Key Factors to the Successful Implementation of Pre-School and Early Elementary Bilingual Chinese Language Programs in Weekend Chinese Language and Heritage Schools Deborah K. Chen 陳黛比 Gwen Chung 鍾惠芬 美華中文學校 May 25, 2002 ACS 29 th Annual Conference

Who are We Talking About?  Adopted from China by American families  One or both parent(s) is/are Chinese, but don’t speak it in the home  Third generation Chinese American  Non-mandarin speaking ethnic Chinese  Americans interested in learning Chinese

What Do They Want?  Learn Chinese language and culture  Make friends  Find their “roots”  Experience “Chinese” environment

Challenges Facing Non-Chinese Speaking Families  School is not “user friendly”  Culture gap  Parents unable to help their children  Priorities  Expectations

Challenges Facing the Chinese School  Communication barriers  Cultural differences  Teaching style  Finding and keeping the right teacher  Unpredictability

美華 Mei-Hwa’s Approach  Parents attend class with student in Level 1 –Parent and student learn together –Engages parent’s interest  Parents attend parallel class beyond Level 1  Coordination between parents’ class and children’s class  All students attend regular culture class  Bilingual communications (performances, newsletters, signs, meetings etc.)

Adults Learning Second Language  Language and Culture  Different Cultural and Logic Patterns

Keys to Success  Communicate!  Cultivate mutual understanding  Implement a quality program

Teaching Methodology  Develop Goals and Objectives –Goal: To provide well-rounded cultural enrichment to children and their families where Chinese is not routinely spoken in the homeTo provide well-rounded cultural enrichment to children and their families where Chinese is not routinely spoken in the home –Objectives: Develop practical and age-appropriate grammar, vocabulary and conversation skills that can be practiced and reinforced in the homeDevelop practical and age-appropriate grammar, vocabulary and conversation skills that can be practiced and reinforced in the home Introduction to phonetic decompositionIntroduction to phonetic decomposition Gain insight into Chinese customs and traditions through storytelling, crafts and gamesGain insight into Chinese customs and traditions through storytelling, crafts and games Cultural enrichment through traditional songs and nursery rhymes.Cultural enrichment through traditional songs and nursery rhymes. Last but not least, to have funLast but not least, to have fun

Teaching Methodology (cont.)  Write it down (Handouts)  Record it (Audio, Video, Software) Software

Tips  Be organized, on time, and well-prepared for class  Develop a teaching plan that can be followed from year to year, teacher to teacher  Strike a balance between use of English and Chinese in class  Take the time to learn and use students’ Chinese names in class –May have to look at adoption papers or create a name for students that don’t have a Chinese name

Tips (cont.)  Be sensitive to issues facing adoptive families –Avoid the use of the word “adopted” –Don’t ask “How much does it cost?” –Be aware of non-traditional family structures such as single parents, same gender parenting  Don’t give out candy or other edibles as treats or rewards  Choose Chinese folk tales with caution  Don’t start writing until students are developmentally ready

Tips (cont.)  Don’t overemphasize reading and writing, but don’t avoid it either –One can only go so far in learning Chinese unless one can read  If you provide pinyin, make sure you are accurate –Don’t make it up as you go  Make sure to write a thank-you note for gifts received

Demonstration

Questions and Answers