Showing posts with label Chinese Westchester. Show all posts
Showing posts with label Chinese Westchester. Show all posts

Saturday, November 12, 2011

What's in a Chinese Name?

http://www.nytimes.com/2011/11/12/world/asia/picking-brand-names-in-china-is-a-business-itself.html?_r=1&scp=1&sq=Picking%20Brand%20Names%20in%20China%20Is%20a%20Business%20Itself&st=cse

Picking Brand Names in China Is a Business Itself

By

BEIJING — After a hard day’s labor, your average upscale Beijinger likes nothing more than to shuck his dress shoes for a pair of Enduring and Persevering, rev up his Precious Horse and head to the pub for a tall, frosty glass of Happiness Power.

Or, if he’s a teetotaler, a bottle of Tasty Fun.

To Westerners, that’s Nike, BMW, Heineken and Coca-Cola, respectively. And those who wish to snicker should feel free: the companies behind these names are laughing too — all the way to the bank.

More than many nations, China is a place where names are imbued with deep significance. Western companies looking to bring their products to China face a problem not unlike that of Chinese parents naming a baby boy: little Gang (“strong”) may be regarded quite differently than little Yun (“cloud”). Given that China’s market for consumer goods is growing by better than 13 percent annually — and luxury-goods sales by 25 percent — an off-key name could have serious financial consequences.

And so the art of picking a brand name that resonates with Chinese consumers is no longer an art. It has become a sort of science, with consultants, computer programs and linguistic analyses to ensure that what tickles a Mandarin ear does not grate on a Cantonese one.

Art “is only a very, very tiny piece of it,” said Vladimir Djurovic, president of the Labbrand Consulting Company in Shanghai, which has made a business of finding names for Western companies entering the Chinese market.

Maybe. But there is a lot of artistry in the best of the West.

The paradigm probably is the Chinese name for Coca-Cola, Kekoukele, which not only sounds like Coke’s English name, but conveys its essence of taste and fun in a way that the original name could not hope to match.

There are many others. Consider Tide detergent, Taizi, whose Chinese characters literally mean “gets rid of dirt.” (Characters are important: the same sound written differently could mean “too purple.”)

There is also Reebok, or Rui bu, which means “quick steps.” And Colgate — Gao lu jie — which translates into “revealing superior cleanliness.” And Lay’s snack foods — Le shi — whose name means “happy things.” Nike (Nai ke) and BMW (Bao Ma, echoing the first two sounds of its English and German names) also have worn well on Chinese ears.

Still, finding a good name involves more than coming up with clever homonyms to the original English.

“Do you want to translate your name, or come up with a Chinese brand?” said Monica Lee, the managing director of the Brand Union, a Beijing consultancy. “If you go for phonetic sounds, everyone knows where you are from — you’re immediately identified as a foreign brand.”

For some products, having a foreign-sounding name lends a cachet that a true Chinese name would lack. Many upscale brands like Cadillac (Ka di la ke), or Hilton (Xi er dun), employ phonetic translations that mean nothing in Chinese. Rolls-Royce (Laosi-Laisi) includes two Chinese characters for “labor” and “plants” that more or less have become standard usage in foreign names — all to achieve a distinct foreign look and sound.

But on the other hand, a genuine Chinese name can say things about a product that a mere collection of homonyms never could. Take Citibank, Hua qi yinhang, which literally means “star-spangled banner bank,” or Marriott, Wan hao, or “10,000 wealthy elites.” Or Pentium, Ben teng, which means “galloping.” Asked to introduce Marvel comics to China, the Labbrand consultants came up not long ago with “Man wei” — roughly phonetic, foreign-sounding and eminently suited to superheroes with the meaning “comic power.”

To introduce Clear dandruff shampoo to young Chinese, who are already inundated with foreign brands, Ms. Lee’s firm decided to focus on the shampoo’s image. “It’s not about where this product comes from; it’s about the benefit it can bring to you,” she said. The ultimate choice, Qing Yang, combines the Chinese words for “clear” and for “flying,” or “scattering to the wind.”

“It’s very light, healthy and happy,” Ms. Lee said. “Think of hair in the air.”

“Clear” is one of a select number of Chinese words that carry unusually positive connotations, and that find their way into many brands’ names. Others include “le” and “xi,” or happy; “li,” meaning “strength” or “power”; “ma” or horse; and “fu,” translated as “lucky” or “auspicious.”

Thus the name for Heineken beer, Xi li, and the many automobile brands — Mercedes, BMW, even Kia — that include a horse in their Chinese names (one Kia sedan is named Qian li ma, or “thousand-kilometer horse,” an allusion to strength).

Precisely why some Chinese words are so freighted with emotion is anyone’s guess. But Denise Sabet, the vice general manager at Labbrand, suggests that the reasons include cultural differences and the Chinese reliance on characters for words, rather than a phonetic alphabet. Each character is a collection of drawings that can carry meanings all their own.

Then again, some meanings are best avoided.

Microsoft had to think twice about bringing its Bing search engine here because in Chinese, the most common definitions of the character pronounced “bing” are “disease,” “defect” and “virus” — rather inauspicious for a computer product. The revised name, Bi ying, roughly means “responds without fail.”

Peugeot (Biao zhi) sounds enough like the Chinese slang for “prostitute” (biaozi) that in southern China, where the pronunciations are especially close, the brand has inspired dirty jokes. And in China, the popular Mr. Muscle line of cleaners has been renamed Mr. Powerful, (Weimeng Xiansheng). The product’s maker said in an e-mail that it had forgotten why.

But it could be that when it is spoken, the name Mr. Muscle has a second, less appealing meaning: Mr. Chicken Meat.

Adam Century and Li Bibo contributed research.

Monday, July 11, 2011

The Magic of Learning Chinese

Great article on learning Chinese, and the Chinese Language School of Connecticut's impact on tech innovations in Chinese language learning.


East Meets West


The magic of Mandarin Chinese in Greenwich.


'Ni Hao' my friends - your children are learning a whole new language!

Pick up a newspaper, read a book about the global economy, stop and think about the next 100 years. Clearly, China will have a significant influence on pretty much every facet of our lives, our children’s lives and our grandchildren’s lives. With its booming industry and rapidly expanding cities, it has been predicted by many that China will soon become the world's biggest economy, surpassing the U.S. There are various dialects of Chinese already being spoken by billions worldwide, but according to the American Council on the Teaching of Foreign Languages, there are only 60,000 K-12 students in the United States that are studying Chinese. Compare this with the 300 million students in China currently studying English.

Here in Greenwich, many of us are lucky if we speak another language and most likely, it is the French or Spanish that we struggled to learn in high school. But, for about 130 Greenwich High School students, they are facing the future straight on and acquiring the language skills essential to competing in the global economy - they are studying Mandarin Chinese.

According to the The American Council of Teachers of Foreign Languages, "Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical."

Greenwich Public Schools' World Language Program "works to equip students linguistically and culturally to communicate and function in a "flat world" both as individuals and within a group,' according to the GPS website.

According to the website, "World Language study develops an awareness of other people's views, an understanding of their unique ways of life and a recognition and respect for their diversity and contributions to the world at large. Linguistic proficiency combined with cultural knowledge will enable students to interact in a variety of real-life situations."

Marcia Schenker, Greenwich Public Schools world languages program coordinator, says GHS offered its first Chinese course 5 years ago. For the past two years, GHS had about 130 students in seven sections, ranging from level 1-4 and, for the first time starting last year, an AP course. Additionally, GHS won a grant given by the Confucius Classroom Network for $10,000, which was used for books, materials and special events for students and professional learning for staff.

While other area high school programs including Greenwich Academy, Brunswick School, Convent of the Scared Heart, New Canaan High School , Wilton High School and Staples High School in Westport all have Chinese language offerings, Greenwich High School was the first. It was thanks to parent and community advocacy which led to the adoption Mandarin into the GPS curriculum.

While the Mandarin language has 21 consonants and 16 vowels, they can be combined together to create more than 400 mono-syllabic sounds. Therefore, becoming accustomed to the Mandarin pronunciation helps with both speaking and listening skills. While the thought of learning Mandarin Chinese may seem daunting, there are some features which make Mandarin easy such as no subject/verb agreement, no tenses, no plurals and no conjugations.

Even prior to the offerings at Greenwich High School, another group in town was committed to teaching the language. The Chinese Language School of Connecticut was started in 2002 by a group of parents who wanted their children to learn Chinese. Their vision, according to their website, was "to create a school that children looked forward to attending every week - where they could learn practical communication skills, develop a life-long appreciation for the Chinese language and culture, and build lasting friendships with their fellow students."

The mission of the Chinese Language School of Connecticut (CLSC) is to teach Mandarin Chinese as a second language to children ages 18 months and up. Their website states that their "activity-based curriculum enables students to acquire practical communication skills, develop competence and confidence, and experience the joy of learning another language."

Through early exposure to Chinese, the school seeks to provide students with a foundation for future learning and cultivate their long term interest in the language, culture and traditions of China.

CLSC initially only offered weekend classes and expected 50 students when they started. To their surprise however, 130 students signed up when began in September 2002. The school continued to grow over the next few years with the weekend program maxing out at 200 students.

With the understanding of the need for Mandarin speaking skills growing, CLSC opened corporate and weekday programs in 2009 which are held at its new program offices here in Greenwich. CLSC continues to expand with weekend and weekday classes, Before and After School programs, arts, culture and special events. Throw in private tutoring, small group tutoring, online distance learning (iVuChinese was launched in June 2011), adult classes, corporate group classes and consulting for those visiting China, it is obvious that the need and the thirst for learning Mandarin is growing.

Susan Serven, who was one of the originators of CLSC and now president and board member, describes how her daughter Emily, now 15 and a rising sophomore, first started learning Mandarin at the Chopstix preschool program in New Canaan (which Susan happened to have founded.) After 6 years at CLSC, she is entering her third year of Chinese at New Canaan High School having skipped a year due to her studies with CLSC!

As Serven explains, “a global worldview is so crucial for today’s students and I believe learning Chinese allowed Emily to form a connection with Asian culture, which, in turn, prompted her to start her international music web site (www.kaermusic.com) a few years ago." Serven’s 11-year-old daughter Rebecca also recently graduated from CLSC with honors and does extremely well in all languages (she earned an A+ in Latin this year which Serven believes is due in part to her very early exposure to a second language, which is of course Chinese.)

Cynthia Chang Scanlan, a CLSC board director said she believes that technology will have a major impact on how students of all ages can learn a language and that the typical classroom setting will evolve into 24/7 remote accessibility. Through computers Scanlan says that the students can “hear it, see it, touch it at their own pace.” This increased access will be able to cast a wider net that reaches beyond school aged students.

To drive home just how flat the world is, First Selectman Peter Tesei spoke at last week’s Board of Selectmen meeting about attending a June 20th event at the Stamford Campus of the University of Connecticut with the Connecticut Hedge Fund Association and a business and government delegation from Shanghai.

The group hosted business representatives from Shanghai who are interested in exploring the Greenwich hedge fund community as a business model to be successful in the emerging world markets. Their intent is to establish such a hedge fund presence in Shanghai. According to Tesei, “the group from Shanghai is looking to understand what makes Greenwich such an attractive location for hedge funds to locate here.”

Tesei certainly sees the value in the ability to communicate internationally on a local level and the global impact it could have for Greenwich. “Understanding the Chinese language certain would facilitate relationship building for our community,” Tesei said.

Whether you say 'Xie Xie' (pronounced shay shay) or thank you, learning the language and culture of a country that will have major influence for years to come is your ticket to the world



Wednesday, June 15, 2011

China Pace University Business School Trip

Great blog with highlights from current students' and professors' trip.

http://dysoncollege.blogs.pace.edu/

Monday, June 13, 2011

Chinese Language School of Connecticut Elects New Board

Press Release

For immediate release


FOR MORE INFORMATION CONTACT:
Susan Serven, Chinese Language School of Connecticut
203/918.8085
susan.serven@chineselanguageschool.org
please visit our web site: www.chineselanguageschool.org

Visit us on Facebook: facebook.com/ChineseLanguageSchoolofConnecticut


Chinese Language School of Connecticut Announces New Board

-- Professionals from Connecticut and Westchester to help expand program’s success in bringing Chinese to students --



“CLSC is entering it’s 10th year with an extremely competent, very dedicated Board of Directors, and we’re pleased to be helping the organization continue to develop its programs and expand its reach, ” Pelham resident and CLSC Board co-Chair, Jeffay Chang and Harrison resident and CLSC Board co-Chair Darwei Kung.


RIVERSIDE, CT, June 15, 2011 – The Chinese Language School of Connecticut (www.ChineseLanguageSchool.org), the non-profit Riverside, CT-based provider of Chinese language programs to students, schools and corporations, has elected their new Board of Directors for the upcoming year.

Newly elected co-Chairs are Harrison resident Darwei Kung and Pelham resident Jeffay Chang.

Jeffay Chang (Co-Chairman) Jeffay serves as the East Coast Trust Strategist for the Goldman Sachs Trust Companies. He was named Executive Vice President with responsibility over national marketing and sales in 2008. Prior to joining Goldman Sachs in May 2004, Jeffay was a Corporate Vice President in the Private Wealth Services Group of UBS Financial Services where he provided counseling and planning services for ultra high net worth clients in such areas as wealth transfer and philanthropic planning, stock option exercise planning, and hedging and monetizing concentrated equity positions.
Prior to UBS Financial Services, Jeffay was a Financial Planner in the Financial Planning Group of US Trust and before that was a Trust Officer in the Trust Settlement Department of US Trust. Jeffay obtained his B.A. from Brandeis University and J.D. from Fordham University School of Law. He is a member of the Society of Trust and Estate Practitioners, New York State Bar Association, New York Bankers Association, Estate Planning Council of New York City and the Westchester Estate Planning Council.

Darwei Kung (Co-Chairman) Darwei is a Portfolio Manager for fixed income and commodity investment funds for Deutsche Asset Management. Prior to his current career in investment management, Darwei spent over 10 years in the telecommunications industry in a variety of professional and management roles in engineering, product management, strategic planning, and business development. Darwei received his bachelors and masters degrees in electrical engineering from the University of Washington in Seattle, and received his MBA and Masters in Computational Finance degrees from Carnegie Mellon University. Darwei lives in Harrison, New York with his wife and son.

Cynthia Chang Scanlan (Director) - Cynthia Chang was born in Taipei, Taiwan and moved to New York City at the age of six, learning English after Taiwanese and Mandarin Chinese. She graduated from the Bronx High School of Science and received a B.A. at the University of Pennsylvania. She worked in real estate and banking in New York City. Her husband, Brian Scanlan, founded a software company, and Cynthia joined the company soon after to manage administrative operations and facilities. The company had an initial public offering in 2000 at which time, Cynthia left to concentrate on family and community service in Greenwich, having moved there in 1997. She has been a board member at the YMCA of Greenwich since 2001, serving as the annual campaign chairman, Facilities Committee chair, and currently as Secretary of the Board. She also served as the First Selectman's representative on the Board of Trustees of the Greenwich Library, and is active with her alma mater, chairing the University of Pennsylvania's Secondary School committee in Greenwich. Cynthia lives in Greenwich with her husband and two children, Kevin, 18, who recently graduated Brunswick School and will be attending the University of Pennsylvania in the fall, and Paula, 11, who attends Greenwich Country Day School.

Dr. Sue Chang, M.D. (Director) is a graduate of the University of Michigan where she received her B.S., followed by her M.D. degree at Michigan State University. She completed her residency training in Internal Medicine and fellowship in Nephrology at Yale University where she served as a research fellow in the genetics of hypertension. She is in private practice with Metabolism Associates of New Haven, CT.

Joab Tjiungwanara (Director) is a Risk Manager with General Electric and has worked extensively in the credit and market risk area at GE Corporate Treasury. He is a graduate of University of Bremen, Germany (Electrical Engineering) and University of Rochester (MBA in Finance). Joab is an overseas Chinese who was born in Indonesia, went to Germany after high school and came to the US for graduate school. He speaks fluent Mandarin, German, English and is conversant in Indonesian.

Susan Serven (Director) - Susan has been with CLSC since the school’s founding in May 2002. Susan is a graduate of Pace University (BBA, Marketing) and Fairfield University (MBA, Finance, International Business, 2011). She has held positions in global marketing at Lever Bros. Co., and Save the Children Federation, and as Special Events Director for the American Cancer Society. Susan founded the Chopstix 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. Susan and her husband Lawrence adopted their daughters Emily in Kunming, Yunnan Province, China in August 1996, and Becky in Gao Ming City, Guangdong Province, in October, 2000. They live in New Canaan, CT.

Thomas K. Myers, Jr., (Director) Tom is the Director of Sales and Marketing for FocusVision Worldwide based in Stamford, CT. A graduate of Bucknell University with a B.A. in Political Science, Tom spent his early career in account service with New York based advertising agencies. During this time he met his Taiwan born wife Katy. Since then Tom has held sales and marketing positions for several international companies. Tom’s interest in Chinese language increased quickly with the birth of his daughter, Emily. “I have always believed a second language to be a useful tool. But a second language with ties to one’s heritage is a gift that should not be missed. My goal is to help CLSC continue its efforts to make learning Chinese as enjoyable and satisfying as possible”. Tom lives in Redding, CT with his wife and daughter.

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, online learning, and their corporate language program, please visit www.ChineseLanguageSchool.org. For interesting articles on Chinese language learning and Chinese culture, please visit http://GreenTeaPop.blogspot.com and on Facebook at facebook.com/ChineseLanguageSchoolofConnecticut


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Wednesday, June 8, 2011

Why Should My Children Study Chinese?

We're all so busy. We have no time. Besides, our kids will learn Spanish in school, right?

So, why should they study Chinese?

http://www.chineselanguageschool.org/index.php?option=com_content&task=view&id=21&Itemid=37

According to the Chinese Language School of Connecticut, www.ChineseLanguageSchool.org, most education experts agree that the earlier a child is introduced to a second language, the greater the chances are that the child will become truly proficient in the language.

For example, each Mandarin syllable has four tones that can mean different things. For example, "ma" in the first tone means "mother," while spoken in the third tone means "horse." Younger children find it much easier to learn a tonal language such as Chinese because they can mimic sounds much easier than older children or adults.
According to the Connecticut Department of Education, the number of public school students studying Mandarin, mostly non-Asian, has seen a more than ten-fold increase from 2004 to 2006(1). As more Connecticut public and private schools offer Mandarin classes at the middle school and high school level, CLSC students will have an educational advantage since they will have started at a much younger age.

In addition, for those students whose schools only offer Chinese once or twice per week, regular exposure to Chinese via CLSC tutoring and small private classes, will enhance their overall Chinese learning experience.

1 Winnie Hu, "Non-Asians Show a Growing Interest in Chinese Courses," The New York Times, November 29, 2006.

Culture: Learning the Chinese language and culture will allow students to explore an ancient culture, rich with innovation and historical significance. From writing Chinese characters, to learning about the 7 Sages during a watercolor painting exercise, to playing traditional Chinese games, students will be introduced to one of the oldest civilizations in the world.

Communication: Mandarin Chinese is spoken by nearly one out of every four people on the planet. As China grows in economic and political importance, it is critical that U.S. students become global citizens, and that they are given the opportunity to communicate in Chinese and to be familiar with Chinese customs and culture.

Enhanced Cognitive Ability: [From the BBC News and the Guardian, June 30, 2003] According to Dr. Sophie Scott, a psychologist at the Wellcome Trust, and colleagues from hospitals in Oxford and London who performed brain scans on volunteers as they listened to their native languages, when English speakers heard English, their left temporal lobes lit up on screen. When Mandarin Chinese speakers heard their native tongue, both right and left lobes buzzed with activity.

The left temporal lobe is normally associated with piecing sounds together into words; the right with processing melody and intonation.

"Speech really is a complex sound," said Dr Scott. "As well as understanding words, the brain uses the way in which words are spoken, such as intonation and melody, to turn spoken language into meaning. This system has to be robust and flexible enough to deal with variations in speech sounds such as regional accents. We think Mandarin speakers interpret intonation and melody in the right temporal lobe to give correct meaning to the spoken words."

The study suggests that language itself might affect the way the brain develops in a young child.

Improved Skills: In its 1992 report, College Bound Seniors: The 1992 Profile of SAT and Achievement Test Takers, 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. This finding echoes many experts' belief that learning a second language can improve not only a child's aptitude in English, but also enhance creativity and problem-solving skills."

Global Edge: Mandarin Chinese is spoken by nearly 25% of the world’s population. Treasury Secretary TimGeithner, former Australian Prime Minister Kevin Rudd, commentator and fundmanager Jim Rogers, former president of Goldman Sachs John L. Thornton, formerU.S. Ambassador to China Jon Huntsman, and News Corp's chairman Rupert Murdochare just a few of the world's leaders that speak Chinese or realize theimportance of learning Mandarin.

And, in April, 2011, the IMF predicted that China’s economy willsurpass the U.S.’s as early as 2016(2).

With the emergence of China as a growing global superpower, the importance understanding China's global relevance cannot be understated.

2 http://www.marketwatch.com/story/imf-bombshell-age-of-america-about-to-end-2011-04-25?pagenumber=1

Tuesday, May 31, 2011

The Bilingual Advantage

Good thing so many of us are learning Chinese!

Visit the Chinese Language School of Connecticut on Facebook at facebook.com/ChineseLanguageSchoolofConnecticut
to learn more.

from http://www.nytimes.com/2011/05/31/science/31conversation.html?_r=2&src=me&ref=general

he Bilingual Advantage
By CLAUDIA DREIFUS
Published: May 30, 2011


A cognitive neuroscientist, Ellen Bialystok has spent almost 40 years learning about how bilingualism sharpens the mind. Her good news: Among other benefits, the regular use of two languages appears to delay the onset of Alzheimer’s disease symptoms. Dr. Bialystok, 62, a distinguished research professor of psychology at York University in Toronto, was awarded a $100,000 Killam Prize last year for her contributions to social science. We spoke for two hours in a Washington hotel room in February and again, more recently, by telephone. An edited version of the two conversations follows.
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Chris Young for The New York Times
MENTAL WORKOUT Ellen Bialystok with a neuroimaging electrode cap.
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Q. How did you begin studying bilingualism?

A. You know, I didn’t start trying to find out whether bilingualism was bad or good. I did my doctorate in psychology: on how children acquire language. When I finished graduate school, in 1976, there was a job shortage in Canada for Ph.D.’s. The only position I found was with a research project studying second language acquisition in school children. It wasn’t my area. But it was close enough.

As a psychologist, I brought neuroscience questions to the study, like “How does the acquisition of a second language change thought?” It was these types of questions that naturally led to the bilingualism research. The way research works is, it takes you down a road. You then follow that road.

Q. So what exactly did you find on this unexpected road?

A. As we did our research, you could see there was a big difference in the way monolingual and bilingual children processed language. We found that if you gave 5- and 6-year-olds language problems to solve, monolingual and bilingual children knew, pretty much, the same amount of language.

But on one question, there was a difference. We asked all the children if a certain illogical sentence was grammatically correct: “Apples grow on noses.” The monolingual children couldn’t answer. They’d say, “That’s silly” and they’d stall. But the bilingual children would say, in their own words, “It’s silly, but it’s grammatically correct.” The bilinguals, we found, manifested a cognitive system with the ability to attend to important information and ignore the less important.

Q. How does this work — do you understand it?

A. Yes. There’s a system in your brain, the executive control system. It’s a general manager. Its job is to keep you focused on what is relevant, while ignoring distractions. It’s what makes it possible for you to hold two different things in your mind at one time and switch between them.

If you have two languages and you use them regularly, the way the brain’s networks work is that every time you speak, both languages pop up and the executive control system has to sort through everything and attend to what’s relevant in the moment. Therefore the bilinguals use that system more, and it’s that regular use that makes that system more efficient.

Q. One of your most startling recent findings is that bilingualism helps forestall the symptoms of Alzheimer’s disease. How did you come to learn this?

A. We did two kinds of studies. In the first, published in 2004, we found that normally aging bilinguals had better cognitive functioning than normally aging monolinguals. Bilingual older adults performed better than monolingual older adults on executive control tasks. That was very impressive because it didn’t have to be that way. It could have turned out that everybody just lost function equally as they got older.

That evidence made us look at people who didn’t have normal cognitive function. In our next studies , we looked at the medical records of 400 Alzheimer’s patients. On average, the bilinguals showed Alzheimer’s symptoms five or six years later than those who spoke only one language. This didn’t mean that the bilinguals didn’t have Alzheimer’s. It meant that as the disease took root in their brains, they were able to continue functioning at a higher level. They could cope with the disease for longer.

Q. So high school French is useful for something other than ordering a special meal in a restaurant?

A. Sorry, no. You have to use both languages all the time. You won’t get the bilingual benefit from occasional use.

Q. One would think bilingualism might help with multitasking — does it?

A. Yes, multitasking is one of the things the executive control system handles. We wondered, “Are bilinguals better at multitasking?” So we put monolinguals and bilinguals into a driving simulator. Through headphones, we gave them extra tasks to do — as if they were driving and talking on cellphones. We then measured how much worse their driving got. Now, everybody’s driving got worse. But the bilinguals, their driving didn’t drop as much. Because adding on another task while trying to concentrate on a driving problem, that’s what bilingualism gives you — though I wouldn’t advise doing this.

Q. Has the development of new neuroimaging technologies changed your work?

A. Tremendously. It used to be that we could only see what parts of the brain lit up when our subjects performed different tasks. Now, with the new technologies, we can see how all the brain structures work in accord with each other.

In terms of monolinguals and bilinguals, the big thing that we have found is that the connections are different. So we have monolinguals solving a problem, and they use X systems, but when bilinguals solve the same problem, they use others. One of the things we’ve seen is that on certain kinds of even nonverbal tests, bilingual people are faster. Why? Well, when we look in their brains through neuroimaging, it appears like they’re using a different kind of a network that might include language centers to solve a completely nonverbal problem. Their whole brain appears to rewire because of bilingualism.

Q. Bilingualism used to be considered a negative thing — at least in the United States. Is it still?

A. Until about the 1960s, the conventional wisdom was that bilingualism was a disadvantage. Some of this was xenophobia. Thanks to science, we now know that the opposite is true.

Q. Many immigrants choose not to teach their children their native language. Is this a good thing?

A. I’m asked about this all the time. People e-mail me and say, “I’m getting married to someone from another culture, what should we do with the children?” I always say, “You’re sitting on a potential gift.”

There are two major reasons people should pass their heritage language onto children. First, it connects children to their ancestors. The second is my research: Bilingualism is good for you. It makes brains stronger. It is brain exercise.

Q. Are you bilingual?

A. Well, I have fully bilingual grandchildren because my daughter married a Frenchman. When my daughter announced her engagement to her French boyfriend, we were a little surprised. It’s always astonishing when your child announces she’s getting married. She said, “But Mom, it’ll be fine, our children will be bilingual!”

A version of this interview appeared in print on May 31, 2011, on page D2 of the New York edition with the headline: A Conversation With | Ellen Bialystok.

Tuesday, May 10, 2011

CLSC and 7th Annual St. Jude's Salsa Fest

Thanks to CLSC parent Soraya Martino and the 7th Annual St. Jude's Salsa Fest for allowing CLSC to participate in their festivities this year!

http://www.ctsalsafest.com/St_Jude.html

For more information on the Salsa Fest (held over Memorial Day weekend, in Stamford), or for information on the Chinese Language School of Connecticut's programs, please visit www.ChineseLanguageSchool.org.

Thursday, April 28, 2011

10 Extraordinarily Useful Chinese Phrases

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.

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.)

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)

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."

Wednesday, March 30, 2011

Growing Diversity Fuels Chinese School

The bi-lingual CAIS school in San Francisco uses many of the tools and teaching methods that are used at the Chinese Language School of Connecticut.

For more info on ways to engage your children in learning Chinese please visit: www.ChineseLanguageSchool.org

http://online.wsj.com/article/SB10001424052748704461304576216613309652724.html?mod=wsj_share_facebook


By YUKARI IWATANI KANE

San Francisco's Chinese American International School has long had a reputation for strong academics, but it has grown more popular as a rising number of non-Chinese parents bank on Chinese-language skills for their children's future.

Lianne Milton for The Wall Street Journal
First-grader Martha Chessen gets help from instructor Xiu Geng in a math-in-Mandarin class at the Chinese American International School, where a growing number of students come from non-Chinese backgrounds.

When Christine Chessen decided to send her oldest child to CAIS eight years ago, her blond-haired daughter stood out among the sea of mostly Asian or half-Asian children. Her stock-trader husband opposed the idea, and friends thought she was crazy.

She went ahead and enrolled her daughter, because she wanted to expose her to a completely different culture. The move made sense to Ms. Chessen when she learned that there are more native speakers of Chinese in the world than those whose mother tongue is English or Spanish.

These days, her daughter isn't so unusual at CAIS, a private school that instructs in both Mandarin and English from pre-kindergarten through eighth grade.

"With the rise of Asia, people are finally jumping on the bandwagon," said Ms. Chessen, a stay-at-home mom who now has all three of her children—a first-, fourth- and sixth-grader—enrolled in the school. Her children, she said, are growing up singing Chinese songs, playing Chinese instruments and learning Chinese calligraphy, which she said she now considers all "part of our culture."

A recent survey by the school found that CAIS's non-Asian population has grown 42% over the past decade and currently makes up 27% of its 472 students. The remainder are children with partial or full Asian backgrounds, though most come from non-Chinese-speaking families.


Even though the school has increased its overall student population by 35% since 2000, it continues to be difficult to get into. More than 100 families vied for the 25 to 30 pre-K spots available next year. In the lower grades, instruction is half in Chinese, half in English; in middle school, which starts with grade six, 35% is in Chinese. The day school, in Hayes Valley, costs about $22,000 a year.

CAIS's growth is part of a nationwide trend as China's rise in the global economy prompts parents to seek Chinese-language instruction for their children—including President Barack Obama, whose daughter Sasha is learning Mandarin.

The San Francisco Unified Public School District said Chinese, including the Mandarin and Cantonese dialects, was the most requested language program by parents of kindergartners after Spanish for the next academic year. There are several public Chinese schools in San Francisco, and a new Chinese-language charter school is set to open in the Oakland area in the fall.

While there are no overall figures on how many students take Chinese-language classes nationwide, the American Council on the Teaching of Foreign Languages said it saw a threefold increase in the number of public-school students taking such classes to 60,000 in the 2007-08 academic year from three years earlier.

Programs like CAIS's carry little risk, said Marty Abbott, director of education at ACTFL, because even those students who spend their entire day in another language eventually catch up to and might even surpass their peers in English-language skills.

"The beauty of immersion programs, whether they're partial or full, is that students spend a considerable amount of time hearing the language and develop it and use it," Ms. Abbott said.

At CAIS one recent afternoon, a Chinese-speaking teacher led a kindergarten class in a game. The children sat in a circle around a collection of sea animal toys and tried to guess which were each other's favorites by asking questions in Mandarin.

On other floors, a fourth-grade class took an English spelling test while a group of seventh-graders practiced playing the Chinese yue qin guitar and the zither-like guzheng in a music class.

Tzara Geraghty, a tall, 13-year-old eighth-grader, plays the yangzin, a Chinese dulcimer, in a Chinese music ensemble, loves to eat tangyuan (dumplings made of rice flour with red bean, sesame and peanut butter fillings) and is looking forward to a coming school trip to Beijing.

Tzara, who has been at CAIS since pre-kindergarten, said she didn't realize she was Caucasian until she grew much taller than her classmates in fourth grade. "I never felt like I was different," said Tzara, who also plays volleyball, basketball and soccer.

For parents and teachers, it's a slightly different matter. Jeff Bissell, the head of the school, said the greater number of non-Asian families has prompted CAIS to adopt the more collaborative American educational approach along with the traditional top-down Chinese style.

Even then, there are challenges, because teachers are dealing with parents and students who are unfamiliar with Chinese teaching methods, such as the rote memorization required to learn the written script.

"Ten years ago, I could demonstrate how to write a character and make sure students got it, but now we have to break down the steps more," said Kevin Chang, the lower school's director.

Last year, the Parent Association took an extra step, holding a Mandarin 101 class for parents for the first time. The goal was not to teach Chinese but to familiarize parents with how the language works so they could understand what their children were learning.

Ms. Chessen said she values the school's lessons. "What my kids have learned about the Chinese culture they apply to the rest of the world," she said. "It makes us feel like we're part of a bigger community."

Write to Yukari Iwatani Kane at yukari.iwatani@wsj.com