Liling Huang Department of World Languages and Literatures, Boston University 718 Commonwealth Avenue, Room 402 C, Boston, MA 02215 [email protected] EDUCATION Doctor of Philosophy State University of New York at Buffalo expected by 2025 Curriculum, Instruction and the Sciences of Learning Master of Arts Carnegie Mellon University 05.2014 Applied Second Language Acquisition Bachelor of Arts Sun Yat-sen University 06.2010 Major: English, Teaching Chinese as a Second Language Minor: Korean ADDITIONAL TRAINING Doctoral Education: ➢ Graduate courses, School of Education, Boston University Pedagogy training: ➢ Content-Based Language Instruction and Curriculum Development, Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, Summer, 2018 ➢ Blended Learning Challenge, Center for Teaching and Learning, Boston University, 2017- 2018 ➢ HUB General Education Course Redesign workshop, Boston University, 2018 ➢ Digital humanities literacy workshop, Carnegie Mellon University, 2015 ➢ Technology Enhanced Learning summer school, Carnegie Mellon University, 2015 Assessment training: ➢ Oral Proficiency Interview training through the American Council on the Teaching of Foreign Languages (ACTFL), five-day workshop, San Diego State University, 2016 AWARDS & HONORS International and national recognition ➢ 2020 ACTFL DL SIG/CALICO Online Teaching Award for Higher Education (by American Council on the Teaching of Foreign Languages, USA and Computer Assisted Language Instruction Consortium, USA) ➢ 2018 Blackboard Exemplary Course: First Semester Chinese Online (by Blackboard Inc., USA) ➢ First Prize, 2017 Cengage Learning Award for Innovative Excellence in Teaching Chinese as a Foreign Language (awarded by Chinese Language Teachers Association, USA) School recognition ➢ Curriculum Reform Pioneer (Wanzai Middle School, China, 2012) City recognition ➢ First Prize in Secondary School English Teachers’ Teaching Competition (Zhuhai City, China, 2010) ➢ Third Prize in National New Concept English Speech Contest for the University Student Group (Zhuhai City, China, 2009) CERFICATIONS ➢ Fully Certified ACTFL Oral Proficiency Interview (OPI) Tester in Mandarin (2017-2021) ➢ Certificate of Completion: Project-Based Language Learning, National Foreign Language Resource Center, 2020 ➢ Certificate of Completion: Content-Based Language Instruction and Curriculum Development, CARLA, 2018 ➢ Certificate of Completion: TESOL, 2012 ➢ Certificate for English Majors, Top Level, Level 8 CURRENT FACULTY POSITION Senior Lecturer in Chinese 07. 2020 to present Lecturer in Chinese 07.2015 to 06.2019 ➢ Teach all levels Chinese language courses ➢ Integrated various technologies into my courses, developed and teach online and blended courses ➢ Lead the hybrid curriculum reform in LC111 ➢ Developed new content-based courses ➢ Redesigned BU General Education Hub courses ➢ Participated in content-based instruction (CBI) reform in the Chinese program by attending program meetings and redesigning courses using CBI principles ➢ Participated in the character reform in the Chinese program by creating the new character lists for LC111, and updating quizzes, assignments and class activities according to the new lists in this level ➢ Led the flipped class reform in all sections of LC111 by revising syllabus, sharing links to instructional videos and video notes with teachers ➢ Drafted the first proposal for Chinese MAT program based on the discussions with faculty in the Chinese program, participated in the meeting with faculty in the School of Education, and developed the Chinese pedagogy course taught in both English and Chinese in the new program. Guest Lecturer in BU’s School of Hospitality Administration 01.2016-05.2016 ➢ Taught HF282 Cultural and Communication: Hospitality in China ➢ Accompanied students to study abroad in China over the spring break. ADMINSTRATIVE EXPERIENCE ➢ Coordinated 1st Year Chinese (Fall 2016-present), which involves o Leading four sections of LC111’s hybrid learning curriculum reform (07.2020--present) o Training part-time Chinese instructors in program teaching approaches o Meeting with 1st year instructors to discuss pedagogy, develop online learning modules, teaching materials and assessments o Developing grading rubrics for projects and exams for all sections of LC111 and LC112 o Leading regular lesson planning meetings o Sharing and revising teaching materials (lesson plans, quizzes, etc.) on public folders o Preparing master syllabi for multi-section courses LC111 and LC112 o Observing part-time teachers’ classes and providing consultative feedback o Sharing flipped-learning materials (videos and video notes) with LC111 teachers COURSES TAUGHT ➢ Chinese language courses LC111 First Semester Chinese LC112 Second Semester Chinese LC123 First Year Chinese, an intensive course covering the first two semesters in one LC211 Third Semester Chinese LC311 Third Year Chinese I ➢ Advanced-level content-based Chinese language courses LC313 Chinese through intercultural communication (blended format) LC319 Chinese through intercultural communication (face-to-face) LC420 Digital Chinese ➢ Culture course taught in English HF282 Culture and Communication Travel Series: Hospitality in China, also led course participants on a study-travel trip in China over spring break. ➢ Online Chinese courses LC111 First Semester Chinese Online LC112 Second Semester Chinese Online ➢ Graduate level pedagogy course taught in English and Chinese LC511 Methods of Teaching Chinese as a Foreign Language CURRICULUM DEVELOPMENT NEW COURSES ➢ LC 111 Online (co-developed w/Dr. Navarre), LC112Online ➢ Content courses LC319/LC313 Chinese through Intercultural Communication ➢ Digital Expression BU HUB outcome: LC420 Digital Chinese ➢ Designed blended Chinese course: LC313 Chinese through intercultural communication ➢ LC511 Teaching Chinese as a Foreign Language ➢ The Chinese course for the culture and travel series in the School of Hospitality and Administration: HF282 Hospitality in China TECHNOLOGY-ENHANCED TEACHING INNOVATION ➢ Self-paced Learning Website for Chinese Pragmatics o First website with interactive online modules for studying Chinese pragmatics in the US, contains 13 modules of Chinese pragmatics. ➢ Video database o 80 video clips selected from TV dramas containing high frequency vocabulary and grammar, video quizzes with automatic feedback. ➢ Course website for blended course LC313 with nine modules on intercultural topics. ➢ Course website LC420 with seven modules about the Internet in contemporary Chinese society. PREVIOUS TEACHING AND OTHER PROFESSIONAL EXPERIENCE University of Pittsburgh, Part time Instructor 09.2014-04.2015 ➢ Course taught: 1st year Chinese Carnegie Mellon University, Graduate Instructor 08.2013-05.2014 ➢ Course co-taught: 3rd year Chinese ➢ Assisted the professor in a course entitled Studies in Chinese Literature and Culture Sun Yat-sen University, Undergraduate Instructor 09.2008-06.2009 ➢ Course taught: Conversational Chinese (1st year Chinese) Pittsburgh Taylor Allderdice High School, Teaching Assistant 01.2014-05.2014 Wanzai Middle School, Curriculum Reform Leader and English Teacher 07.2010-07.2013 China Import and Export Fair, Part time Interpreter 04. 2010-05.2010 Guangzhou New Oriental School, Part time English teacher 04.2007-08.2007 PEER-REVIEWED PRESENTATIONS: ➢ American Council on the Teaching of Foreign Languages (ACTFL), annual conference, panel presentation, 2020: Core Practices, Intercultural Learning and Can-Do Statements ➢ Chinese Language Teachers Association (CLTA), annual conference, Washington DC, 2020 A Standard Based Online Chinese Course on Learners’ Oral Proficiency Gains ➢ New England Chinese Language Teachers Association (NECLTA), annual conference, Boston, MA, 2019: Effects of an Interactive Online Chinese Course on Learners’ Oral Proficiency Gains ➢ American Council on the Teaching of Foreign Languages (ACTFL), annual conference, panel presentation, New Orleans, LA, 2018: Developing Advanced Proficiency through Content-Based Instruction ➢ Computer-Assisted Language Instruction Consortium (CALICO), annual conference, University of Illinois, Urbana-Champaign, IL, 2018: Developing and Evaluating an Online Language Course ➢ HybridEd Workshop, MIT, Cambridge, MA, 2018: Integrating Interactive Online Modules of Chinese Pragmatics into a Blended Course ➢ 2018 World Language and Literature Pedagogy Symposium, Boston, MA Teaching Cultural Values through International TV Commercials ➢ 2017 World Language and Literature Pedagogy Symposium, Boston, MA A Web-based Curriculum in Teaching Chinese Pragmatics ➢ 2017 World Language and Literature Pedagogy Symposium, Boston, MA Developing an Online Language Course ➢ American Council on the Teaching of Foreign Languages (ACTFL), annual conference, panel presentation, Boston, MA, 2016: Chinese is not that Difficult: Technology Enhanced Education ➢ Chinese Language Teachers Association of Western Pennsylvania (CLTA-WPA), spring conference, Pittsburgh, PA, 2015: Teaching Pragmatics in L2 Chinese Classroom ➢ International Pragmatics Conference of the Americas, annual conference, University of California, Los Angeles, CA, 2014: Turn Taking and Wait Time in Chinese-as-Foreign-Language Classroom Interactions ➢ Chinese Language Teachers Association of Western Pennsylvania (CLTA-WPA), fall conference, Pittsburgh, PA, 2014: Turn Taking as a Teaching Strategy in Chinese-as-a-Foreign- Language Classes Other presentations: ➢ Monthly Talk Series, Teaching with Technology Community,