Innovating the Design of Lower-Level Reading and Writing Curriculum for the Digital Age

Abstract

This chapter proposes an innovative curricular design that centers around the concept of digital performance to address three major shortcomings of lower-level reading and writing tasks as implemented by existing Chinese curriculums in the United States and beyond. First, the core emphasis on literacy development focuses students’ attention on rote memorization of characters rather than the development of text-based communicative skills. Second, decontextualizing reading and writing events from their social contexts leads to a deep misunderstanding where handwriting grammatical sentences is equated with meaningful writing. Third, there is an underutilization of technology-assisted reading and typing tasks as learning activities. To fill the gap between our vision of what a successful Chinese language learner needs to accomplish in the target culture and the existing instructional methodologies, we propose a new pedagogical concept of “digital performance” and design an innovative lower-level reading and writing curriculum around this concept. By “digital performance,” we mean using text in combination with other digital semiotic resources for computer-mediated forms of communication. The proposed curriculum consists of three features. First, it encourages students to read extensively with a goal of developing reading skills at a faster pace than handwriting skills. Second, it devotes valuable class time to conduct reading-based speaking activities and reading-based writing activities instead of focusing on memorization of Chinese characters. Third, it actively adopts contextualized performances in a digital environment such as texting, responding to emails, and posting on social media as class activities. The proposed approach has been applied in the first-year curriculum at a private college in North America. The assessment results show that most students were able to read and comprehend Chinese characters that they were not required to handwrite. Students also demonstrated strong ability and willingness to participate in a series of authentic text-based reading and typing tasks at the end of the academic year.

Appendix: Interview Scripts

Statement: As mentioned in the consent form, this interview will focus on your Chinese learning experiences and behaviors. You can pause the interview and skip a question that you do not feel comfortable answering at any time. Our interview will be voice-recorded for the purpose of data review. The recorded file will be saved in researcher’s work computer with restricted access. You could also pause or stop the recording during the interview by simply asking the researcher to do so. This interview will last about 15 min. Are you ready? Let’s start.

• 1. Do technology-assisted learning activities (such as sending contextualized emails, WeChat messages, and using APP to search restaurants) encourage you to practice Chinese more?

• 2. In your reading and writing classes, you were asked to use your computers and smartphones to accomplish real-life reading and typing tasks, such as replying emails or ordering Chinese food with friends. Please evaluate these tasks:

  • Are those tasks difficult compared with other classroom activities? (1, much easier than other activities; 3, the same difficult; 5, much more difficult than other activities)

  • Are those tasks helpful? (1, much less helpful than other activities; 3, the same helpful; 5, much more helpful than other activities) In which sense?

• 3. What do you like and dislike most about the above reading and typing activities?

• 4. How would you rate the amount of handwriting practice in your class? (1, insufficient emphasis on handwriting; 3, appropriate; 5, too much emphasis on handwriting)

• 5. How would you rate the amount of handwriting practice in your homework? (1, insufficient emphasis on handwriting; 3, appropriate; 5, too much emphasis on handwriting)

• 6. How would you rate the amount of handwriting in test? (1, emphasis on handwriting; 3, appropriate; 5, too much emphasis on handwriting)

• 7. What types of writing/tying activity would you like to spend more time on? (Practice handwriting? Writing emails? Posting on social media? Writing essays)

• 8. What types of writing/tying activity would you like to spend less time on? (Practice handwriting? Writing emails? Posting on social media? Writing essays)

• 9. Do you think being able to type Chinese contributes to your understanding of Chinese culture? If so, how?

• 10. Do you think being able to handwrite Chinese contributes to your understanding of Chinese culture? If so, how?

• 11. Besides doing your homework, have you had a chance to type Chinese on your computer or smartphone in your daily life? In which contexts?

• 12. Do you use any learning APP or websites to study Chinese? If yes, please provide details (which learning tools and in which contexts do you use them?).