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Show translation:[ None] [ Modern Chinese] [English] 学而: 子贡曰："贫而无谄，富而无骄，何如？"子曰："可也。未若贫而乐 1，富而好礼者也。"子贡曰："《 诗》云：' 如切如磋，如琢如磨。 '其斯之谓与？"子曰："赐也，始可与言诗已矣！告诸往而知来者。" Xue Er: Zi Gong said, "What do you pronounce concerning the poor man who yet does not flatter, and the rich man who is not proud?" When teaching and learning Chinese languages and cultures, It is usually hard to find a good classic literature especially about Confucius. Confucius dialogue with his students are the heart of Chinese classic literatures and Chinese and Asian cultures. This website will give people a len to look into classic Chinese literature with rich resources.

This documentary focuses on Hutong, the cultural symbol of traditional life in Beijing. Though well-known around the world, many Hutongs are actually facing the problem of arbitrary and incomplete demolition, and the shortage of governmental administration and public cleaning. This is a website that youth can post their created digital media as wel as express their own idea and opinion to have their own voices and collaborate regarding issues they care and concern about. Urbanization, gender equality, racial justice, environmental protection for everyone are among the issues that global youth care about. Teachers need to provide students a safe environment on line or in person to express themselves.

(week 9: Jason Caputo and Ericka Posey) This article is accessible via jstor from the link above and can also be searched from the title via UMUC library. This article discusses research on online communities and the interaction between L2 (language learners) with L1 (native) speakers. It examines the benefits of participation in these communities as part of the learning experience. The research in the article supports the use of authentic experiences, even online, as a driver of language acquisition and student motivation to improve. Authentic experiences like those found online fill a gap in typical learning environments by giving cultural and linguistic context to communication. Though you may not teach a language or be able to include online communities directly into your course material, this article highlights the need to expand your instruction outside the four walls of your classroom. Provide opportunities for learning and assessment that reflect student interests and real world situations. The more student interests are taken into account, the greater their passion for learning. The more reflective of real world experiences, the deeper the learning experience. Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming. The Modern Language Journal, 93, 802-821. doi:10.1111/j.1540-4781.2009.00974.x

When looking for information about learning and instructional gaps in language classes, I found this paper about encouraging communication with second language learners through creating information gaps. The concept is that students use language in authentic ways by answering questions that are open ended and relevant or by doing other activities that encourage communication and discussion rather than very set and inauthentic uses of language. As a language teacher, it gave me ideas for games or activities to do with my students as well as a reminder to use open-ended questioning in order to promote more diverse student responses. It seems a little dated based on the reference materials, but is still relevant in the modern World Language classroom.