Professor; Program Head, Chinese Language Studies

Jinhuei Enya Dai
Office
McCone Building M107
Tel
(831) 647-6570
Email
jdai@middlebury.edu

Jinhuei Enya Dai is a practitioner and researcher who believes that pedagogy is theory in practice, and has dedicated herself to innovative pedagogy, an ecological perspective, content-based instruction, and teacher education. She has initiated a number of innovative projects, teacher development programs and symposia during her time at the Institute, including the Monterey Bay Foreign Language Education Symposium, Nonproliferation Beijing Immersive Module, Taipei-Shanghai Cross-Strait Immersive Module, Chinese Innovation Forum, and others. 
 
Professor Dai (Dai laoshi) is the author of three books and several journal papers. She believes that teaching and learning promote and enhance each other and strives to be a life-long learner and innovator. Dai approaches language education using a cognitive, intercultural and individualized approach. She is passionate about implementing innovative methods to deepen learners’ understanding and further appreciating different frames of reference and value systems. Dai believes that language education is about reaching beyond the physical boundary, reaching beyond the cross-discipline, reaching beyond the intercultural labyrinth – and she has come to realization that the art of teaching and learning is about cultivating a greater awareness of and understanding toward ourselves. Then, a true facilitator is born, an educator who creates and maximizes opportunities for learning to happen.

Courses Taught

Courses offered in the past two years.

  • Current term
  • Upcoming term(s)

This course is a 15-week Content-Based Instruction (CBI) course that embodies the Monterey Way. The format of the class has 4-hour component, with additional informal 2-hour Movie Club participation: vocabulary and communicative grammar interpersonal practices, performance, and content discussion or reading extension. The learning tasks incorporate reading texts of Chinese contemporary historical events to enhance students’ understanding, watching movies that mark historical events, acting and discussing in class. It is designed to build colloquial conversational and listening skills through acting bits from the movie, to engage students to access authentic texts, to enhance understanding of content knowledge of Chinese modern history and Chinese culture. Assignments include different forms of performing and acting, weekly essays, grammar exercise sheets, listening exercises, etc. This course also has a Moodle site where students are able to get course materials week by week. Also, outside of the classroom, students are encouraged to participate in the Movie Club. Prerequisite: Intermediate-high or above language proficiency level as determined by placement and oral exams; students with ability to read less complex authentic materials.

Spring 2021 - MIIS

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Chinese Grammar Pedagogy is an introduction to Chinese grammar pedagogy that focuses on structured grammar input, pedagogical methods in instructing Chinese grammar, discourse-based approach, types of grammar elicitation designs, and interaction among grammar, context, and pragmatics. It is designed to integrate theories into hands-on practice. The primary goals of this course include gaining insights from readings of books, Chinese pedagogical grammar articles, discussing grammar teachability issues from elementary to advanced levels, writing reaction journals and reflection, training grammar elicitation techniques, and compiling Chinese grammar from authentic content-based materials. The course will also integrate technology, be it Moodle, AdobeConnect, blogging, etc., into the classroom and invite K-16 Chinese linguists and pedagogues in this field through virtual Elluminate web-conferencing tool and recorded presentation, e.g. Professor Jianhua Bai ???, Professor Paul Jia, etc. The course will embrace the Monterey Way, be conducted using content-based instruction, be taught in Chinese and use reading materials in English and Chinese. All the assignments except grammar explanation should be written in Chinese. Students have to choose textbooks or authentic materials for their semester project, and are expected to write reaction journals (one article of your choice from the week’s reading), reflection entries (based on what you have learned with your teacher, peers, and online lecturers, etc.), and conduct a 15-20 min rehearsal and real-class teaching demos. The class is a 3+1 combo, which means three-hour classroom time plus one-hour online portion. Meetings during every Thursday evenings 6-8:50 p.m. and make-up classes on some Friday evenings 5:00-7:50 p.m. before Week 8, and you start to choose or develop your own approach to design your lesson plan during week 8 to week 10. We will meet online again in week 11, and resume our classes during week 13. Our teaching demos in week 13, final presentation is in week 15, and your semester project is due on December 10th, 2:00 p.m. (Submit both Paper and e-copy).

Spring 2021 - MIIS

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This course contains materials that cover Three kingdom, relationship of history education and international education, and its applications to history, leadership, psychology, and philosophy. It aims to open door for learners of Chinese to classical Chinese with insights from proverbs, idiomatic expressions from Three Kingdom. There is an individualization research component to this class. In addition to the class hours, students are also keeping their reading logs with the instructor and TA from mid-September to October, during this period of time, students are reviewing materials covered during the first few weeks and start to develop their research interests, to further and conduct research reading in Chinese. Final deliverables for the course are a wrap-up research analysis paper of 12 to 15 pages (or its equivalence of the content in the format of digital media integration), and a 15-20 min final presentation will be delivered in class, and a 5-8 min mini-version final presentation will be delivered in Irvine Auditorium, open to MIIS community.

A key research topic is developed and concluded after the first 8 weeks, and further develop an individualization research project related to your major, using insights from Three Kingdom. The Individualization Research Project curriculum will be devised in a way that would allow students to develop their own interest and areas of expertise to conduct 5-minute outline reports in November, 15 min final presentation, and 5 min Mini-Monterey Model presentation. The goal is to exchange views and acquired knowledge pertinent to selected topics and gain feedbacks from fellow classmates.

Spring 2021 - MIIS

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This course contains materials that cover 36 stratagems and Art of Sunzi and its applications to US domestic issues, military, business, leadership and life philosophy. It aims to open door for learners of Chinese to classical Chinese with insights from proverbs, idiomatic expressions from Art of Sunzi. There is an individualization research component to this class. In addition to the class hours, students are also keeping their reading logs with the instructor and TS from mid-October to November, during this period of time, students are reviewing materials covered during the first 8 weeks and start to develop their research interests, to further and conduct research reading in Chinese. Final deliverables for the course are a wrap-up research analysis paper of 12 to 15 pages (or its equivalence of the content in the format of digital media integration), and a 15-20 min final presentation will be delivered in class, and the class will choose few speakers for a 5-8 min mini-version final presentation will be delivered in Irvine Auditorium, open to MIIS community.

A key research topic is concluded and developed after the first 8 weeks, and further develop an individualization research project related to your major using insights from Art of Sunzi. The Individualization Research Project curriculum will be devised in a way that would allow students to develop their own interest and areas of expertise to conduct 5-minute mini-oral reports 2 times in November. You can exchange the views and acquired knowledge pertinent to selected topics and gain feedbacks from fellow classmates.

The Art of Sunzi curriculum will consist of the following topics:

1. Overview: Key concepts and background information of Art of Sunzi

2. History: Historical relevance of Military tactics in Chinese History

3. Current events: US and international issues, etc.

4. Business strategies: Business, management and its relation to Art of Sunzi

5. Leadership and Philosophy: Insights of Art of Sunzi on leadership and philosophy

6. Individualization Research Analysis Projects using insights from Art of Sunzi

Fall 2020 - MIIS

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Method/Material Development Teaching Chinese

This course is based on the 21st century foreign language curriculum framework and material development framework theory, in-depth understanding of the principles and examples of curriculum design for different Chinese programs in US, and to explore the relationship between acquisition results and Chinese teaching. The course will also share in-depth understanding and design of curriculum design principles and content based instruction on Teaching Chinese as a foreign language and dual language. We will include "iChineseReader" challenge as hands-on task for a pilot project.

At the end of this course, students should have the following abilities:

• Have a preliminary understanding and understanding of the main topics in the field of methodology, curriculum design and material development research

• Further understanding of the relationship between various Chinese teaching materials and second language acquisition

• Effectively design materials for teaching programs based on different projects

Fall 2020 - MIIS

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This course aims to enhance your overall language skills on a variety of daily topics in authentic context, with a focus on raising intercultural awareness and cultural humility. It seeks to strengthen your language performance from sentence to discourse level with emphasis on listening, speaking, reading and writing. Relevant contemporary issues in Chinese-speaking societies will be covered and practiced in various tasks. Different genres may be used to foster learner’s autonomy.

The format of the 6-hour class comprises listening and speaking section (Wednesday and Friday), and reading and writing section(Monday). For the listening and speaking section, CHLA 8220A is based on interactive learning from video and audio featuring native speakers, and from the instructor and other classmates. For the reading and writing section, after the spoken course, highest-frequency characters and words will be systematically introduced in context. Reading exercises will train students to connect the dots-known characters and words, to enhance their reading comprehension.

The course is designed not only to help you grasp conversational and listening skills through, but also enhance understanding of content knowledge of Chinese modern society and Chinese culture. Assignments include different forms of listening exercises, performing and acting, discussion, oral presentations, grammar exercise sheets, writing a summary or comment, etc.

Prerequisite for entering this course is determined by students' performance on the placement test administered before classes begin. Your language proficiency level, not the length of your previous studies, is the key factor in placement.

Fall 2019 - MIIS

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This course contains materials that cover from Han dynasty to Xi’s Belt and Road initiative, and its applications to geopolitics, world history, and cultural and trade exchanges. Authentic materials include Hexi Corridor documentary, online articles, book chapters, and guest speaker’s lecture. It aims to open door for learners of Chinese to classical Chinese with insights from proverbs, idiomatic expressions from the insights of re-interpretation of Chinese Dream in Silk Road history and Belt and Road initiative. There is an individualization research component to this class. In addition to the class hours, students are also keeping their reading logs with the instructor and TAs from Stage 2 of learning (late September through November), during this period of time, students are reviewing materials covered during the first few weeks and start to make relevance and develop their research interests, to further and conduct research reading in Chinese.

Final deliverable for the course are a wrap-up research analysis paper of 12 to 15 pages (depending on your level, discuss with the instructor) or its equivalence of the content in the format of digital media integration), and a 20 min final presentation will be delivered in class, and a 5-7 min mini-version final presentation, if chosen by the class, on November 14thwill be delivered in Irvine Auditorium, open to MIIS community.
A key research topic is developed and concluded after the first 8 weeks, and further develop an individualization research project related to your major, using insights from Silk Road: East and West. The Individualization Research Project curriculum will be devised in a way that would allow students to develop their own interest and areas of expertise to conduct 5-minute outline reports in late October, 15 min final presentation, and 5 min Mini-Monterey Model presentation, if chosen by the class. The goal is to exchange views and acquired knowledge pertinent to selected topics and gain feedback from fellow classmates.

Fall 2019 - MIIS

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Curriculum and Materials Development for Chinese as a Second Language

This course is an introduction to curriculum and materials development for teaching Chinese as a second language. While the emphasis of the course is practical, the theoretical background of curriculum design materials development will also be explored. By the end of the course, students are expected to be well informed about the various pedagogical principles that guide the curriculum and materials design for CSL classrooms, as well as ability to critique commercially available textbooks and to develop in-house teaching materials that are informed by research findings, both empirical and classroom-based.

Required Text:
Developing Materials for Language Teaching by Brian Tomlison,
International Curriculum for Chinese Language Education,
NFLC Guide for Basic Chinese Language Programs,

Pedagogy

Summer 2019 Language Schools, LS 6 Week Session

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This course is designed for students in their last summer session of the Master’s program. In this course, students will have the opportunity to reflect upon the theories of Chinese teaching that they have already learned, improving their ability to design and effectively implement classroom teaching practices. Students’ assignments will include: readings on TCFL, reflections on the questions and problems brought up in readings, classroom observation, directed course design, class preparation, microteaching activities, and others.

Pedagogy

Summer 2018 Language Schools, LS 6 Week Session, Summer 2019 Language Schools, LS 6 Week Session

View in Course Catalog

Areas of Interest

Innovative Pedagogy and Ecological Perspective / Cognitive Linguistics / Curriculum Development / Applied Chinese Linguistics / Content-based Instruction / Teacher Development / Intercultural Competence and Language Education / Technology and Multimedia Applications / Interactive Blogging / Chinese Grammar Pedagogy / Methods in Teaching Chinese and Material Development / Linguistic Anthropology / Action-based and Future-based pedagogy / Structural Scaffolding Instruction / Heritage Language Education / Immersion and International Education / Self-esteem and Professional Development.

Academic Degrees

  • Ph.D. in Cognitive Linguistics, Louisiana State University at Baton Rouge, 2005
  • MA in Linguistics, Louisiana State University at Baton Rouge, 2001
  • BA in English Language and Literatures, Fu-Jen Catholic University, 1995

Professor Dai has been teaching at the Institute since 2006.

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