Confucius Institute Programs - The 2022 ICCIP Updates
The 6th International Conference on Chinese Immersion Programs
Conference registration link ( Registration )
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Following two years of successful fully online conferences, this year’s conference will continue to be held online from November 11-12, 2022. It will offer an innovative opportunity for scholars, teachers, and administrators to gather and share their past experiences in the latest studies, best practices, and current trends regarding dual language education. Professionals including educators and practitioners from K-16 educational settings are kindly invited to present at the Conference.
We invite submissions for 20-minute individual presentations (15 minutes presentation plus 5 minutes Q&A) and 20-minute sessions with 2 presentations (15 minutes presentation plus 5 minutes Q&A). The Conference Committee welcomes proposals from a wide variety of broad area topics, including but not limited to the following:
- Immersion program Teaching and Classroom management:
Teaching and learning strategies; classroom management challenges and solutions, etc.
- Teaching and Learning:
Effective classroom teaching experiences; best practices; teaching techniques; instructional challenges; curriculum design; student assessment; classroom management; innovative pedagogies; translanguaging, etc.
- Research and Theories:
Latest studies and findings; current and future trends; challenges and concerns; and knowledge about dual language education, etc.
- Development and Advocacy:
Educational policies; implementation, sustainment, expansion, and reforms of programs; recruitment of teachers; teacher professional development; parent involvement, etc.
- Culture and Community:
Cultural pedagogies in the classroom; integrating culture with language teaching; developing interculture competences; addressing multiculturalism; engaging communities, etc.
- Technology and Innovations:
Distant learning; online teaching; hybrid learning; use of technology tools in language instruction; application of innovative tools and approaches, etc.
- Teaching and Assessment:
Introductions of the current Chinese proficiency tests; How assessments promoting language learning.
Proposals must be submitted online and include the following information:
- a title (less than 15 words)
- contact information including your name, affiliation, and email address
- abstract (250–500 words) [If you are not sure how to write an abstract in English, please see the example guideline at the end]
- key words (3-5 words)
Proposals will be evaluated based on
- Clear relevance to the topics of the conference
- Importance and appropriateness of the proposals
- Quality of the content in terms of coherence, organization, and prospects for a good presentation
Some Conferences Presentation Topics from Last Year for Your Reference:
- Chinese Immersion Programs in France and the United States: A Comparative Study
- Using songs in Chinese teaching
- Teaching Chinese Pinyin Online in Mongolian During the COVID-19 Pandemic: A Reflection
- A Preliminary Study of Differentiated Teaching Mode Integrating Sports Elements
- Thoughts on Apps' Influences in Improving Foreign Children's Chinese Language Education Home
- Research Overview on Immersion Chinese Education in American Primary and Secondary Schools
- The U.S. Nationally Recognized Assessments Options for Chinese Language Learners
- Mandarin Immersion Programs in the United States: Challenges and Practices
- How to Make Language Proficiency Happen
- Project-based Dual Language Learning in One-Teacher Classrooms
- Effective Teaching of Chinese as a Second Language in An Elementary School
- The Practice of Communicative Language Teaching and 5C Standards in Mandarin Immersion
- Differentiated Instruction in MFL Classrooms
- Diversity, Equity and Inclusion in Elementary Dual Immersion Instruction
- Creating the Real Chinese Language Context and Practice Space and Cultivating Students' Comprehensive Language Ability
- Preliminary Exploration of TPRS in Teaching Chinese as a Second Language
- Chinese Acquisition Class Design in Secondary School of North America