On a recent Sunday afternoon, Huang Shu Jing, 10, is carefully listening to her teacher in a classroom at the Chinatown Chinese School and writing down the notes, silently repeating what the teacher has just said.
In New York City, there are an increasing number of children of Chinese immigrants, like Jing, who are yearning to learn their native tongue. But such classes are not offered in the New York City school system, even in Chinese strongholds like Flushing, Queens and Sunset Park, Brooklyn.
In contrast to the thriving community Chinese school, the Department of Education provides limited Chinese language classes. Only four schools have dual language programs, K94 in Brooklyn, PS 184 and the High School for Dual Language in Manhattan, and PS163 in Flushing; and only 30 schools provide bilingual programs in Chinese and English, not to admission is very competitive. Whether learning in a local community Chinese school, or in a public school, interest in Chinese studies will continue.
In many cases, students finish their daily schoolwork, and start to learn Chinese, mostly at private after school programs, including weekends. The problem goes beyond elementary school. At the prestigious Stuyvesant High School, many students have to wait an entire semester to be registered in the Chinese class because of the long waiting list.
Part of the problem stems from the fact that decades ago, Chinese was not a popular language even among Chinese American students, according to officials. This trend of learning Chinese is tied to the rapid development of China and Asia. With a booming economy and China’s looming status on the world market, being able to speak Chinese has become a sought after asset for Chinese-Americans as well as non-Chinese students.
Furthermore, second generation children have become more interested in their language and culture unlike previous generations, who shied away from learning Chinese language.
“China has a large population and China is more important than ever,” said Chen Yu Min, a student from Chinatown Chinese School. “I want to speak Chinese.”
With the popularity of martial arts movies and Chinese cuisine, more children want to know Chinese culture, visit China or make Asian friends. Moreover, many students are aware of the employment opportunities that exist overseas, and learning Chinese would give them an advantage. As a child in elementary school, Wang Yan Juan, now a high school student, refused to take Chinese classes when her parents asked her to. Now she regrets not heeding her parents’ advice and she is taking lessons with children who are considerably younger than she is. Wang wants to be a psychiatrist for the Asian community; she knows language is a useful and powerful tool.
Chinese students are not the only ones attending private Chinese classes. Other immigrants and native-born Americans have begun to do so as well. This interest in learning their native language appears to be a Chinese phenomenon. For instance, most Mexican-American children who speak Spanish cannot read or write in it. They learn it through conversation with their parents.
Many parents have vivid memories about asking their children to maintain their language heritage. Mrs. Yu remembers how 10 years ago, when she asked her two daughters to learn Chinese, she tried to use a reward system of buying them gifts or taking them out as an incentive. But, the girls thought they were American and would rather spend their weekends being teenagers instead of in a classroom learning Chinese. It wasn’t until they were in high school that the girls figured out that no matter how fluent their English was, no matter how many non-Chinese friends they had, they would have to accept the fact that they were Chinese and that it was a pity to not be able to speak the language of their heritage. Both girls minored in Chinese when there were in college, and with help from their teachers and their parents, the girls have made a big improvement in their Chinese studies.
Chinese parents are always very engaging in their children's education. Most parents want their children to be able to communicate with their families in China
Weng Xiu Wen, an American born 17-year-old Chinese girl, has been studying Chinese since she was five. She likes Chinese history and music. Under the guidance of an after-school Chinese teacher, she can feel the deep sorrow from reading Song Poem “Shen Shen Man”.
Chinese teacher Zhao Mei, who has been teaching Chinese for 20 years, thinks that it can be difficult to teach children. “Parents, teachers and students make up the three basic elements that are necessary to achieve success in Chinese studies”, he said. At times the teacher even has to use different methods of teaching with kids in same class. While some parents are just trying to find an after school or weekend babysitter for their kids, other parents are very strict with the studies.
The method of teaching is the key to attracting students to learn Chinese. Years ago, the teaching of Chinese was dull, and students often couldn't use the Chinese in their daily life. According to the principal of Chinatown Chinese School, Huang Jiong Chang, at that time, students preferred writing Chinese rather than reciting it. The reason was simple; children could write or more precisely, draw the characters from their memory, while reciting required understanding and speaking, which was more difficult.
Experienced bilingual educator and the former Department of Education supervisor of non-public bilingual studies, Dr. Sophia Hsu believes that Chinese classes in American schools should utilize American teaching styles, such as holding speech contests or singing competitions in order to get students excited; or teaching Chinese through dance, calligraphy, chess, arts and crafts and social games. These various ways can entice students to learn Chinese while providing them with a break from their stressful studies. Many Chinese schools have been trying to use these new methods. Dr. Hsu is glad to see it.
Dr. Hsu also hopes different Chinese schools will communicate with and help each other. In the New York metropolitan area, Chinese schools are using a variety of materials and textbooks, some in traditional Chinese, some in simplified Chinese. “Chinese studies are just getting started,” Dr. Hsu said.
