This book is a publication that traces the history of the study of Chinese and concentrates on what has transpired in language education over the past 20 years in America. 

    This book is written in English, consisting of six chapters.

    In Chapter One, Dr. Dowd traces the recent history of language education and language education policies in America by discussing the Common Core curriculum that began in 2009 in many states in the United States. From there, she discusses the Standards Movement that began in all subjects in the 1990s and continues to this day.

    Chapter Two describes the history of the teaching of the Chinese language in the American school system starting with the founding of heritage schools. From there the reader is led to the modern-day teaching of Chinese in public schools and even after school in the summer in STARTALK programs.

    Chapter Three focuses on how Chinese education is assessed in the United States. The chapter introduces a number of external and national assessments, including the SAT II Tests, AP exams, GRE, OPI/MOPI, SOPA, ELLOPA, COPE, and Avant STAMP.

    Chapter Four is a short chapter about lesson planning, with a sample lesson plan designed based on many templates for teachers’ reference.

Dr. Janice Dowd is a foreign language consultant who has worked in many countries around the world. She started her career as a French, Spanish, and ESL teacher and was later promoted to the position of Executive Supervisor for Instructional Programs in the Teaneck, New Jersey, Public Schools. She earned a Bachelor of Arts degree in Spanish and French from Marietta College, Marietta, Ohio; a Master of Arts Degree in Spanish from Columbia University; a Master of Education Degree in TESOL and Applied Linguistics from Columbia University; and a Doctorate in TESOL and Applied Linguistics from Columbia University. She has taught graduate courses at Queens College, CUNY, in New York City and at Teachers College, Columbia University, New York. Dr. Dowd’s research interests are in the field of second language acquisition and foreign language pedagogy. She is presently the director of the Glastonbury STARTALK program for Chinese and Russian teachers in Glastonbury, Connecticut, and has held that position since the inception of the program in 2007. From 2010-2012 she was the head writer and Project Coordinator of the Montclair Public Schools Chinese FLAP (Foreign Language Assistance Program) Grant, a competitive grant from the US Department of Education. Over the past 20 years, Dr. Dowd has worked closely with teachers of Chinese and has served as a curriculum consultant for the Chinese Language Association for Secondary-Elementary Schools (CLASS). In addition to writing numerous articles, Dr. Dowd has co-authored three books on the teaching of Chinese for American students entitled Step Up with Chinese. She has worked extensively with teachers at Beijing Language and Culture University and presented workshops at many conferences in the United States, China, Mexico, France, Greece, and the Netherlands.  

1.    A review of the history and present status of foreign language teaching and Chinese language teaching in the United States;

2.    A combination of theory and practice: With theories such as TPR and Backward Design reflected in the curriculum;

3.    Teaching-oriented: With preliminary advice for every aspect of teaching;

4.    Brainstorming: The words and grammar points provided in the curriculum are triggers for teachers’ brainstorming;

5.    Upward spiral: The curriculum starts with elementary school and continues to secondary school, showing coherence as well as progress in width and depth. 

For current or prospective Chinese language teachers in the United States, CFL curriculum designers, researchers of localized Chinese language teaching in other countries, majors of TCSOL, as well as those who are interested in the history and status quo of Chinese language education in the United States. 

For the first four chapters, which are an overview of history and current situation, readers can read them from beginning to end; for the last two chapters, which are a curriculum for teaching practice, teachers can choose to read one or more grades according to the grades they are teaching.