Increasing Intellectual Interactions: Active Homework Assignments

 

Frances Yufen Lee Mehta (李玉芬)

Cornell University

 

This study explores pedagogical innovation for Mandarin learners at the intermediate high level.  It will propose strategies in designing active homework as a result of adapting whole language instruction.

 

Mandarin learners at post-elementary levels usually find themselves lacking more sophisticated vocabulary and yet seem able to function with basic syntax and diction.  To ward off language fossilization, it is essential to design a suitable curriculum taking consideration of expanding vocabulary, intellectual capacity, and age and culture appropriate topics by implementing the use of a higher level lexicon.  It is expected that learners’ oral and literacy skills will be elevated while learners are also provided ample stimulation on topics of interest.

 

As an interrelated segment of the curriculum, routine homework can be designed as an extra learning opportunity and assessment tool for instruction in general.   I will provide a model interactive homework assignment exploring active use of higher-level lexicon embedded in unique pedagogical applications. I will also address pedagogical applications leading to maximizing intellectual interactions via scaffolding and collaboration in and out of the classroom.  Assorted interactive homework projects will in turn boost assimilation of meaning and strategies in context by drawing learners to real communication with better sociocultural and sociolinguistic competence.

 

Participants will learn how curriculum design and implementation will help further bridge the lexicon gap and sustain students’ interest.  They will also benefit from designing and creating curricula which safeguard real communication in dynamic use of Mandarin.