ERIC Number: ED385159
Record Type: RIE
Publication Date: 1995-Apr-8
Chinese Community Schools: The Issues and the New Directions.
Wang, Shu-han Chou
This paper addresses the common issues with which a Chinese school in the United States may be struggling and new opportunities on which the education system and society can capitalize. Most children in Chinese schools experience language shifts from Chinese to English and then to Chinese as a second language. They may experience substractive instead of additive bilingualism, and they suffer a big gap between basic interpersonal communicative skills and cognitive academic language proficiency. The mismatch between students' learning styles and teachers' teaching styles is another source of conflict. Conflict also occurs in the home environment when older students begin to question why they must attend a Chinese language school, usually on a Saturday or Sunday. Degree of proficiency level and literacy and the balance between oral and reading/writing are questions that the school must balance. More importantly, Chinese schools offer not only language, but socio-cultural continuity for parents as well as students; a sort of extended cultural family home. Cooperation between the Chinese schools and regular schools would foster closer ties between both areas and establish the possibility of sharing and exchanging resources and cultural information, especially as many Chinese School teachers are not certified teachers, often because of strigent requirements of teacher certification. A national or regional teacher training institute is of fundamental importance. A high quality program would raise standards. (Contains one reference) (NAV)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Northeast Conference on the Teaching of Foreign Languages (New York, NY, April 6-9, 1995).