I co-authored the Integrating EFL Standards Into Chinese Classroom Settings Series, described below.

[from TESOL.org] The four books in this series were written to inspire and support all Chinese English-language educators. They combine the best of traditional Chinese teaching with the Ministry of Education’s call for new and creative approaches to instruction.

Features, in Chinese and English:

  • Learner and teacher performance standards developed specifically for this series
  • Stories that show how standards for learning and teaching may be woven into actual classroom experience in China
  • Lesson outlines and graphic organizers
  • Glossary of useful teaching techniques for Chinese teachers of school-age learners
  • Reflection and action worksheets for putting techniques into practice

These features offer Chinese teachers, administrators, and supervisors a dynamic approach to good teaching.

The complete series includes:


Integrating EFL Standards Into Chinese Classroom Settings

  • Primary Level, Grades 3-6 (ISBN 0-07-293341-0)
  • Junior Level, Grades 7-9 (ISBN 0-07-293344-5)
  • Senior Level, Grades 10-12 (ISBN 0-07-293346-1)

Portfolio-Based Professional Development and Appraisal

  • Teachers’ Handbook (ISBN 0-07-293343-7)

Background of China English as a Foreign Language Standards (CEFLS) Project

CEFLS was a 30-month standards-development, materials writing, and teacher education project. Three organizations collaborated on this project: Teachers of English to Speakers of Other Languages (TESOL), with headquarters in Alexandria, Virginia, in the United States; The McGraw-Hill Companies, with headquarters in New York City, New York, in the United States; and National Foreign Language Teaching and Research Association (NFLTRA), with headquarters in Beijing, China.

Teacher Performance Standards (PDF)

The CEFLS project’s teacher performance standards are built around eight domains. These domains are derived from research into previously published standards as well as the reflections of CEFLS writers, reviewers, and associates on the characteristics of good teaching.

To create these teacher performance standards, CEFLS participants consulted the Chinese Ministry of Education’s (MOE) English Curriculum Standards (2003). CEFLS was specifically inspired by the stated desire to “change the formal teaching methods that emphasize grammar and vocabulary teaching and ignore the cultivation of language use” (MOE, 2003, p. 1). CEFLS continues the curriculum’s emphasis on learner and teacher attitudes, engaging the students’ interests, task-based learning, and performance objectives.

Learner Content Standards (PDF)

The CEFLS Project’s learner content standards correlate to the Chinese Ministry of Education’s (MOE) English Curriculum Standards (2003) and form a harmonious overlay with the MOE’s standards. These content standards for learners provide a concise, clear, and complete statement of the outcomes toward which Chinese EFL teachers may guide their students. They offer teachers a supportive structure along with the freedom to pursue the outcomes in their own creative ways and though whatever resources are at their disposal.