Why Aren't More American Students Learning Chinese?

The Challenges of Creating a Chinese Program for Multi-Cultural Students

Susan Serven, President, Chinese Language School of Connecticut
Daisy Chen Laone, Principal, Chinese Language School of Connecticut


Here’s a riddle: If a person who speaks two languages is bilingual, and one who speaks three languages is trilingual, what is someone called who speaks no foreign languages at all?

Answer: an American.

Sad but true, most Americans student are not required to learn a foreign language to graduate high school. Some schools require a minimum two year period of study in a foreign language to graduate; many students in these schools then pick the simplest Western language to learn, normally, Spanish.

Why U.S. Students Don’t Place a Greater Importance on Foreign Language Study.

How can such an innovative country’s students not recognize the importance of studying a foreign language? First, it’s in our history. Let’s face it, for two hundred years America was, first, breaking away from the British (who spoke English) and establishing itself as an independent nation. Second, most developed nations throughout the last hundred years, at least, used English as one of their primary languages to conduct trade, so U.S. students felt they did “not have to” learn other languages. Third, the U.S. is a big country; Europeans by necessity speak several languages, but, conveniently, our next closest trade neighbor is Canada, which is English [and French] speaking. Fourth, it’s harder, and more expensive, for U.S. residents to travel to different countries, so most students aren’t aware that a majority of the world’s population speaks more than one language (in Europe and Asia, most speak several).

The above distinctions are primary reasons why, historically in the U.S., foreign language learning less of a priority and more of an “elite” perk for highly educated students. So, because of this, foreign language study was not a priority for most schools, and, for a long time students lucky enough to go on to higher education studied the “romance languages” such as French or Italian.

Lastly, we get what we ask for; if most U.S. parents value sports over language learning, then schools will put a higher priority on athletics and less of a priority on foreign language learning.

In addition, a recent Newsweek article (December 6, 2010 available at http://www.newsweek.com/2010/12/06/not-much-progress-in-america-s-chinese-problem.html) explains how, in response to (or because of) the above, the 2001 No Child Left Behind Act placed a large emphasis on math and reading, which resulted in cutbacks in arts and foreign languages. The lack of funding especially affects Mandarin instruction, which requires instructors and materials which are often more expensive than other languages (for example, Spanish).

This article goes on to note that:
“According to the Center for Applied Linguistics, in 2008 only 4 percent of middle and high schools that offer foreign-language instruction included Mandarin. That’s up from 1 percent in 1997. While that initially seems like respectable growth, the same survey reveals that 13 percent of schools still offer Latin and a full 10-fold more schools offer French than Mandarin.

We Know Chinese is Important, But…

If asked, most educated parents, and older high school students, in the U.S. will agree that China’s growing economic growth during the last 10 years necessitates the need to learn Mandarin in order to be better prepared to succeed in the global economy.

However, there are two key challenges to overcome in order for students to develop a global competency in Chinese: study time (it normally takes close to four times the amount of study needed to become as fluent in Chinese as in a Western language (such as French or Spanish), and teachers (there is a lack of dynamic, engaging, effective teachers).

According to the ACTFL, foreign languages are divided into 4 categories, category I being the easiest, and category IV being the most difficult. Chinese (category IV) takes four times the amount of study time than French, Italian, or Spanish (which are all in category I).
Category I
Dutch, English*,
French, Haitian Creole,
Italian, Norwegian,
Portuguese, Spanish,
Swahili and Swedish. + Category II
German, Hindi,
Indonesian,
Punjabi and Urdu. + Category III

Cambodian, Czech, Hmong,
Hebrew, Hungarian, Lao,
Polish, Russian,
Serbo-Croatian**, Slovak,
Tagalog, Turkish, Thai,
Ukrainian and Vietnamese.+ Category IV
Arabic, Cantonese,
Japanese, Korean
and Mandarin. +
Source: http://www.actfl.org/i4a/pages/index.cfm?pageid=3642
Dealing with the amount of time needed to become proficient is the easier part. If students are motivated and have teachers who are dynamic and engaging, and who are using a curriculum which is effective and robust, students will learn. (Info on the National Standards for Foreign Language teaching includes information on the “5Cs” framework, which is required for curriculum design in public schools. http://www.actfl.org/i4a/pages/index.cfm?pageid=3392 )
Identifying, recruiting, training and retaining the most highly effective teachers are the trickier part. In many situations, the first challenge a Chinese teacher faces while working in a public or private school is to overcome the cultural differences and learn how to interact within the new culture.

Stereotypes are often based in fact. Some are:
Chinese teachers are often quiet, sometimes rigid, and lack passion, so learning Chinese can be boring
American students can be disrespectful, so having to deal with them is frustrating
American parents are difficult (and sometimes litigious) so beware of them

During the last ten years, more students from China have come to the U.S. in order to teach. However, most have been raised in one-child homes, often without siblings or many cousins to engage with daily, so may not intuitively understand how to interact with children. Most of these teachers have come from a school system which values the teaching profession; respect for teachers is instilled from a very early age, so may find it hard to deal with the lack of respect teachers receive in the U.S. Those teachers who have grown up in China will have experienced larger classrooms, with a more “rote memorization” method of learning, little classroom interaction, and highly motivated students (due to cultural expectations, very strict standardized testing systems, and a great deal of competition due to lack of university spaces). Lastly, due to the growing need for Chinese teachers, many come here as students from China, are young, and do not have children of their own, so don’t understand the U.S. school system or U.S. teaching styles.

Americans (parents in particular, especially those on the East and West coasts) are culturally direct; Asians in general tend to use culturally indirect methods of communications.

From Brooks Peterson, Cultural Intelligence: A Guide to Working with People from Other Cultures (Boston: Intercultural, 2004, p 40):

A direct style means people prefer to
• be more direct in speaking and be less concerned about how something is said,
• openly confront issues or difficulties,
• communicate concerns straightforwardly,
• engage in conflict when necessary,
• express views or opinions in a frank manner, and
• say things clearly, not leaving much open to interpretation.
An indirect style means people prefer to
• focus not just on what is said but on how it is said,
• discreetly avoid difficult or contentious issues,
• express concerns tactfully,
• avoid conflict if at all possible,
• express views or opinions diplomatically, and
• count on the listener to interpret meaning.

These cultural challenges result in miscommunications and misperceptions which can only be overcome by each group reaching out to understand the other, but which are most effectively (and quickly) overcome by a comprehensive training program and ample opportunity for Chinese faculty members to engage with other teachers and participate in regular workshops, and observe classes / participate in teaching. This, however, results in a greater investment of resources by the school looking to implement the Chinese program.

Mandarin is easier than other Western languages in many ways: Chinese has negligible grammar - there is no need to conjugate verbs, worry about tenses, or match gender or number. What is much tougher for U.S students, however, is the number of characters students have to memorize and the mastery of tones (depending on the inflection, the word ji could mean “chicken” or “to remember”).

However, as most parents of U.S. students know, China will probably be the world's largest economy within twenty years and a monumental force in every dimension of life. Studying Chinese gives U.S. students insights into one of the world's great civilizations and creates a wealth of economic opportunities for those who can master the language and have an understanding of the culture.

As the Chinese economy surges, so does global interest in Mandarin. According to the Economist magazine [available at http://www.economist.com/node/17522444?story_id=17522444&fsrc=rss] the Chinese government estimates some 40m people currently study Mandarin outside the country, up from 30m in 2005. A tight job market in the West is partly responsible.

From this same report,

“According to a survey in September by Rosetta Stone, 58% of Americans believe the lack of foreign-language skills among native workers will lead to foreigners taking high-paying jobs. “The recession has focused people on where growth is going to come from,” says Tom Adams, the firm’s chief executive. Among existing corporate customers logging into the company’s multi-language programme, the number learning Mandarin increased by 1,800% between 2008 and 2010.”

The U.S.. needs to do better job training a culturally savvy workforce. However, according to Newsweek [available at www.newsweek.com/2010/12/06/not-much-progress-in-america-s-chinese-problem.html] even though those 40 million foreigners are studying Mandarin outside of China, only 50,000 of them are in the United States.

How to Teach Chinese to a Multi-Cultural Class of American Students?
What can we do? How can we ensure that our children will be able to take advantage of the opportunities that learning Chinese offers? At our organization, the non-profit Chinese Language School of Connecticut, we have always believed outreach is key. If parents, teachers, staff, students and volunteers can reach out to groups such as China Institute, Asia Society, Ascend Pan-Asian Leadership, Committee of 1,000, Families with Children From China, and others, the synergy will create a whole which is greater than the sum of its parts.

However, more actionable steps include:

1. Create a tight curriculum with relevant, engaging, hands-on, age-appropriate activities, which is integrated into other school programs

Remember that you are teaching American students; very young children are used to being encouraged to “express themselves” all the time. Preschool teachers routinely sing and dance with children. This approach has many merits, but also means young children are not taught to sit still, and won’t be happy in a class where they are required to do a lot of sitting. (Parents won’t be happy, either.)

Make sure your materials conform to age-appropriate, relevant, topics. At CLSC, in some cases we had tried to use books supposedly designed for very young children, but these materials discussed topics such as “telling time” in their books for 4 and 5 year olds (which meant that we had to design our own material). For elementary-age and older students integrate tools such as SmartBoards, iPods (which offer Chinese applications) and real-time chat activities to help students practice when they’re not in class.

2. Integrate history, art and culture into the classroom to keep things engaging and provide historical perspective

This doesn’t mean only “correct, Ancient Chinese culture,” but, depending on students’ ages, should include the history of the Chinese court, warlords, and the Boxer Rebellion. American students (and parents) like debate: China takes a more positive view of the Boxers than Western countries do (probably because Western countries were the ones doing the invading), so have students debate the issues. Field trips to museums and restaurants are terrific, and can put learning in context. Creating art based on periods in Chinese history, or developing models of items the Chinese invented is interactive and fun, and can give students a sense of the global power China held for much of its 5,000+ history.

3. Bring in facets of modern day Chinese society

All students are interested in what children of their own age in other countries are doing each day. Have them learn about and discuss food, school, pop music, and modern history. Include details on the huge Chinese presence all over the world, such as in Singapore, Indonesia, Taiwan, Canada, and Malaysia. Engage your school in developing a sister school program with another school in China. Younger students can write (or email) pen pals. Older students can debate human rights, economic freedoms, and environmental issues.

Again, these activities are engaging for students of varying ages, but also put their Chinese language learning in context.

4. Teachers

Most important is recruiting and training teachers.

For younger students, preschool to grade 1, make certain the teachers are well-trained and focused on the curriculum, of course, but even more important should be the understanding of how they should interact and relate to the children. Smile, a lot. Laugh with them, sit on the floor and show interest in what they’re doing. Play music, sing songs, explain each word and then sing again. Do activities with music playing in the background. If teachers are hired who genuinely love children, and teaching, this will be relatively easy.

For older students, teachers should try to engage with them. This is relatively easy with first through fourth graders; they’re normally fairly easy going, friendly, and want to please their teachers. However, engaging with older students gets progressively harder, through the high school years. At CLSC we often see many teachers working diligently to engage with older students, they try and try, but often fail. Especially for older students, the teachers that normally accomplish the most are those who are friendly, but firm. Who establish and reinforce guidelines, lesson plans, and measurements. You may not be the most popular teacher, but you will gain students’ (and parents’) respect.

The best training for any teacher (indeed, anyone wishing to learn U.S. culture) is probably to “just do it” – get out there and experience as much as you can. Learn new topics in different areas, participate in as many professional development workshops as you can. Make friends with lots of different people. Ask other teachers (math, language arts, Spanish teachers) if you can observe their classes (they’ll be happy you asked). Share your culture and childhood experiences with your students.

5. Parents

Remember that most U.S. parents do not know anything about Chinese (except that they’ve heard it’s “really hard”). Many do not know there is no Chinese “alphabet.” They think each Chinese character is a “letter” that makes up a word. They don’t understand the idea of a tonal language, and often cannot even differentiate between tones; they literally don’t hear the difference.

If the children are young, and parents are with them in the class (or are expected to help them do homework or follow up with lessons), teachers need to communicate regularly, clearly, on what is expected. Parents are used to hearing from their children’s teachers regularly, and they will need to hear from you in order to understand what their child is learning. Provide ideas and links for educational materials they can purchase in order to help their child learn.
This goes for older students’ parents, as well, but you might additionally email relevant articles of interest, such as Goldman Sachs’ forecasts of how the Chinese economy will overtake the U.S.’s by 2027 (a good reason for their children to continue with Chinese), or how learning Mandarin can help them with standardized test-taking (the College Entrance Examination Board reported that "students who averaged 4 or more years of foreign language study scored higher on the verbal section of the SAT than those who had studied 4 or more years in any other subject area,” from
http://www.chineselanguageschool.org/index.php?option=com_content&task=view&id=21&Itemid=37).

When communities, schools, teachers and parents work together to help students understand China’s enormous (and growing) global economic presence, they will be more likely to understand the importance of learning Chinese in order to develop a sense of Chinese history and culture, while cultivating a global worldview.


Susan Serven （江华）is co-founder, president, and Board member of the non-profit Chinese Language School of Connecticut. She adopted daughters Emily （华 铭娟）from Kunming, Yunnan Province, China, in August 1996, and Rebecca (江玉风)from Gao Ming City, Guangdong Province, China, in October 2000. Susan founded the Chopstix pre-school program in 1998 so her daughters and other children could learn Chinese; all Chopstix proceeds were donated to help fund various non- profit groups working with Chinese orphanage programs. She continued running Chopstix until it joined CLSC in 2003.

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)

Chopstix Chinese Story Time at Perrot Library, Old Greenwich, CT

The Chinese Language School of Connecticut Presents Chopstix Chinese Story Time at Old Greenwich’s Perrot Library
-- School presents activities and stories for three to five year olds --

“Perrot is thrilled to partner with the Chinese Language School of Connecticut in adding Story Time in Mandarin Chinese to our preschool program offerings. Learning a second language not only has a positive effect on a child’s mental development, but also opens the door to other cultures!” Perrot Library Technical Assistant Vicky Livoti”.

Riverside, CT, June 29, 2009 – The Chinese Language School of Connecticut (www.ChineseLanguageSchool.org), the fully-accredited, non-profit Riverside, CT-based provider of Chinese language programs, is pleased to present Chopstix Chinese Story Time at Old Greenwich’s Perrot Library (www.perrotlibrary.org).

This program is for children ages 3-5 (and their siblings); a parent or caregiver must be present.

Story times are Wednesdays, 1pm, July 8, 15, 22, 29. For more info www.ChineseLanguageSchool.org or info@ChineseLanguageSchool.org, or visit http://greenteapop.blogspot.com.

CLSC parent, Greenwich resident Robyn Wasserman said, "I am so pleased that the Perrot Library and the Chinese Language School of Connecticut are able to bring such a culturally enriching program to our community. Our children truly benefit when two wonderful institutions collaborate."


* * *

Robins, Blue Jays, Rooks and Children

For several years, we've had a bird's nest on the wreath on our front door, in front of a window, so we can watch the birds as they hatch and grow.

Now we have two nests, so have more of a Bird Condo on the wreath. It's been amazing this year to watch, first the baby robins, and then, the baby blue jays, on the two nests.

We were privileged to actually see the mother bird demonstrate flying, and then nudge her last baby off the nest -- on Mother's Day, no less!

And, the blue jays look like they're ready to go now, too.

In addition, the Economist's May 30-June 5 issue has an article (page 83) on rooks, which are birds. It seems that rooks in the wild, who are not "working together", lack an adaptive skill, but rooks in the lab, who are "working with other rooks" learn to adapt nearby items as tools, to obtain food. http://www.economist.com/science/displaystory.cfm?story_id=13726746

So, even rooks learn more by working together, being adaptive and innovative.

All this bird viewing and info made me realize how quickly children (and birds!) learn, grow and fly away.

So, the time we spend learning together seems even more valuable...if baby rooks can do it, so can we!

(For more info on summer learning resources and tools, please visit the Useful Links section of our web site, www.ChineseLanguageSchool.org )

Columbia Chinese YoYo Event

This is a wonderful event held at Prospect Park. Especially great for preschoolers, elementary age children.

Members of the Columbia Chinese Yo-yo Club will be performing and giving lessons. Please bring along your Diablo / Chinese Yo-yo or see below for instructions on purchasing a Taibolo, imported from Taiwan, from the club. These are lighter so they're great for kids just starting out.


Families with Children from China Brooklyn invites you celebrate the
COMING OF SUMMER CAROUSEL PARTY
Saturday June 13, 2009 5PM-8PM
Prospect Park Carousel
Children’s Corner of Prospect Park
Near corner of Ocean and Flatbush Avenues and Empire Boulevard

Cost: FCCNY members: $5 per person, $15 per family
NON FCCNY members: $9 per person, $25 per family
Register online at www.fccny.org
You must have a current FCCNY 2009 membership and login to register at member prices.
Problems registering? Contact Kathy Urbina at Urbina9@aol.com or 718-852-8979

Join other families to celebrate the coming of summer at the Prospect Park Carousel on Saturday, June 13th from 5:00PM - 8:00PM. We imagine a casual evening where families can come with their picnic baskets and blankets to relax on the lawn while the children enjoy the carousel. We'll have balls, hoola hoops and activities for both parents and kids to get to know one another, so come prepared to mingle.

Questions? Want to help? Contact Carol Tureski at CTureski@aol.com or 718-789-9431.

Located in the Park’s "Children’s Corner," the Carousel features 51 magnificently carved horses, a lion, a giraffe, a deer, and two dragon-pulled chariots. Carved in 1912 by Charles Carmel, one of the foremost carousel designers of the time, and restored by the Prospect Park Alliance in 1990, the Carousel promises that classic summertime amusement will be available for generations of fun. In addition, the Prospect Park Carousel is one of the few in the world that is wheelchair accessible.


DIRECTIONS
The Carousel is located in the Children’s Corner, just inside the Willink entrance to the Park, at Ocean and Flatbush Avenues and Empire Boulevard. To view this location on an Interactive Map, visit

http://www.prospectpark.org/visit/interactive_map?

By Public Transportation:
• Q, S, or B Train to Prospect Park station
• B-16 Bus to Ocean Avenue and Empire Boulevard
• B-41 Bus to Flatbush Avenue and Empire Boulevard
• B-43 Bus to Ocean Avenue and Empire Boulevard
• B-48 Bus to Flatbush Avenue and Empire Boulevard

By Car:
• From Manhattan and Brooklyn Bridges: Take Flatbush Avenue to Grand Army Plaza, continue on Flatbush until Empire Boulevard.
• From BQE: Take BQE to Prospect Expressway, 10th Ave. exit. Make left on 11th Ave. Make right on Prospect Park Southwest to Park Circle. From Circle, follow Parkside Ave. Make left on Ocean Ave. to Empire Blvd.

Great article for those new to Chinese

Thanks to Wendy Lin for a wonderful article. I thought the clear explanations on how Chinese differs from English, especially in sentence structure, was great.

For more info on learning Chinese, please visit www.ChineseLanguageSchool.org.

Make Chinese Learning Fun, Easy, and Sustainable

by Wendy Lin


The Chinese language is like any other foreign language. It has an easy and a complex part. Chinese people have said, “Knowing yourself and your opponents well before the battle is the key to win.”

How Chinese is easier than other languages
1. Verbs do not have different tenses: e.g. Chinese people would say “I go to China last year.”, “I go to China next year.”

2. Nouns are neither singular nor plural: e.g. “one book”, “ten book” are both correct.

3. Genders do not exist orally as they would in English, French, or any other western language.

4. Characters remain unchanged. Because of this, one character could cover several English words. For example, the Chinese Zodiac only has one character to represent each of the twelve animals, but in English, there are several different translations for one animal. Therefore you might have seen several editions for the Chinese Zodiac signs.

5. Numbers, months, dates, and weekdays are easy to learn: You only need to learn the numbers from 1 through 10, and you will be able to count from 1 through 99, since the numbers between 11 and 99 are a combination of numbers 1 through 10. In addition, you only add an additional character “month” plus the numbers 1 to 12, and you will be able to name all 12 months of a year. It is the same for dates and weekdays; add the character “day” or “weekday” followed by a number.

6. The structure of questions and statements is the same but the question word is used:

a. The use of question word “嗎／ 吗 Ma”:
The question word “Ma” is used when the response “yes or no” is expected, and it is placed at the end of a statement. When it does, it will convert a statement into a question.
e.g. 今 天 是 五 月 十 日 今 天 是 五 月 十 日嗎

b. The use of question word “幾／ 几 ji”:
幾／ 几 is a question word for numbers. When it replaces all the numbers in a question, it converts the statement into a question.
e.g. 今 天 是 五 月 十 日 今 天 是 幾 月 幾 日？

c. By applying the formula, “Positive Word + Negative Word = Question Word”, students can flexibly conduct a dialogue. This avoids the learners having to deal with the complicated structure and makes the learning more flexible.
e.g. 是 不 是 ， 好 不 好 ， 有 沒 有 ， 大 不 大 ， 高 不 高 …


Chinese is not phonetic, as are all romance languages. The whole process of learning a new word takes about triple the effort as learning English. In order to make Chinese learning less frustrating and easy to adopt, all the listening, speaking, reading, and writing should be introduced step by step. It makes the learning objectives clearer as well.

The character, the basic unit of the Chinese language, is so much more different from the words of romance languages that make many people think that Chinese is very difficult to learn. In order to build up a good foundation and prevent repeated mistakes in writing characters, the stroke order should be carefully introduced. Moreover many characters share the same components. Once students are familiar with the strokes, it will help them write a new character that contains the same components without help. Counting the number of strokes will also help students to look up a character in a dictionary. Conventionally, the Chinese dictionary arranges the characters by the number of strokes in the character.

To prevent frustration and make the learning easier and more acceptable, the difficult parts especially should not be applied onto the beginners, instead teachers should emphasize on the easy aspects in the language.

The difficult aspects of learning Chinese other than writing characters:
Sentence structure is another challenge to a non-Chinese speaker. There might be several ways to express one situation, for example, “I have learned Chinese for two years” is the same as “I Chinese have learned for two years”, and “Chinese I have learned for two years”. Or, “What is your name?” in English could be “Your name is called what?” or “ You are called what name?”. In some cases, some words can be omitted and the meaning remains the same.

Measure words are another obstacle even to native speakers. For native speakers, measure words were introduced to children at a young age. Since sentence structure is not a major problem to them as it is to the second language learners, they are able to concentrate on distinguishing the different usages of different measure words. However, it is quite confusing to non-Chinese speaking learners.



Wendy Lin/Author of the book series "Practical Chinese" and the "Daily Chinese"
www.practicalchinese.com
practicalchinese@gmail.com

Chopstix Preschool Mandarin Chinese Class

How young is too young to begin learning Chinese?

Do your children ever express interest in learning Chinese, or hearing more about Chinese culture? (maybe after watching "Nihao Kailan"??)

When my older daughter (now 13) was 2, she started asking me how to say certain words in Mandarin Chinese ("Mommy, how do you say 'dog' in Chinese? How do you say 'flower' in Chinese?).

I had to admit that, mainly, I didn't know. I enlisted a friend of mine, Susan Lem, who taught Emily a few things, but since she had moved from Taiwan when she was very young, and because she hadn't paid attention in Chinese school, she didn't remember a lot.

So, even she started saying how her daughter (also 2) should be learning Chinese.

It occured to me one day, that if I set up a small Chinese program for preschoolers, I could charge a small fee, Emily and her friends could learn a few words, and I could donate the proceeds to groups that worked with children in Chinese orphanages (synergy!)

Serendipitiously, I met Dr. Joseph Ho and his wife, Catherine, of Stamford, CT. Catherine graciously volunteered to teach, and Chopstix was born.

For information on Chopstix preschool Chinese classes for children ages 18 months to 5 years old, please visit www.ChineseLanguageSchool.org or email us at info@chineselanguageschool.org