provided by the instructor, a notebook, index cards, computer diskettes, and standard student materials.

Minimum College Facilities

Technology-enhanced classroom and virtual language lab.

Course Outline

Detailed Description of the Course:

Students will learn about contemporary Chinese culture to expand their understanding of modern China, especially in relation to the changes currently taking place in this country. Cultural topics will include major political, economical and cultural events that are currently changing and reshaping the Chinese social and family structures. Brief literary texts will be an important component of this course.

Language instruction will include: Listening Comprehension 1. Oral instructions, requests, complex questions, commands, and social discourse 2. Brief lecture, class discussion on everyday topics and topics presented in the textbook 3. Auditory discrimination of Chinese phonology and grammatical structures

Oral Communication 1. Conversation skills a. Small group open discussion b. Recounting and explanation of facts and events from personal experience and readings 2. Control of basic syntactical features 3. Comprehensible and correct speech on assigned topics 4. Practice in overcoming special pronunciation difficulties

 Reading 1. Expansion of vocabulary and idiomatic expressions 2. Comprehension a. Main idea b. Supporting details c. Conclusions d. Inferences 3. Reading skills a. Using context clues b. Reading with questions and expecting answers c. Bringing information to get information

 Writing 1. Techniques of narrative, descriptive, and expository paragraphs 2. Exercises with simple, compound and complex sentences 3. Vocabulary variety and word choice 4. Grammar a. Particles b. Emphatic patterns c. Conjunctions d. Inverted order e. Existence sentences f. Comparison g. Complements h. Cohesion devices i. Quantitative adverbs j. Adverbial clauses k. Alternative questions

Instructional Methods

A variety of instructional methods will be used to help students achieve the course outcomes. These include: A. Lectures by the instructor on new lessons, specific topics, grammar points, and phonetics. B. Group and class discussions on listening comprehension, language points, reading texts, and cultural concepts. C. Pair work and group activities on grammar exercises, pattern drills, and situational dialogues. D. Games and problem-solving activities through interaction between the instructor and students, as well as among students. E. Collaborative team project on cultural topics presented by using technology- enhanced techniques (e.g. Power-Point presentations). F. Classroom presentations by students, followed by evaluations from peers and instructor. G. Use of audio/video media.

Outcomes Assessment

A. Students’ learning outcomes will be evaluated based on both observable and measurable methods, which include:

1. Class attendance and participation in discussion and group work 2. Collaborative team projects on cultural topics 3. Oral / aural performances 4. Reading and writing homework assignments 5. Chapter quizzes 6. Written midterm 7. Final examination

B. General Education Outcomes Assessment

The course will be assessed in an on-going manner: throughout the course, students will be asked to provide feedback and suggestions to the instructor regarding the pace of teaching, instructional methods, course content, student workload, and class requirements. Based on the input of the students, the instructor will adjust and improve teaching strategies accordingly, if the contributions are rational and constructive.

GE assessment will also be carried out by examination of the level and quality of student oral and written communication work collected throughout the quarter and by examination of students’ responses to the instructor’s prepared written evaluation of the course, which will be in addition to the departmental end-of-the quarter questionnaire. This complementary evaluation will consist of an objective and written assessment which will specifically identify how students have attained the course’s educational objectives. Students will be asked to rate the importance of the educational objectives and how these objectives and the course might be improved.

The data collected from these various assessment tools will be used to determine the extent to which the course has helped students develop the skills necessary to succeed at Cal Poly Pomona, explore the nature and value of a university education, and to succeed as life long learners.