Chinese Program

Overview of the Chinese Language Program

The Chinese Program at Wake Forest University began in 1989 and has grown vigorously ever since. Students can take seven semesters of Chinese as well as an optional course in Business Chinese. Our dedicated instructors, who are all trained in Teaching Chinese as a Second Language, work closely with the students in and out of the classroom. Chinese majors spend a semester abroad immersing themselves in the target language and culture. Every semester the Chinese Program sponsors various extracurricular activities to enhance formal learning. Past graduates work in a variety fields such as marketing and advertising, finances, secondary education and law. 

One of the learning objectives of Wake Forest’s liberal education is to broaden students’ linguistic and cultural horizons. The Chinese Program helps the College achieve this important goal through its course offerings in Chinese language and culture. Chinese majors work towards the following learning outcomes by participating in language courses, electives in Chinese literature and culture, a survey of East Asian cultures course, and a capstone seminar. A standardized assessment of learning outcomes for the major is performed in the senior research seminar.

Learning Goals for the Chinese Major

  1. Interact with native speakers in a variety of situations using stylistically appropriate language
  2. Express opinions in both speaking and writing on a range of topics from daily life to current events
  3. Read and understand the gist of authentic materials, such as news headlines, short essays, public signs, advertisements, with the aid of dictionaries and other resources
  4. Use various resources in the new media such as the internet
  5. Acquire a basic knowledge of the literary and cultural traditions of China
  6. Understand China’s cultural and literary traditions within the East Asian and world contexts
  7. Analyze and discuss coherently in English Chinese literary and cultural works
  8. Write logically and clearly in English about Chinese literary and cultural traditions
  9. Develop independent thinking, research, and learning skills to be successful in academic, professional, and personal pursuits after graduation.

Assessment of Learning Outcomes (Curriculum Map)

Courses in Chinese Language

Majors work towards learning outcomes 1, 2, 3, 4, 8 by taking eight required languages courses: CHI 101, 102, 153, 201, 220, 230, 231, and 290 (taken abroad). Activities used to develop and assess learning outcomes are embedded in the courses and include written tests, essays, speaking tests, presentations, and various projects.

Courses in Chinese Literature, Culture and History

Majors work towards learning outcomes 5, 6, 7, 8, 9 by taking three electives in Chinese literature and culture such as EAL 221, 222, 231,252, 271, or 273, a required survey of East Asian cultures course (EAL 275) and a course in Chinese History (HST 244 or HST 245). Activities used to develop and assess learning outcomes are embedded in the courses and include analysis papers, research projects, presentations, examinations, and other activities.

Capstone Seminar

A standardized assessment of all of the learning outcomes for the major is performed in EAL 375, a required research seminar on East Asian culture taken in the fall of the fourth year. As part of the seminar, students will also complete a one-credit hour LAC (Learning Across the Curriculum) course in which they develop the Chinese language component of their research projects. Seminar activities used to assess learning outcomes include:

  1. A research paper in English on a topic in Chinese literature or culture.
  1. A presentation in English on the research project.
  2. A two-page abstract of the research project in Chinese.
  3. A presentation on the research project in Chinese.

 Assessment Guidelines

  • The paper and presentation in English are evaluated using a five-point rubric that assesses the student’s mastery of outcomes 5, 6, 7, 8, and 9.
  • The project summary and presentation in Chinese are likewise evaluated using a five-point rubric that assesses the student’s mastery of outcomes 1, 2, 3, 4, 8, and 9.

 

Faculty:

Yaohua Shi, Associate Professor

Andy Rodekohr, Assistant Professor

Fengyan Hu, Lecturer

Fangfang Li, Lecturer

 

Extracurricular Activities and Performances