Jinhuei Enya Dai

This course aims to enhance your overall language skills on a variety of daily topics in authentic context, with a focus on raising intercultural and global awareness. It seeks to strengthen your language performance with emphasis on listening, speaking, reading and writing. Relevant current phrases, topics and perspectives in Chinese-speaking societies will be covered and practiced in various tasks. Different genres may be used to foster learner’s autonomy. The course is also designed not only to help students grasp conversational and listening skills through, but also enhance understanding of content knowledge of Chinese contemporary society at a graduate level setting. Some classic reading materials will be our special topic units throughout the semester, be Chinese allegorical story, Three Kingdoms and stratagems, etc.
The format of the 6-hour class comprises listening and speaking section, reading and writing section and practicum section. For the listening and speaking section, CHLA 8235A 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 will be systematically introduced in cultural context. In the practicum section, we will practice target grammars through communicative methods. Reading exercises will help students develop connecting the dots-known characters and words, to enhance their reading comprehension. Assignments include different forms of listening exercises, dialogues, pragmatic function practice, discussion about cultural topics, oral presentations, grammar exercises, etc.

This course is a Content-Based Instruction (CBI) course that embodies the Monterey Way. The format of the class has 4-hour component: vocabulary and communicative grammar 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.

Prerequisite: Intermediate-high or above language proficiency level as determined by placement and oral exams; students with ability to read less complex authentic materials.

For the reading component, online articles and book chapters on Chinese history will be studied. Reading exercises will train students to sort, skim, and read a variety of authentic materials,
with the aid of a dictionary. Diverse genres, such as book chapter, news, modern poetry, etc. are used to help students to better interact with different texts encountered in many real life situation.

For the listening and speaking component, in addition to the drill session, classroom discussions, CHLA 8368 is based on interactive learning from video clips and audio files learning. These will
be used at times to improve students’ listening comprehension. Students will be asked to tell stories, discuss content, to apply their content knowledge to real situations in small groups or in pairs. Students will also be asked to conduct an interview with Chinese speakers regarding a relevant historical or cultural topic, and then report back in class,hosting a class discussion, and making oral presentations.


For the writing component, in addition to short writing assignments (such as summary of reading, review of articles, essay questions, language exercises), students need to work in pairs to compile vocabulary list of assigned articles they are going to present. Please prepare in advance and turn in the vocabulary list to the instructors at least 3 DAYS BEFORE PRESENTATION DATE.

For the final writing project, one has to either choose to write a 6-8 page analytic research paper on Chinese history, history of nonproliferation, green policy or subjects relevant to history and your expertise, or critical movie analysis or comparative/ contrastive analysis. You are also encouraged to integrate social media as a final presentation tool to incorporate your final project. Please discuss with the instructor.

Recommend those students who take lower 300 level to take this introduction course in the same semester to gain more insights in idiomatic expression of Chinese strategies and more hours in practice and enhance language skills and cultural competence.

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 encouraged to keep their vocabulary logs with grammar notes . 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 6 to 8 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. Also, on November 14th 12-2:00 p.m. students participate in The 22nd Mini-Monterey Model Event 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 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, 20 min final presentation. You can exchange the views and acquired knowledge pertinent to selected topics and gain feedbacks from fellow classmates.

This course examines and analyzes Chinese stratagems / strategies manifested in historical and modern case studies, be it in the context of national policies and defense, trading and economic growth, public security, human rights, environmental issues, education and contemporary society culture, life, etc. Selected multimedia materials from the Chinese press, films, television, articles, and book chapters are used in this course. Requirements include story-telling narration tasks, guided presentations, review tests, class discussions and final term project. All lectures and discussions are in Chinese.

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

This course has three dimensions to explore: the depth of the relation of human beings and the nature, current events and Dao De Jing, and Dao and nature. Class portion will be divided into three parts: 1/3 of lecture of selected Dao De Jing texts, 1/3 of students’ presentation, the intercultural elements of language, culture and thought. Final deliverables for the course are a wrap-up research analysis paper of 12 to 15 page (or its equivalence of the content in the format of digital media integration), and a final presentation will be delivered in Irvine Auditorium.
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 Dao De Jing. 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 during early to mid-November. You can exchange the views and acquired knowledge pertinent to selected topics and gain feedbacks from fellow classmates.

The Dao De Jing curriculum will consist of the following topics:
1. Overview: Key concepts and background information of Dao De Jing
2. Nature and Humanity: Environment protection and cuisine conflicts
3. Dao De Jing & Politics and Governing: international politics, governing and its
relation to Dao De Jing
4. Leadership and Philosophy: Insights of Dao De Jing on leadership, education and
Philosophy
5. Action: Learn and Just do it!
6. Individualization Research Analysis Projects using insights from Dao De Jing

This course will be a part of a larger individualization research curriculum about Cross Strait relations in Chinese, which will consist of three major key stages: Chinese contemporary history 中国近代史, cross-strait politics and trade两岸政经现状, and individualization research project 个人化研究报告. We conduct and develop research interests in issues in Cross-Strait Relations along the semester. Final deliverables for the course are an 5-min outline report, a wrap-up research analysis paper of 10 to 12 pages (DLI cohort is 7-10 pages) due on 12/12/2023, 11:59 p.m., and a 15-20 min final presentation will be delivered in class, and a 5-7 min mini-version (volunteer) Mini-Monterey presentation will be delivered in Irvine Auditorium. The process allows students to exchange views and acquired knowledge pertinent to selected topics and gain feedbacks from fellow classmates and the instructor.
During the semester, two in one group will also lead group discussion based on assigned reading materials. A key research topic is developed and concluded after the first 8 weeks, and further develop into an individualization research project related to your major, using insights from Cross-Strait Relations.

Chinese Grammar Pedagogy is an asynchronous course, an introduction to Chinese grammar pedagogy that focuses on the relationship between theoretical grammar, pedagogical grammar and grammar pedagogy. We will discuss pedagogical methods in instructing Chinese grammar, discourse-based approach, Focus on Form vs. Focus on Forms, 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 reflection journals, training grammar elicitation techniques, and compiling Chinese grammar from authentic content-based materials. The asynchronous course has weekly reading and/or audio/video watching assignments, weekly quizzes, reflection entries, community teaching practices, 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. Final project written language can be discussed with the instructor per students’ situation and project. Submit your assignments by each Sunday by 11:59 p.m. PST

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.

In addition to three hour class meeting, synchronous and asynchronous online learning are required for this class.

Teaching Chinese in the Context of Globalization is based on designing an interactive model with graduate students, exploring topics shifting base in communities and anchored in comparison, in the hope to explore and re-envision pedagogical tactfulness and enhance pedagogical understanding through the relevant context and materials in a globalized world. This course aims to cultivate students to discover one's own learning and teaching styles as to better understand oneself in the context of teaching through constant practices, reflections in outreach visits and exploration in Chinatown, drawing connections from the classroom to the communities, texts to the globalized world, classical Chinese to the modern current events, linguistic events to international affairs.