Associate Professor of Asian Studies
38 College Street - 104
A foundation course for communicative skills in modern Chinese (Mandarin). Five hours of class per week. Introduction to the sound system, essential grammar, basic vocabulary, and approximately 350 characters (simplified version). Develops rudimentary communicative skills. No prerequisite. Followed by Chinese 1102.
A pre-advanced course in modern Chinese. Three hours of class per week. Upgrades students’ linguistic skills and cultural knowledge to explore edited or semi-authentic materials. Followed by Chinese 2206.
Songren Cui is from Guangzhou, China. He studied at the University of California, Los Angeles (UCLA), and has an MA (1986) in Teaching English as a Second Language, and a Ph.D. (1992) in Curriculum Studies/Applied Linguistics. He began teaching Chinese language in 1986, and has taught at various institutions ever since, including UCLA, (1986-90), Harvard University (1990-95), the University of Massachusetts at Amherst (1995-99), and other summer intensive programs such as the Chinese School at Middlebury College (1990, 1992), Princeton-in-Beijing (1994, 1995), the East Asian Summer Language Institute (EASLI) at Indiana University (1996), and the Associated Colleges in China (ACC) (1997). He joined the Bowdoin faculty in 1999, and teaches Modern Chinese language (Mandarin) at different levels. In addition, he has served as a teacher trainer at the Chinese Language School at Middlebury College since summer 2004. His research interest is Chinese syntax and pedagogical grammar, language proficiency and tesing, teaching methodology and learning strategies.His publications include two textbooks, Business Chinese: An Advanced Reader (Hong Kong: The Chinese University Press, 2004), Shifting Tides: Culture in Contemporary China (co-authored with Hong Gang Jin and De Bao Xu, et al., Boston: Cheng and Tsui Company, 2003), and several research articles on Chinese pedagogy, testing, and discourse grammar. Currently, he is working on a project that will lead to the publication of Chinese Pedagogical Grammar - a Reference Book for Teaching Chinese as a Second/Foreign Language. He hopes to finish the manuscript by the year 2007, with his collaborator Professor Kuo-ming Sung at the University of Lawrence, in Wisconsin.
Better achievement tests for teaching Chinese as a second/foreign language. Language Teaching and Linguistic Studies. Beijing, China. (Forthcoming).
A glance at the CSL/CFL achievement testing. The Preceding of the Symposium on Teaching Chinese as a Second Language in the New Century. Beijing Language and Culture University Press (Forthcoming).
On the syllabus of advanced Chinese in American universities and colleges. In Chinese Language Instruction Materials and Pedagogy - A Volume in Honor of Professor Liu Yuehua's Retirement. Beijing Language and Culture University Press. (in press and expecting Oct. 2005).
Discourse grammar: a preliminary inquiry into its definition and teaching' Journal of the Chinese Language Teachers Association (2003). 38:1, pp. 1-24.
'On the relative contribution of the factors in Chinese speaking proficiency,' Proceedings of the Fifth International Conference of Chinese Language Teaching (1997) pp. 407-434. Taipei: World Chinese Language Association.
'Assessment: individual achievement and program effectiveness' (1996). ERIC (Document Reproduction Service # ED. 394 321). Educational Resources Information Center.
'On the definition, nature and development of proficiency', Proceedings of the Fifth International Conference of Chinese Language Teaching (1994) pp.179-192. Taipei: World Chinese Language Association.
'Ko Kun-hua: a pioneer of Chinese language teaching in the United States' Chinese Teaching in the World (1994). No.3. pp. 77-80. Beijing: Beijing Language Institute Press.
'Taking ACTFL guidelines as curriculum objectives: some considerations,' Journal of the Chinese language Teachers Association (1994). 29:2, pp. 47-69.
'Conceptualization language proficiency,' Journal of the Chinese language Teachers Association (1993). 28:2, pp. 1-23. Book Review:
The New Practical Chinese Reader by Liu Xun et al (2003). Journal of the Chinese Language Teachers Association (2005). 40:1, pp. 95-106.
On the necessity of defining curriculum objectives in terms of learner behaviors. The 8th International Conference of Chinese Language Teaching. July, 2005, Beijing: China.
A glance at the CSL/CFL achievement testing. The Symposium on Teaching Chinese as a Second Language in the New Century, sponsored by the National Office for Teaching Chinese as a Foreign Language, PRC. Dec. 2004, Beijing: China.
The possible effects of reading aloud: a case study. 2003 CLTA Annual Meeting. Nov. 2003, Philadelphia: Pennsylvania.
Teaching discourse grammar: a preliminary inquiry. The 7th International Symposium on Chinese Language Teaching. June 2002, Shanghai, China.
Teaching discourse grammar: bridging the gap between theory and practice. 2001 CLTA Annual Meeting. Nov. 2001, Washington D.C.
What learning strategies did successful learners of Chinese use? The 9th International Conference on Chinese Linguistics cum Teaching Chinese as a Second/Foreign Language. June 2000, Singapore.
Redefine Chinese proficiency guidelines. The 7th Conference of Chinese Language Teaching: Materials and Pedagogy. April 2000, Princeton University: New Jersey.
Developing rubric - a critical step in articulation. 1999 CLTA Annual Meeting. Nov. 1999, Dallas: Taxes.
A call for the reform of the advanced Chinese instruction. The 1st International Conference of Chinese Language Pedagogy at Columbia University. Oct. 1999, Columbia University: New York.
Articulation: our first step of a thousand mile journey. 1998 ADFL Summer Seminar (East). June 1998, New York University: New York.
On the relative contribution of the factors in Chinese speaking proficiency. The 5th International Conference of Chinese Language Teaching. Dec. 1997, Taipei: Taiwan.