From giving a compliment to refusing that extra helping of food, Jocelyn Eikenburg supplies 10 practical Mandarin phrases.
From: http://matadornetwork.com/abroad/10-extraordinarily-useful-mandarin-chinese-phrases/
(Want to learn more useful Chinese phrases? Whether you're planning on moving to China to start a business, or are just planning on a vacation there, contact us at info@ChineseLanguageSchool.org to find out about our customized tutoring programs, classes for adults, corporate Chinese, and new online learning program!)
You’re just as likely to hear “Ni Hao” as “Hello” in my home. After living in China for five and a half years, I returned to the US with a Chinese husband, the fluency to be a freelance Chinese translator, and a heaping rice bowl of expressions in Mandarin.
If you’re traveling to China and looking to dig your own linguistic chopsticks into Chinese culture, I recommend these 10 extraordinarily useful phrases.
1. Nǐ zhēn niú!
“You’re outstanding!”
In China, you can actually compare someone to a cow (niú) to compliment his outstanding character. Yao Ming is definitely niú, and so is anyone who scores you train tickets after they’re “sold out” or tries the baijiu liquor sold in plastic squeeze bottles in grocery stores.
2. Yìqǐ chīfàn, wǒ qǐngkè.
“Let’s go out to eat, my treat.”
In China, eating together is how people build and maintain good relationships. So if you want to make a new friend, ask a favor, or thank someone, do it as the Chinese do — over a lunch or dinner on your Chinese yuan.
Photo by vikkies
3. Méi bànfǎ, rén tàiduō.
“There’s nothing you can do, too many people.”
In a country of 1.3 billion people, it only takes a small percentage of them to wreck your trip. When my Chinese husband and I traveled to Beijing during the national holiday in October, we spent half the day slogging through a mob that stretched across Tian’anmen Square just to get into the Forbidden City. I’ve also had to stand on crowded trains because I couldn’t get a seat and, while living in Shanghai, experienced my share of being sandwiched between anonymous butts and groins on rush-hour subway cars.
4. Nǎlǐ, nǎlǐ!
“Not me!” (lit. “where, where!” — for deflecting compliments)
Confucian values — such as modesty — still run strong in China, so people don’t say “thank you” when praised about anything. The Chinese, however, assume foreigners like you do the opposite. This phrase is guaranteed to surprise your new Chinese friends and get a good smile out of them.
5. Yǒu yuán qiānlǐ lái xiānghuì.
“We have the destiny to meet across a thousand miles.”
Chinese people believe love and destiny go hand in hand – which is why my Chinese husband loves describing our relationship with this phrase. It’s best for romantic situations, and could even be a poetic pickup line.
Ceiling of Temple of Heaven and Earth. Photo by Lall
6. Wā! Zhōngguó de biànhuà hǎo dà! Zhēnshì fāntiān fùdì!
“Whoa! China is changing so much! It’s as if heaven and earth changed places!”
Shanghai’s Pudong District, with a skyline straight out of a science-fiction flick, used to be rural farmland before the 1990s. Until the 1980s, the high-rise miracle of Shenzhen was just another tiny village on the South China Sea known for fresh fish and oysters.
Every year, China races to build more bridges, buildings, high-speed train lines and subway routes, changing the landscape faster than a speeding Beijing taxi driver. This expression is great for repeat visitors to China and anyone blown away by the pace of development.
7. Zhēnde! Wǒ yìdiǎn dōu búkèqile!
“Really! I’m not being polite at all!”
Perfect for when people keep piling kung pao chicken into your bowl long after you’re full, or pouring you glass after drunken glass of baijiu — and think you’re just saying “búyào” (“I don’t want it”) to be polite.
Once, when a Chinese friend insisted I drink another round of Tsingdao, I had to repeat this phrase over and over while shielding my glass from his swinging beer bottle. Be ready to battle for your stomach and sobriety.
8. Fēi xià kǔgōngfū bùkě.
“It requires painstaking efforts.”
Some 5,000 tumultuous years of history have taught the Chinese that nothing comes easy. People usually say this when faced with any challenge, such as taking the national college entrance exams or pounding the pavement for a job.
It’s useful for climbing China’s mountains, squeezing into crowded transport, or walking into one of the noxious bathrooms at the train stations.
9. Bùhǎoyìsi, yǒushì. Yàozǒule.
“I’m sorry, I have something to do. I must go.”
Chinese people prefer to be vague about the details — which means you never have to explain why you need to leave right now. It’s ideal for uncomfortable situations of any kind. Add another “bùhǎoyìsi” at the end if you feel a little guilty for bolting.
10. Wēiwēi zhōnghuá, yuányuán liú cháng!
“China is awesome [in size], and has a long history!”
Show your love for the Middle Kingdom by praising two things that make the Chinese extra proud: their large country and nearly 5,000 years of history. Shout out this expression on the summit of Huangshan, from a watchtower on the Great Wall, or overlooking that grand vault of Terracotta Warriors.
Next time you’re in Beijing, Shanghai and beyond, see if you can use all 10 of these expressions. You would definitely be niú in my book.
Thursday, April 28, 2011
Tuesday, April 26, 2011
ABC News: Mandatory Chinese Gives Students An Edge
PACOIMA, LOS ANGELES (KABC) -- Southern California is a gathering place for people from many countries and many cultures. People talk about the need to be bilingual. At one Pacoima school, Latino students are trilingual, the third language being Chinese.
High school students learn Chinese at Vaughn International Studies Academy charter school in Pacoima.
As a senior at Vaughn International, Aridai Sanchez is in her fourth year of studying Chinese. Along with learning English and Spanish in the elementary and middle grades at Vaughn Next Century Learning Center charter school, the mostly Latino student body is required to take at least two years of Chinese in high school.
"The requirement is actually two years, but I am actually on my fourth year. I wanted to continue speaking Chinese. It's really fun," said Sanchez.
A delegation of educators from China recently visited the charter school. The Chinese educators are spending more than a week in Southern California visiting grade schools and colleges to learn how American children are educated.
Charter school officials say a few of its graduates have had a chance to visit China in the past. Officials say while students gain a strong footing in Spanish and English, speaking a third language like Chinese is going to make them even more marketable for future jobs. Officials say in the coming years they'd like to offer students a choice of more languages to study.
The charter school started its mandatory Chinese classes when it instituted its high school about six years ago.
"It has been a little difficult to grasp it at first, but once you get the hang of it, it's easier," said student Belen Villanueva.
"The fact that our world is shrinking and we need each other and we need to have that communication, have them be globally ready," said Anita Zepeda, executive director of the Vaughn Next Century Learning Center.
(Copyright ©2011 KABC-TV/DT. All Rights Reserved.)
High school students learn Chinese at Vaughn International Studies Academy charter school in Pacoima.
As a senior at Vaughn International, Aridai Sanchez is in her fourth year of studying Chinese. Along with learning English and Spanish in the elementary and middle grades at Vaughn Next Century Learning Center charter school, the mostly Latino student body is required to take at least two years of Chinese in high school.
"The requirement is actually two years, but I am actually on my fourth year. I wanted to continue speaking Chinese. It's really fun," said Sanchez.
A delegation of educators from China recently visited the charter school. The Chinese educators are spending more than a week in Southern California visiting grade schools and colleges to learn how American children are educated.
Charter school officials say a few of its graduates have had a chance to visit China in the past. Officials say while students gain a strong footing in Spanish and English, speaking a third language like Chinese is going to make them even more marketable for future jobs. Officials say in the coming years they'd like to offer students a choice of more languages to study.
The charter school started its mandatory Chinese classes when it instituted its high school about six years ago.
"It has been a little difficult to grasp it at first, but once you get the hang of it, it's easier," said student Belen Villanueva.
"The fact that our world is shrinking and we need each other and we need to have that communication, have them be globally ready," said Anita Zepeda, executive director of the Vaughn Next Century Learning Center.
(Copyright ©2011 KABC-TV/DT. All Rights Reserved.)
New Online Chinese and AP Classes offered by Chinese Language School of Connecticut
Chinese Language School of Connecticut Opens Registration for Fall 2011
-- New Online Learning Program New for 2011 / 2012 Year--
RIVERSIDE, CT May 1, 2011 -- The non-profit Chinese Language School of Connecticut (www.chineselanguageschool.org) has announced that registration for its Fall 2011 programs is currently open. The school, which teaches Mandarin Chinese as a second language to students ages 18 months and up, uses an interactive, conversationally-based approach, and welcomes students from all backgrounds and every level, from beginner through advanced.
CLSC’s principal, Daisy Chen Laone, noted, “CLSC offers students a unique opportunity to explore Chinese language and culture through innovative, hands-on, age-appropriate programs. Students do not need to have prior experience in Chinese in order to attend. We offer interactive, engaging, customized programs, which are designed to teach Mandarin Chinese to non-Chinese-speaking students using U.S. teaching methods.”
Ms. Laone continued, “CLSC faculty members are all native speaking teachers who are required to undergo a rigorous training process of a minimum of 75 hours per year, in order to make Chinese language learning fun for younger students, engaging and exciting for elementary school students, and fairly rigorous for older students wishing to take Chinese in high school and beyond. We have designed our curriculum to include benchmarks and measurable objectives which allow all students to become as proficient as possible within set timeframes, while engaging their interest in learning about a culture which is more than 4,000 years old.”
New for 2011 is CLSC’s online Homework Help program, and new AP Chinese classes.
CLSC Prinicpal Daisy Chen Laone explained, “CLSC’s Homework Help program is designed to offer customized, online assistance for students learning Chinese. These online sessions are taught by CLSC-trained, native speaking Chinese instructors, who can assist current CLSC students with assignments they are working on, or can help them practice their pronunciation, and gain confidence with their conversational skills.
"We are also pleased to announce our newly-designed AP Chinese Language and Culture Exam Preparation Course. This prep course is designed to supplement what students are already learning in their AP Chinese class at school. It provides students with the extensive language skills practice and broad cultural exposure they need to help them prepare for the AP Chinese exam. According to the College Board, "The AP Chinese Exam assesses students' interpersonal communication skills, their abilities to present and interpret language in spoken and written forms, and their functional familiarity with Chinese culture."
For more information, or to register, please visit www.chineselanguageschool.org.
Stamford residents Hanna Martino (10 years old) and Gianna Martino (6), when asked why they liked to go to CLSC, and why they think learning Chinese is important, replied,
Hanna: "I like going to CLSC because when I have a question my teacher always explains it and because teachers are very nice,” and "Learning Chinese is important because it is always good to know more than one language because you can communicate with more people."
Gianna: "I like going to CLSC because we go to [art and] culture class and we paint. We also play games in Chinese," and, "Learning Chinese is important because you can translate to people, you can order food, ask questions and know your hotel number and what people are saying."
Expanding programs
According to CLSC’s President, Susan Serven, “We have focused considerable energy and resources on building the quality of our faculty and curriculum during the past nine years since our founding in 2002. The results of this strategy are evidenced by program expansion into various public and private schools, our conducting before and after school programs at more than 20 schools and organizations, the expansion of our private tutoring and small group private classes, our corporate program, and our new online learning programs.
Our school consists of families who have no Chinese background, but who want to allow their children the opportunity to learn Chinese and about Chinese culture; adoptive families, who want to have their children maintain language and cultural ties; Chinese-American families who may not speak Chinese at home, but encourage their children to learn, and many families who do speak some Chinese at home, but who want a more interactive, age-appropriate, engaging learning experience for their children.
“We are currently entering our 10th year, and we look forward to continuing to focus on providing students with a high quality educational product that strives to make learning Mandarin and experiencing Chinese culture fun by incorporating traditional language training techniques with interactive supplements, games and other activity based exercises.”
We’re very pleased that our school now consists of about 35% of families from the Westchester area, as well as 60% from Fairfield County.
Why study Chinese at an early age?
Principal Daisy Chen Laoneg explained, “Our approach is unique because we stress interactive usage over rote memorization. Lessons are organized around themes such as family, food and travel so that children can quickly gain useful communication skills. More than 50% of class time is devoted to conversation and activity-based learning to give children ample opportunity to practice communicating in Chinese. We’ve done considerable research to determine which learning methods and interactive, online support materials work best for American students learning Chinese as a second language, and it seems to be working; many parents say their children love doing their Chinese homework!”
Ms. Laone continued, “Generally, younger children acquire a second language better than older children. Early introduction to Chinese exposes each child to a wider variety of its contexts. These contexts foster language proficiency and help develop insights into the nature of the language. With time, each child will gain a deeper understanding and better command of the Chinese language. He / she will ultimately develop a life long interest of Chinese language and culture.
For information on the Chinese Language School of Connecticut’s weekday and weekend language programs, including their Before and After School programs, special workshops. lectures, events, private tutoring and their corporate language program, please visit www.ChineseLanguageSchool.org.
(END)
-- New Online Learning Program New for 2011 / 2012 Year--
RIVERSIDE, CT May 1, 2011 -- The non-profit Chinese Language School of Connecticut (www.chineselanguageschool.org) has announced that registration for its Fall 2011 programs is currently open. The school, which teaches Mandarin Chinese as a second language to students ages 18 months and up, uses an interactive, conversationally-based approach, and welcomes students from all backgrounds and every level, from beginner through advanced.
CLSC’s principal, Daisy Chen Laone, noted, “CLSC offers students a unique opportunity to explore Chinese language and culture through innovative, hands-on, age-appropriate programs. Students do not need to have prior experience in Chinese in order to attend. We offer interactive, engaging, customized programs, which are designed to teach Mandarin Chinese to non-Chinese-speaking students using U.S. teaching methods.”
Ms. Laone continued, “CLSC faculty members are all native speaking teachers who are required to undergo a rigorous training process of a minimum of 75 hours per year, in order to make Chinese language learning fun for younger students, engaging and exciting for elementary school students, and fairly rigorous for older students wishing to take Chinese in high school and beyond. We have designed our curriculum to include benchmarks and measurable objectives which allow all students to become as proficient as possible within set timeframes, while engaging their interest in learning about a culture which is more than 4,000 years old.”
New for 2011 is CLSC’s online Homework Help program, and new AP Chinese classes.
CLSC Prinicpal Daisy Chen Laone explained, “CLSC’s Homework Help program is designed to offer customized, online assistance for students learning Chinese. These online sessions are taught by CLSC-trained, native speaking Chinese instructors, who can assist current CLSC students with assignments they are working on, or can help them practice their pronunciation, and gain confidence with their conversational skills.
"We are also pleased to announce our newly-designed AP Chinese Language and Culture Exam Preparation Course. This prep course is designed to supplement what students are already learning in their AP Chinese class at school. It provides students with the extensive language skills practice and broad cultural exposure they need to help them prepare for the AP Chinese exam. According to the College Board, "The AP Chinese Exam assesses students' interpersonal communication skills, their abilities to present and interpret language in spoken and written forms, and their functional familiarity with Chinese culture."
For more information, or to register, please visit www.chineselanguageschool.org.
Stamford residents Hanna Martino (10 years old) and Gianna Martino (6), when asked why they liked to go to CLSC, and why they think learning Chinese is important, replied,
Hanna: "I like going to CLSC because when I have a question my teacher always explains it and because teachers are very nice,” and "Learning Chinese is important because it is always good to know more than one language because you can communicate with more people."
Gianna: "I like going to CLSC because we go to [art and] culture class and we paint. We also play games in Chinese," and, "Learning Chinese is important because you can translate to people, you can order food, ask questions and know your hotel number and what people are saying."
Expanding programs
According to CLSC’s President, Susan Serven, “We have focused considerable energy and resources on building the quality of our faculty and curriculum during the past nine years since our founding in 2002. The results of this strategy are evidenced by program expansion into various public and private schools, our conducting before and after school programs at more than 20 schools and organizations, the expansion of our private tutoring and small group private classes, our corporate program, and our new online learning programs.
Our school consists of families who have no Chinese background, but who want to allow their children the opportunity to learn Chinese and about Chinese culture; adoptive families, who want to have their children maintain language and cultural ties; Chinese-American families who may not speak Chinese at home, but encourage their children to learn, and many families who do speak some Chinese at home, but who want a more interactive, age-appropriate, engaging learning experience for their children.
“We are currently entering our 10th year, and we look forward to continuing to focus on providing students with a high quality educational product that strives to make learning Mandarin and experiencing Chinese culture fun by incorporating traditional language training techniques with interactive supplements, games and other activity based exercises.”
We’re very pleased that our school now consists of about 35% of families from the Westchester area, as well as 60% from Fairfield County.
Why study Chinese at an early age?
Principal Daisy Chen Laoneg explained, “Our approach is unique because we stress interactive usage over rote memorization. Lessons are organized around themes such as family, food and travel so that children can quickly gain useful communication skills. More than 50% of class time is devoted to conversation and activity-based learning to give children ample opportunity to practice communicating in Chinese. We’ve done considerable research to determine which learning methods and interactive, online support materials work best for American students learning Chinese as a second language, and it seems to be working; many parents say their children love doing their Chinese homework!”
Ms. Laone continued, “Generally, younger children acquire a second language better than older children. Early introduction to Chinese exposes each child to a wider variety of its contexts. These contexts foster language proficiency and help develop insights into the nature of the language. With time, each child will gain a deeper understanding and better command of the Chinese language. He / she will ultimately develop a life long interest of Chinese language and culture.
For information on the Chinese Language School of Connecticut’s weekday and weekend language programs, including their Before and After School programs, special workshops. lectures, events, private tutoring and their corporate language program, please visit www.ChineseLanguageSchool.org.
(END)
Tuesday, April 5, 2011
Study of Mandarin Chinese by U.S. Students Booming
From: April 5, 2011 Education Week at http://blogs.edweek.org/edweek/curriculum/2011/03/study_of_foreign_language_cree.html
Study of Mandarin Chinese By U.S. Students Booming
By Erik Robelen on March 29, 2011 12:12 PM | Leave a comment | Recommend
Chinese is in. Latin and French, it seems, are out. And Spanish is still, well, el jefe. (Translation: the boss or chief.) That's my quick-and-dirty takeaway from new data on the study of foreign languages by U.S. students.
In another sign of China's growing prominence on the world stage, the number of U.S. students learning Mandarin Chinese has tripled in recent years, according to the American Council on the Teaching of Foreign Languages. But the roughly 60,000 young people studying it as of the 2007-08 academic year was dwarfed by the millions learning Spanish, by far the most popular language.
Overall, the data released today show that enrollment in foreign-language courses and programs has increased slightly. That may sound like good news, but as officials at the council are quick to note, it's nothing to celebrate, as fewer than one-in-five American students at the K-12 level are enrolled in foreign-language education. That's right, only 18.5 percent in 2007-08, or 8.9 million students, up from 18 percent in 2004-05.
"We're still woefully behind almost all other countries of the world, particularly industrialized countries," Marty Abbott, the education director at ACTFL, told me in an interview. "When you look at all the countries that surpass us on the PISA tests, they all have early-language programs, they start children learning language in elementary schools."
She added: "In Europe, the whole effort is to learn another language besides your language to a near-native level, and a third or fourth at what they call a 'functional proficiency level,' " she said.
Abbott did note that the data are more favorable when looking at the middle and high school levels, where most U.S. students study foreign languages. In grades 7-12, 32 percent were taking a foreign language. But that still suggests that most students will graduate from high school without ever having studied a foreign language.
As for Mandarin, Abbott said she's not surprised to see more students studying it, noting that this is consistent with previous trends when the rise in a nation's prominence led to more U.S. students studying the language. In the 1960s, she said, there was a big rise in the study of Russian, and Japanese in the 1980s. (I wrote last fall about the growing role of the Chinese government itself in promoting Mandarin-language instruction in the United States.)
I also spoke with Bret Lovejoy, the executive director of the ACTFL. He said the question is whether Mandarin will remain popular.
"The problem I see is that, and this can be with any language that seems to grab the attention of a lot of people, is how well is it going to be sustained over time," he told me. "And too often, what we see is that a new language program is installed in a school system or a school, and that one that's there and that may be very successful is eliminated."
Here's a snapshot of key findings, based on comparing 2004-05 enrollment with 2007-08. The languages that saw an increase include:
• Mandarin, up 195 percent to 60,000;
• Japanese, up 18 percent to 73,000;
• German, up 8 percent to 395,000;
• Russian, up 3 percent to 12,000; and
• Spanish, up 2 percent, to 6.42 million.
Meanwhile:
• French is down 3 percent to 1.25 million; and
• Latin is down 9 percent to 205,000.
There are plenty more data to mine in this report, so you should check it out.
One other thing. President Barack Obama just yesterday promoted the learning of foreign languages in a speech at a District of Columbia public school.
"For all the young people here, I want you guys to be studying hard because it is critical for all American students to have language skills. And I want everybody here to be working hard to make sure that you don't just speak one language, you speak a bunch of languages."
Lovejoy said he was pleased by the plug for learning other languages, but said he's been disappointed by the president when it comes to action.
"He's saying the right things, but we're not really seeing this translate into policy," Lovejoy told me.
He highlighted the fact that President Obama has proposed to consolidate funding for the $27 million Foreign Language Assistance Program at the U.S. Department of Education into a broader, competitive fund focused on promoting a "well-rounded education."
"The only proposal we've seen is to fold the FLAP into the well-rounded child [program]," Lovejoy said, "and I think that will lead to less money for languages."
Study of Mandarin Chinese By U.S. Students Booming
By Erik Robelen on March 29, 2011 12:12 PM | Leave a comment | Recommend
Chinese is in. Latin and French, it seems, are out. And Spanish is still, well, el jefe. (Translation: the boss or chief.) That's my quick-and-dirty takeaway from new data on the study of foreign languages by U.S. students.
In another sign of China's growing prominence on the world stage, the number of U.S. students learning Mandarin Chinese has tripled in recent years, according to the American Council on the Teaching of Foreign Languages. But the roughly 60,000 young people studying it as of the 2007-08 academic year was dwarfed by the millions learning Spanish, by far the most popular language.
Overall, the data released today show that enrollment in foreign-language courses and programs has increased slightly. That may sound like good news, but as officials at the council are quick to note, it's nothing to celebrate, as fewer than one-in-five American students at the K-12 level are enrolled in foreign-language education. That's right, only 18.5 percent in 2007-08, or 8.9 million students, up from 18 percent in 2004-05.
"We're still woefully behind almost all other countries of the world, particularly industrialized countries," Marty Abbott, the education director at ACTFL, told me in an interview. "When you look at all the countries that surpass us on the PISA tests, they all have early-language programs, they start children learning language in elementary schools."
She added: "In Europe, the whole effort is to learn another language besides your language to a near-native level, and a third or fourth at what they call a 'functional proficiency level,' " she said.
Abbott did note that the data are more favorable when looking at the middle and high school levels, where most U.S. students study foreign languages. In grades 7-12, 32 percent were taking a foreign language. But that still suggests that most students will graduate from high school without ever having studied a foreign language.
As for Mandarin, Abbott said she's not surprised to see more students studying it, noting that this is consistent with previous trends when the rise in a nation's prominence led to more U.S. students studying the language. In the 1960s, she said, there was a big rise in the study of Russian, and Japanese in the 1980s. (I wrote last fall about the growing role of the Chinese government itself in promoting Mandarin-language instruction in the United States.)
I also spoke with Bret Lovejoy, the executive director of the ACTFL. He said the question is whether Mandarin will remain popular.
"The problem I see is that, and this can be with any language that seems to grab the attention of a lot of people, is how well is it going to be sustained over time," he told me. "And too often, what we see is that a new language program is installed in a school system or a school, and that one that's there and that may be very successful is eliminated."
Here's a snapshot of key findings, based on comparing 2004-05 enrollment with 2007-08. The languages that saw an increase include:
• Mandarin, up 195 percent to 60,000;
• Japanese, up 18 percent to 73,000;
• German, up 8 percent to 395,000;
• Russian, up 3 percent to 12,000; and
• Spanish, up 2 percent, to 6.42 million.
Meanwhile:
• French is down 3 percent to 1.25 million; and
• Latin is down 9 percent to 205,000.
There are plenty more data to mine in this report, so you should check it out.
One other thing. President Barack Obama just yesterday promoted the learning of foreign languages in a speech at a District of Columbia public school.
"For all the young people here, I want you guys to be studying hard because it is critical for all American students to have language skills. And I want everybody here to be working hard to make sure that you don't just speak one language, you speak a bunch of languages."
Lovejoy said he was pleased by the plug for learning other languages, but said he's been disappointed by the president when it comes to action.
"He's saying the right things, but we're not really seeing this translate into policy," Lovejoy told me.
He highlighted the fact that President Obama has proposed to consolidate funding for the $27 million Foreign Language Assistance Program at the U.S. Department of Education into a broader, competitive fund focused on promoting a "well-rounded education."
"The only proposal we've seen is to fold the FLAP into the well-rounded child [program]," Lovejoy said, "and I think that will lead to less money for languages."
Kathleen Ho Feng Shui and Intuitive Design
Visit their site for ways to enhance your life with feng shui.
Kathleen Ho graduated from the New England School of Feng Shui in 2001, completing a year-long study under the instruction and guidance of Feng Shui Masters from around the world.
She brings a unique approach to this ancient art, by employing her feng shui knowledge, intuition,and her love of style and design, home decorating and organized spaces.
www.kathleenhofengshui.com
Kathleen Ho graduated from the New England School of Feng Shui in 2001, completing a year-long study under the instruction and guidance of Feng Shui Masters from around the world.
She brings a unique approach to this ancient art, by employing her feng shui knowledge, intuition,and her love of style and design, home decorating and organized spaces.
www.kathleenhofengshui.com
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