Showing posts with label connecticut chinese schools. Show all posts
Showing posts with label connecticut chinese schools. Show all posts

Saturday, January 30, 2010

CLSC & Ferguson Library, Stamford Celebrates the Year of the Tiger!


Thanks to the Ferguson Library's main branch for working with the Chinese Language School of Connecticut to host a celebration of the upcoming Year of the Tiger.

There was a language demo, arts and crafts for children, snacks supplied by the Ferguson, and a dragon dance and martial arts.

Friday, January 22, 2010

Chinese Immigrants Tell Stories of Angel Island

http://www.mercurynews.com/top-stories/ci_14224527

With reflection and tears, Angel Island turns 100
By Joe Rodriguez
jrodriguez@mercurynews.com

Malin Tom is an "emotional man," which explains why he kept his journey through Angel Island mostly to himself for 60 years.

"I did not want to cry in front of people," says Tom, now 81 and living in Santa Clara. "It is a sad story. I was so scared and poor. I was ashamed, and Chinese don't talk about their shame."

But he could not resist a granddaughter's plea a few years ago. Would he talk to her classmates about passing through the "Ellis Island of the West"?

"My granddaughter gave me courage."

And when Tom finally spoke it was as if a dam holding back immigrant tears had cracked, replenishing the soil of American history with bittersweet truth.

On Thursday, a ceremony in San Francisco

will commemorate — 100 years to the date — the opening of Angel Island's immigration station. The government will swear in 100 new American citizens. Some of the nation's top immigration officials will speak, as well as people who actually went through the island in San Francisco Bay, including poet Nellie Wong and her sister from Sunnyvale, Lai Webster.

The speakers won't sugarcoat the island's checkered past. Angel Island was different from its welcoming counterpart in New York Harbor.

About 500,000 immigrants passed through the island from 1910 to 1940. Of these, 300,000 were detained, a third of them Chinese. While most were ultimately allowed in, many, like Tom, waited months in a torturous limbo while their
backgrounds were investigated.

"Angel Island was really there to keep people out, not to welcome them," says Judy Yung, a University of California-Santa Cruz professor emeritus of American studies and author of two books on the subject. "We need to remember that. How can we use the lesson of Angel Island to live up to our ideal as a nation of immigrants?"

By the late 19th century, the easy gold in California was gone, an economic recession had settled in across the country and a new wave of immigrants from Asia and southern Europe stirred up a nativist backlash. Congress looked for scapegoats.

Even today Tom asks, "Why did they home in on the Chinese?"

He was 12 years old in 1939 and living with his mother in a poor village in Canton province. His father, Yip Way Tom, had sneaked through Angel Island in 1916 as "Jack Chew," the supposed son of a Chinese-American family. Under the Chinese Exclusion Act of 1882, laborers could only immigrate if they were the children or grandchildren of U.S.-born, Chinese-Americans.

"The Chinese figured out a intricate system right away," Yung says.

American-born Chinese who could sponsor relatives often sold their immigration slots to underground brokers, who sold them in Hong Kong to desperate immigrants like the Toms. Sometimes, undocumented Chinese here created entirely new identities on paper, especially after thousands of birth records were destroyed by the 1906 San Francisco earthquake and fire.

The Chinese men who came to Angel Island with these false identities were known as "paper sons."

At 4 feet, 81/2 inches tall, young Tom boarded a ship in Hong Kong with a new identity, May Kwong Chew, son of Jack Chew, and "coaching" notes about the Chew family. He had to study notes between bouts with seasickness because he would be grilled by interrogators on Angel Island bent on ferreting out paper sons and daughters.

"After three weeks on a ship," Tom says, "the next three months were even worse."

Tom remembers going through three or four interrogations: Where was the water well in your village? How many steps did your front porch have? When did your uncle in America die? What company did he work for? Did he have birthmarks, and where?

Then he, like the other detainees, waited as immigration agents checked out his answers. Tom waited three months, about average, but some detainees were forced to remain on the island up to two years.

Nothing frightened him more than the whispers of suicides. Yung says some immigrants who flunked the questioning probably killed themselves on the island, but there is no official proof.

"They would have been too ashamed to go home and face their families and villages," said Yung, whose own father was a paper son and adopted the surname "Yung."

She estimates that 4 percent of Chinese were deported from the island.

Immigrants channeled their hopes and desolation into poetry, which they etched on the walls of their prison barracks. Tom read some of these, but "they made me feel even more sad."

To help pass the time, he played games with other Chinese boys in the recreation yard and picked up a few words of playground English. Because of the strict segregation, he never met boys from other nations, though he could see them during their allotted time in the yard.

Mostly though, he mulled over the interrogation questions during the day, complained about "terrible mush" and other western food, and cried silently under his blanket at night.

"I didn't want to make noise for the others," he says.

After three months, he was released and traveled to San Diego, where his father delivered produce to restaurants. On a much better diet, Tom sprouted to nearly 6 foot tall and played basketball in high school. He mastered English and kept his Chinese.

When he and his father returned to China in 1947, they learned Tom's brother and sister had died during World War II, probably from disease. Tom married, but with the communists taking over, he and his new bride moved to the United States in 1949 and sailed through immigration as Mr. and Mrs. Chew.

He might have remained a Chew were it not for the "Chinese Confession Program," a sort of amnesty for undocumented immigrants in the early 1960s, so long as they weren't communists or criminals. After three decades in the shadows, he became Malin Tom again, and a U.S. citizen. More than 18,000 Chinese paper sons and paper daughters also confessed and were allowed to stay.

He raised a family, and owned a nursery in Silicon Valley. And he never talked to anyone in detail about Angel Island.

"Not even to me," says his wife, Jean.

Too much shame.

In 2001, Tom returned to the island after 61 years with his adult children and grandchildren, who had begged him to go. He says the hardest part was visiting a restored dormitory, where he spent so many tearful nights, remembering the sound of doors being locked behind him.

"I cried again," Tom says. "I'm still an emotional guy."

Contact Joe Rodriguez at 408-920-5767.


A look back through Angel Island history

An immigration station opens on Angel Island in San Francisco Bay on Jan. 21, 1910 to enforce the Chinese Exclusion Act of 1882.
As immigrants from Asia, Russia and Mexico arrive, the station is dubbed the Ellis Island of the West, but its detainees are segregated by race, ethnicity and gender.
About 500,000 immigrants pass through over the next 30 years, the majority of them Asians.
While Europeans arriving at Ellis Island passed through in two to three hours, Chinese immigrants at Angel Island endure interrogations that often lasted two weeks to six months, with a few forced to stay up to two years.
On Nov. 5, 1940 the last group of 200 immigrants on the island — 150 of them Chinese — are transferred to San Francisco. Congress repeals the exclusion act in 1943.
Today, visitors to Angel Island can visit a museum, restored dormitory and read the poems carved into the immigration station's walls. Guided tours are $4 for adults and $3 for children. For schedules and directions, go towww.aiisf.org or call 415-435-3392.
Source: Angel Island Immigration Station Foundation

Sunday, November 15, 2009

Five Things the U.S. Can Learn From China

From the November 23, 2009 issue of Time Magazine and Time.com.

http://www.time.com/time/world/article/0,8599,1938671,00.html

"One day this summer, Sean Maloney, an executive vice president at Intel, was bouncing from one appointment to another in northeastern China, speeding along in a van traversing newly built highways.

He gazed out at one of the world's biggest construction projects: a network of high-speed train lines — covering 10,000 miles (16,000 km) nationwide — that China is building. As far as the eye could see, there sat vast concrete support struts, one after another, exactly 246 ft. (75 m) apart. Each was full of steel cables and weighed about 800 tons.

"We used to build stuff too," Maloney mused, unprompted. "But now it's NIMBY [not in my backyard] every time you try to do something. Here,'' he joked, "it's more like IMBY. There's stuff happening here, everywhere and always."

For full text and photos: http://www.time.com/time/world/article/0,8599,1938671,00.html

Time Magazine: Immersion Mandarin

From November 23, 2009 issue of Time; Yinghua Academy creates immersion experience.

http://www.time.com/time/photogallery/0,29307,1938815,00.html

Friday, October 9, 2009

From: http://www.independent.co.uk/news/education/schools/look-east-why-chinese-lessons-are-booming-1799026.html

There is also an interesting blog and comments section beneath this article, on the web site link. Seems many believe the UK is suffering from many of the same issues the U.S. is: lack of understanding why Chinese is important, lack of certified teachers.

Look East: Why Chinese lessons are booming

Where Chinese was once an exotic subject to study, today it has taken off in many schools. Hilary Wilce finds it has won the ultimate accolade – its own GCSE textbook


Thursday, 8 October 2009

The Independent, London


Two East London schoolgirls are chattering animatedly about their families, but not in English, or in their home languages of Urdu or Bengali. Instead Shajedah Kayum and Johura Hasna are gassing confidently in Mandarin Chinese.


At Kingsford Community School, in Beckton, east London, every pupil studies Mandarin when they start at age 11, and growing numbers are now choosing it at GCSE. Last year, 15 students took the subject and 66 per cent of them achieved A or A* grades. In Year Nine, about 50 students have already embarked – one year early – on Mandarin GCSE.

Kingsford is not alone. Mandarin is fast going mainstream with about 500 schools – no one knows the precise figure – offering it as part of the curriculum, and many more in after-school clubs. The first GCSE Chinese textbook has just been published by Pearson Education, in conjunction with the Specialist Schools and Academies Trust, tailored to a new EdExcel exam.

The language that used to be seen as an exotic novelty is taking its place as a normal GCSE languages option.

Sceptics say that this is all just a gimmick and that classroom time could be better used to help pupils become competent in a more accessible language such as French or Spanish.

But according to school heads who offer Mandarin courses, which include language and culture, the subject opens pupils' eyes to the biggest country in the world, hones general language skills, engages boys – who relate to the visual and spatial aspects of the language – enhances students' resumes, and can be a subject in which pupils who struggle with other languages do well.

Twelve schools in Britain have now become Confucius Classrooms, receiving support from the Office of Chinese Language Council, known as Hanban, along with help from the Specialist Schools and Academies Trust, itself a Confucius Institute since 2006.

This allows them to grow as specialist hubs, helping other schools to bring in Chinese studies.

Kingsford, a language college for 11- to 16-year-olds, is a Confucius Classroom and believes Mandarin has brought many benefits to its pupils. The school is a new one and only moved into its current building in 2002. The original head asked colleagues to suggest innovative cross-curricular programmes and the current head, Joan Deslandes, who was then in charge of humanities, languages and technology, suggested doing something on China.

"China had just joined the World Trade Association, I was interested in Confucius and I thought it was a language which none of our children spoke, so this would be a level playing field," she says. In a school where the pupils speak 55 languages between them, finding such a language was no easy task. Even so, some governors were initially resistant.

But Mandarin triumphed and since then the school has won a national Mandarin-speaking competition, sent students regularly to visit China, and built a close link with Brighton College, an independent school in Sussex, where Mandarin is compulsory.

Three Kingsford students a year go on scholarships to Brighton College to do their A levels. Other pupils have this year moved to other independent schools, including Cheltenham Ladies College, with their applications bolstered by their Mandarin skills.

The Mandarin programme brings many national and international visitors to the school, where they listen to pupils talk and watch them perform a tai chi-based fan dance.

The whole programme has clearly given many pupils a feeling of confidence and achievement. "I really like it and I'm glad I chose it," says Johura Hasna, who is just embarking on her GCSE and says she might want to work as a lawyer using her Chinese.

She was one student who won a trip to China "where, when you started talking people were, like, 'Wow'".

Osman Abdul-Moomin, another Year Nine pupil and who won the trip, says he was struck, in China, by how well everything was organised and how hard people worked. He is delighted he is doing the subject. "Speaking Mandarin – it's a trump card!"

The school has two permanent Mandarin teachers and is looking for a third. It also gets support from Hanban teachers who come on placement from China. Linying Liu is the school's Confucius classroom manager, who is helping to write the new Chinese textbooks. She says that she could easily find a job in an independent school, but is happy in the tougher conditions that Kingsford offers.

For the head teacher Joan Deslandes, the programme is just one aspect of an education of high expectations. Mandarin is in the top three languages that employers say they want, she says.

"But any school that wants to do it will have to have the full backing of the school leadership, and will need to make an investment in curriculum time. And it will have to recognise there are no quick wins here. It will not necessarily make your exam results look good." Even so, Kingsford students, despite coming from disadvantaged backgrounds, far exceed the national GCSE average.

Mandarin has now reached take-off point in British schools with the publication of the new textbook, according to Katharine Carruthers, the director for the SSAT Confucius Institute. "For the first time it is going to look like any other GCSE," she says. "Before it could be seen as something exotic and heads could get away with a bit of teaching after school, but now it's going viral and heads are starting to think, 'I'd better take a look at this because it's obviously changed.'" Textbooks for Key Stages 3 and 2 are also in the pipeline.

According to Andrew Hall, the head of Calday Grange Grammar School, in West Kirby, the home of another Confucius Classroom, the language "has gone from novelty to mainstream" in 10 years. His school works with five other secondary schools as well as with primaries and nurseries. "The students enjoy it and parents are very supportive," he says. "There's a great and growing awareness of China."

But just how proficient are students who have gained GCSE Chinese? In speaking and listening they are not far off the level they would be in, say, French, says Katherine Carruthers. Their reading and writing, however, takes longer, which means the passages that are set for them are shorter and easier. "But there is every sign that the subject is engaging children," she says. "They love learning about the culture and it is very motivating."

Saturday, May 16, 2009

Why Study Mandarin Chinese?

Since so many people ask how young a child should be before learning a second language, or why a child should learn Chinese, as opposed to a more "westernized" language such as Spanish, I thought it could be helpful to post an article from our web site, www.ChineseLanguageSchool.org, on "Why Study Chinese."

Here we go...

"Congratulations on starting the search for your child's Chinese language introduction.

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 20061. 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: Treasury Secretary Tim Geithner, Australia Prime Minister Kevin Rudd, commentator and fund manager Jim Rogers, former president of Goldman Sachs John L. Thornton, and News Corp's chairman Rupert Murdoch are just a few of the world's leaders that speak Chinese or realize the importance of learning Mandarin.1 With the emergence of China as a global economic superpower (Goldman Sachs famously prophesizes that China will overtake the US as the world's largest economy by 2050, and China is now the world's third-largest trading nation.2), the importance understanding China's global relevance cannot be understated. "

1 Ellen Gamerman, "Drilling Kids in Chinese," The Wall Street Journal, March 17, 2007.

2 Kevin Rudd, Peking University, April 9, 2008