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 Preparing Arkansas Children
   for a Global Workforce
          Why Mandarin Chinese?
   “People are finally beginning to pay
    attention to Mandarin as a major cultural
    and economic prospect for students,” said
    Michael H. Levine, executive director of
    education for the Asia Society. “The push
    is coming from the defense [community]
    and government and grass-roots interest
    from parents”
    With a Changing World Comes An Urgency to Learn Chinese By Lori Aratani,
    Washington Post Staff Writer, Washington Post 8/25/06
More Reasons:
   School systems in Philadelphia, Houston,
    New York City and Portland, Ore., are
    poised to launch Chinese programs.
    Chicago public schools teach more than
    3,500 students in the largest program in
    the nation.
    With a Changing World Comes An Urgency to Learn Chinese By Lori Aratani,
    Washington Post Staff Writer, Washington Post 8/25/06
More Reasons:
   In an increasingly global, technological
    economy, experts say, it isn’t enough to
    be academically strong. Young people
    must also be able to work comfortably
    with people from other cultures, solve
    problems creatively, write and speak
    well, think in a multidisciplinary way,
    and evaluate information critically.
    (Soft Skills in Demand, Education Week, June 12, 2007)
More Reasons:
   Non-Asian children are attending the
    Lansing Chinese School in Michigan
    because of “an ambitious feeling on the
    part of the parents” who are “interested in
    China’s playing an important role in the
    (New York Times, “Non-Asians Show a Growing Interest in Chinese Courses,”
    November 29, 2006)
More Reasons:
   Oklahoma has more than 20 teachers from China for
    secondary Chinese language education. (use
    emergency certification)
   Mandarin Chinese is a language listed by the U.S.
    Dept. of Education as a less-taught, critical language
    at secondary and college levels
   The Nat’l Security Education Program offers college
    students $20,000 to $30,000 a year to study less-
    taught, critical languages in the countries where the
    languages are spoken.
   How can Arkansas be a part?
Two avenues of opportunity are available to Arkansas
   school districts interested in offering Mandarin
   Chinese for the 2008/2009 school year.
1. The Chinese government is sending teachers to
   Arkansas for two years to teach Mandarin Chinese
2. Ameri-can Interconnect Int’L Inc. wishes to
   contract with school districts to send Mandarin
   Chinese teachers from Canada to Arkansas. This
   initiative is being developed by Representative,
   Janet Johnson and former Speaker of the House,
   Herschel Cleveland.
             Hanban Teachers
          (partnership with UCA)
   Speak fluent English and one other non-Asian
   Have Master Degrees in teaching Chinese as a
    world language
   Should be licensed to teach in another
    discipline area such as Mathematics, Science,
   Have studied in regards to the American
      Working with the University of
           Central Arkansas
   UCA works with the Office of Chinese Language
    Council International (Hanban) under the Chinese
    Ministry of Education to provide resources for
    Chinese instruction
   Hanban can supply a maximum of five (5) teachers
    for the 2008/2009 school year.
   UCA will process visas, enter the candidate into the
    INS database for the background check, greet
    candidates at the airport, and provide a 3 day
    orientation before teachers attend the 3 week ADE
    Non-Traditional Program
        Hanban’s Responsibilities
   Provide transportation and all costs involved from
    China to Arkansas and return trip.

   Provide the stipend for the teacher on a two year
    contract (usually a 12 month stipend/salary according
    to the Chinese education system.)

   Pay transportation costs for teachers to travel home
    during the summer and the return trip to Arkansas.
           ADE Responsibilities
   Process all documentation necessary for
    Chinese teachers to enter the NTLP and assist
    with Arkansas licensure requirements.
   Provide information and assistance regarding
    any Praxis II content tests to be taken.
   Ensure all teachers have taken and passed the
    Oral Proficiency Inventory (OPI) (may be
    administered in China)
   Obtain written commitments from five (5)
    school districts in Arkansas to host a Mandarin
    Chinese teacher to teach in the school district.
           Host School District
  Provide housing (or host family)
 Local transportation

 Medical Insurance

 Non-Traditional Licensure Program tuition
   ($1,200 per year for two years)
 Assign a mentor for the two year program

If the host school district does not want to be
   responsible for the above requirements they
   can pay $16,200 yearly to cover these costs.
   November 2007 – Commitments from 5-13 school
   December 2007 – Dr. Hui Wu gets a written
    commitment from the Chinese government
   February 2008 – Delegation from Arkansas goes to
    China to interview prospective teachers
   June 2008 – Teachers arrive in AR and attend
    orientation at UCA
   July 2008 – Teachers begin NTL training.
   August 2008 – Chinese teachers begin teaching in
    AR classrooms.
   Contact Information

   Ms. Barbara Culpepper
  NTL Lead Program Advisor
          501 Woodlane
      Little Rock, AR 72201
          (501) 692-5763

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