This course examines the contemporary paradigms of foreign language
pedagogy, investigate their implications upon Chinese language instruction
in the U.S., identify critical issues of language pedagogy, and explore
various techniques of teaching four language skills.  Special topics
include teaching culture, teaching learning strategies, uses of authentic
materials, computer-assisted language learning, content-based instruction,
textbook/courseware evaluation, and student performance assessment.

The class, in a seminar-practicum format, is conducted mainly in the target
language.  Class assignments may include observations, lesson plans,
microteaching, critical presentations of selected readings, mini projects,
and synthesis paper.  Active participation in class is mandatory.  Graduate
students and advanced undergraduates of EALC, Comparative Literature,
Education, and Applied Linguistics, with an interest in acquiring
knowledge, skills, and experience in teaching Chinese as a foreign language
are welcome.