NHSA Dialog
Volume 15, Issue 4, 2012, Pages 343-349

Tips for Teachers to Help Bilingual Chinese Immigrant Children (Article)

Honig A.S. , Xu Y.
  • a Department of Child and Family Studies, Syracuse University, 323G Lyman Hall, Syracuse, NY 13244, United States
  • b Department of Child and Family Studies, Syracuse University, 323G Lyman Hall, Syracuse, NY 13244, United States

Abstract

Teachers of young children in Chinese immigrant families need to help children become proficient in English (ESL) while affirming the children's bilingual abilities. Pictures, gestures, pantomimes, and props as well as specific input of school-related words help bilingual young children learn English. Teachers read storybooks in English while supporting parental desires to continue to share storybooks in their native language. Ask children to teach the class some special words in Chinese and arrange for a variety of ethnic foods at some lunchtimes. Celebrate cultural holidays such as the Chinese New Year dragon festival parade. © 2012 Copyright Taylor and Francis Group, LLC.

Author Keywords

Chinese storybook reading teacher support for bilingualism classroom cultural celebrations

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84868530925&doi=10.1080%2f15240754.2012.725491&partnerID=40&md5=d7ff75b8d1689fcce7fa3baf23be5efb
DOI: 10.1080/15240754.2012.725491
ISSN: 15240754
Cited by: 1
Original Language: English