CLTAC Spring Conference 2017 Keynote Speech
刘乐宁，出生于陕西省西安市。插队下乡三年后于一九七七年考入陕西师范大学中文系，学习中国语言文学。一九八二年春获文学学士学位，同年起随高元白、李新魁二先生学习汉语史（音韵学方向）。一九八五年获汉语史硕士学位，同年赴中山大学进修上古音与古文字学。一九八七年至一九八九年底任教于陕西师范大学中文系，教授古代汉语和汉语语音史。一九九〇年秋入美国佛罗里达大学语言学系随屈承熹教授治句法学和篇章语法，九六年五月获语言学博士学位。 一九九五年七月起任教于美国哥伦比亚大学东亚语言文化系，教授现代汉语，古代汉语，汉语语言学和汉语教学法。现为该系东亚语言文化学教授，中文部主任，同时兼任该校孔子学院美方院长和汉语作为第二语言师资项目主任。刘乐宁是世界汉语教学学会理事、常务理事，国际中国语言学会理事，北美中文研究中心理事, 《国际汉语教育学报》（中英文）三主编之一。其兼职包括西南交通大学外语学院海外院长，陕西师范大学“曲江讲座教授”，南开大学、香港岭南大学、北京语言大学、中央民族大学、华侨大学，湖南师范大学和四川师范大学客座教授。
Lening Liu was born and raised in Xi’an City of China. He was sent to the countryside during the Cultural Revolution and labored in rice field for three years. In 1978, he passed the college entry examination when China re-installed its higher education and enrolled himself in the Department of Chinese Language and Literature at the Shaanxi Normal University. He received BA in Chinese in 1982 and MA in History of Chinese in 1985. After teaching Chinese for 5 years in China he attended the University of Florida in United States and studied Linguistics under the guidance of Prof. Chauncey Chu. He received PhD in Linguistics in 1996 and joined faculty at Columbia University in the same year. Now, he is Professor of East Asian Languages and Cultures at Columbia and the director of its Chinese Language Program, Confucius Institute and The Certificate Program in Teaching Chinese to Speakers of Other Languages. Lening Liu’s research interests are in the fields of Chinese syntax, discourse grammar and Chinese language pedagogy. He is the author of <Approaching China>, <A Course on Cross-Culture Communication> and a number of journal articles. He is also a member of Standing Committee of The International Society of Teaching Chinese as Foreign Language and one of the editors-in-chief of The International Journal of Chinese Language Education.
TCSOL Teachers: Their Education, Training and Evaluation
This presentation argues that, as a field, the current state of TCSOL is far from ideal. First, some courses offered by TCSOL programs in China and overseas equip students with inappropriate or less practical knowledge about linguistic structures and language learning. For instance, often than not, course on Chinese linguistics is offered in a formal syntactic framework, providing scarce, if any, explanations on linguistic forms’ functions and actual usages. Second, despite the fact that TCSOL is a highly practical profession, many graduates of TCSOL programs received little training in actual teaching inside classrooms. Third, there have no concrete criteria by which we can objectively evaluate a TCSOL teacher’s classroom performance. Many evaluators apply some personally preferred “standards” to assess teachers’ performance.
This presentation offers presenter's thoughts on and "solutions" to these problems. It proposes some more practical content courses and more vigorous trainings on teaching skills. It also recommends an observation form developed by Columbia University’s Language Resource Center as a possible solution for evaluating TCSOL teachers’ performance inside classrooms.