{"id":2,"date":"2011-05-19T14:31:14","date_gmt":"2011-05-19T14:31:14","guid":{"rendered":"http:\/\/sites.wofford.edusites_wofford_eduzhangy\/?page_id=2"},"modified":"2023-03-22T13:28:31","modified_gmt":"2023-03-22T17:28:31","slug":"home","status":"publish","type":"page","link":"https:\/\/sites.wofford.edu\/zhangy\/","title":{"rendered":"Home"},"content":{"rendered":"\n
\n

Yongfang Zhang<\/h1>\n\n\n\n

Associate Professor of Chinese Studies, Coordinator of Chinese Program, Director of STARTALK Chinese @ Wofford Program<\/p>\n\n\n\n

Curriculum Vitae<\/a><\/h1>\n\n\n\n

Education<\/h1>\n\n\n\n

Ph.D., Chinese Pedagogy, The Ohio State University<\/p>\n\n\n\n

M.A., Chinese Pedagogy, The Ohio State University<\/p>\n\n\n\n

M.A., Modern Chinese, Beijing Normal University, P. R. China<\/p>\n\n\n\n

B.A., Chinese Language and Literatures, Henan University, P. R. China<\/p>\n\n\n\n

Bio<\/h1>\n\n\n\n

Dr. Zhang has taught Chinese language and culture for twenty-five years and has developed and coordinated several language programs. Since 2006, she has participated as a trainer in teacher training programs at both K-12 level and college level in the U.S. and China. She has also offered keynote speeches and dozens of professional development workshops for K-12 Chinese teachers. She has published her research at national and international conferences, and refereed journals about performance-based instruction, task-based instruction, authentic material use in Chinese language instruction, ACTFL standards, proficiency testing, intercultural competence, teacher preparation, and STARTALK principles. She served as a STARTALK site visitor and a team leader (2018-2021), and an ACTFL\/Council for the Accreditation of Educator Preparation (CAEP) reviewer (2013-2017). She is a certified ACTFL OPI Tester of Mandarin, an ACTFL OPI Mandarin Tester Trainer, a certified AAPPL rater, and an AAPPL Quality Advisor. She started and is leading a Special Interest Group \u201cIntercultural Competence for Chinese Teachers and for Chinese Learners: Supporting Chinese Teachers on Developing Students\u2019 Intercultural Competence,\u201d approved by the CLTA Board. She has served as the Principal Investigator and the Program Director of STARTALK Chinese Summer Program at Wofford College since its inception in 2013, and also served as the Lead Instructor during 2013-2015. The programs offered Novice level Chinese learning to middle and high school students.<\/p>\n\n\n\n

Publications<\/h1>\n\n\n\n

2023     Developing a PCA-Informed Learning Spiral for a Beginner-Level STARTALK Chinese Program.  In J. Wang & J. Jia (Eds.), Performed Culture in Action to Teach Chinese as a Foreign Language: Integrating PCA into Curriculum, Pedagogy, and Assessment <\/em>(pp. 27-36). New York: Routledge, 2023. https:\/\/doi.org\/10.4324\/9781003199090<\/a><\/p>\n\n\n\n

2021     Contextualizing Grammar Instruction at the Novice and Intermediate Levels: A Reflection on Grammar Instruction from a Cognitive Perspective. Journal of International Chinese Teaching, 2021 <\/em>(1), 59-67.<\/p>\n\n\n\n

2020     The Understanding of Context in Performed Culture Approach and Context Design in a Non-Chinese Language Environment. International Chinese Language Education, 2020 <\/em>(2), 60-68.<\/em><\/p>\n\n\n\n

2019     Teaching Chinese culture in a non-Chinese environment \u2014 An example of elementary and intermediate Chinese instruction in the USA. Journal of International Chinese Teaching<\/em>, 2019 <\/em>(2), 56-64.<\/p>\n\n\n\n

2015     Teacher cognition of overseas teaching context and adjustment of instructional strategies: A reflection based on personal teaching experiences in U.S.A. Journal of International Chinese Teaching, 2015 <\/em>(4), 16-29.<\/p>\n\n\n\n

2013     A CIP spiral performance-based model for beginner level Chinese L2 reading instruction. The Journal of the Chinese Language Teachers Association (JCLTA), 2013, 48 <\/em>(2), 91-118.<\/p>\n\n\n\n

2012     Integrating authentic written texts into beginning Chinese reading instruction. The Journal of the Chinese Language Teachers Association (JCLTA), 2012, 47 <\/em>(1), 43-60.<\/p>\n\n\n\n

2010     Best practices for blended Chinese courses offered to face-to-face classroom and distance sites simultaneously. The Proceedings of 6th International Conference on Technology and Chinese Language Teaching (TCLT 6), <\/em>283-287. Columbus, OH: The Ohio State University.<\/p>\n\n\n\n

2010     How Chinese native speakers handle written style material in reading and its application in second language acquisition. In M. K. M. Chan & H. Kang (Eds.), Proceedings of the 20th North American Conference on Chinese Linguistics (NACCL-20) <\/em>(Vol. 1, 327-342). Columbus, OH: The Ohio State University.<\/p>\n\n\n\n

1999     How do foreign students use Chinese idioms \u2014 An error analysis. Applied Linguistics, 1999 <\/em>(3), 25-30.<\/p>\n\n\n\n

1999     Analysis of the relationship between the position and the semantics of Chinese adverb \u2018dou\u2019. Journal of Beijing Normal University (Social Science Edition), 1999, <\/em>84-88.<\/p>\n\n\n\n

INVITED PRESENTATIONS<\/h1>\n\n\n\n

KEYNOTE SPEECH<\/p>\n\n\n\n

Nov 1, 2014      Keynote Speaker at CLTA National Capital Region (CLTA-NCR) Chinese Language Teacher Conference. University of Maryland, College Park, MD.<\/p>\n\n\n\n

Oct 21, 2010     Keynote Speaker at The Annual Minnesota Chinese Language Teachers meeting. University of Minnesota, Twin Cities, MN.<\/p>\n\n\n\n

INVITED PRESENTATIONS<\/p>\n\n\n\n

Dec 21, 2022    \u201cBackward design to implement the Chinese Proficiency Grading Standards for International Chinese Language Education\u201d. Workshop invited to Beijing Language University and Beijing Language University Press.<\/p>\n\n\n\n

Dec 9, 2022      \u201cProviding effective platform for diverse Chinese learners,\u201d International Forum on Chinese Program Brand Building<\/em>, co-hosted by Chinese Language Teachers Association,  Journal of International Chinese Teaching<\/em>, and Phoenix Tree Publishing Inc. <\/p>\n\n\n\n

Jul 3, 2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cUsing backward design to explore the application of Chinese Proficiency Grading Standards for International Chinese Language Education in Chinese teaching,\u201d Global Webinar Series \u201cCFL teaching in U.S.A.\u201d<\/em> hosted by Beijing Language University and Beijing Language University Press.<\/p>\n\n\n\n

Aug 7, 2021      Presented at Theme D \u201cAssess What Matters: How and Why,\u201d The 2021 <\/em>Chinese Language Association of Secondary-Elementary Schools<\/em> (CLASS) Symposium \u201cRefresh, Recharge, Reimage: Refresh your practice & Reimage Teaching in New School Year\u201d<\/em>, hosted by CLASS, the national association of K-12 Chinese teachers.<\/p>\n\n\n\n

May 29, 2021    \u201cHow to Implement Performed Culture Approach at Chinese Heritage Classrooms,\u201d The Chinese School Association in the United States (CSAUS) Workshop<\/em>, hosted by CSAUS, the national association of Chinese heritage weekend schools in U.S.A.<\/p>\n\n\n\n

May 22, 2021    \u201cFrom \u2018Structure-Function-Culture\u2019 to \u2018Function-Culture-Structure\u2019: A Revisit of Chinese Instructions at the Novice and Intermediate levels,\u201d CLTA SIG Webinar<\/em> hosted by CLTA SIG group \u201cTeaching CFL to Elementary and Intermediate Learners\u201d.<\/p>\n\n\n\n

May 15, 2021    \u201cPromoting Heritage Chinese Learner Autonomy through Cognitively Interactive and Engaging Learning Activities,\u201d The Lecture Hall<\/em> hosted by Chinese Language and Culture Education Foundation of China.<\/p>\n\n\n\n

Apr 8, 2021      \u201cIntegrating ACTFL Proficiency in Chinese Courses,\u201d Chinese Program Annual Workshop<\/em>, Yale University.<\/p>\n\n\n\n

Dec 19, 2020    \u201cDeveloping CFL Learners\u2019 Cross-cultural Communicative Competence through Backward Design,\u201d G<\/em>lobal Webinar Series<\/em> \u201cCFL teaching in U.S.A.\u201d<\/em> hosted by Beijing Language University and Beijing Language University Press.<\/p>\n\n\n\n

Dec 12, 2020    \u201cLanguage Proficiency and Performance: What are They, How to Assess, and How to Apply in K-16 CFL Instruction,\u201d The <\/em>CLTA-National Capital Region Symposium 2020 Fall\/Winter<\/em> \u201cAssessment of Articulation of Chinese During and After the Pandemic: Bridging K-12 and College Chinese Teaching\u201d<\/em>.<\/p>\n\n\n\n

Oct 25, 2021     \u201cPromoting CFL Learners\u2019 Cross-cultural Communicative Competence,\u201d The Lecture Hall<\/em> hosted by Chinese Language and Culture Education Foundation of China.<\/p>\n\n\n\n

Sep 26, 2020     \u201cACTFL Language Assessment and its Application at K-12 Chinese Instruction,\u201d CLASS Frontline<\/em>.<\/p>\n\n\n\n

Sep 12, 2020     \u201cFormative Assessment in CFL Instruction,\u201d The Global Webinar \u201cTeaching Chinese Online under the New Global Challenge: Reflection and Expectation<\/em>\u201d hosted by Beijing Language University and Beijing Language University Press.<\/p>\n\n\n\n

Aug 28, 2020    Served on a panel and provided online practicum workshop to coach a dozen Chinese heritage weekend school teachers, invited by CSAUS.<\/p>\n\n\n\n

Jul 18, 2020      \u201cPerformed Culture Approach and Its Application on Teaching Heritage Chinese Learners\u201d, CSAUS Forum \u201cOversea Chinese Education Talk\u201d<\/em>.<\/p>\n\n\n\n

Jun 6, 2020       Presented at \u201cMoving Chinese Teaching Forward in the Post-pandemic Era\u201d, invited by CLASS.<\/p>\n\n\n\n

Oct 11, 2019     Invited by STARTALK Central to present a two-hour workshop \u201cPerformance Assessment Tasks:  Using Backward Design to Create a STARTALK Curriculum<\/em>\u201d at the STARTALK Fall Conference with a theme \u201cTELL-ing About Our Principles in Practice\u201d, Phoenix, AZ.<\/p>\n\n\n\n

May 2018         Presented in the panel \u201cDeveloping an Effective Model for Contextualized Language Learning\u201d at the 2018 National Chinese Language Conference, Salt Lake City, UT, invited and sponsored by STARTALK Central.<\/p>\n\n\n\n

Nov 4, 2017      Invited by STARTALK Central to present at a Reflection Focus Panel and offer an Application Workshop titled \u201cEnhancing L2 learning through digital storytelling and contextualized tasks<\/em>\u201d at the STARTALK Fall Conference, Portland, OR.<\/p>\n\n\n\n

Oct 15, 2016     Invited by STARTALK Central to lead a Program Implementation Strategies Session titled \u201cMEE: Motivate, Engage, and Empower Learners<\/em>\u201d at the STARTALK Fall Conference. Atlanta, GA.<\/p>\n\n\n\n

<\/p>\n<\/div><\/div>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

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