How to break through the bottleneck of overseas Chinese youth Online Chinese learning from the some troubles?
Parents should reflect on whether we have said too much about why we should learn Chinese, but rarely actively explore and listen to the reasons why children do not want to learn.
When facing children’s negative thoughts about learning Chinese, parents must understand the meaning behind the five words “I don’t want to learn Chinese” and grasp the problem in order to prescribe the right medicine.
The process from “I don’t want to learn Chinese!” to “I love Chinese!” must be inseparable from the correct guidance of parents and the firm belief that children must learn Chinese well.
Facing the child, we should be a listener, a guide who is not powerful or oppressive, and when the child wants to give up, walk with him gently and firmly, understand his emotions when the child needs help, and help rationally.
He solves problems.
First of all, from the perspective of students, firm cultural self-confidence is the prerequisite for Chinese learning. Most overseas Chinese teenagers were born and raised in the country of residence.
Only when they recognize the identity of their parents and grandparents as overseas Chinese and have a sense of closeness to China can they truly accept Chinese learning.
It can be said that the premise of Chinese learning is cultural self-confidence centered on national pride and belonging.
In the process of establishing a sense of national pride and belonging, we should teach students in accordance with their aptitude and make the best use of the situation.
For example, I want to make a video call with my grandparents in China, I want to know why dumplings are eaten during the Spring Festival, I want to understand Chinese cartoons, etc.
With the initial motivation, there will be an entrance to learn Chinese.
Forming a long-term interest is fundamental to determining the level of Chinese, because interest is the internal driving force for learning Chinese.
Chinese learning should not be limited to how many words and sentences must be mastered at any stage, but should always maintain interest in learning.
Whether the Chinese level can continue to improve, and whether they can continue to study after adulthood are also important factors.
Secondly, from the perspective of parents, parents are the main factors that constitute the family’s language environment.
Parents’ language strategies and cultural awareness largely determine the attitudes of overseas Chinese teenagers towards Online Chinese learning.
In my opinion, parents can promote their children’s Chinese learning from four aspects.
First, insist on speaking Chinese at home, even if the child does not answer in Chinese, parents must insist on speaking Chinese.
second, take the children to go back to China for field experience, go to various places to see famous mountains and rivers, places of interest and historical sites, and feel and understand contemporary China.
third, Consciously create conditions for students to experience and experience Chinese culture and participate in activities with Chinese cultural characteristics.
fourth, let children eat the most authentic Chinese food, because through taste memory, children can get closer to China.
Third, from the perspective of teachers, in addition to basic factors such as teaching skills and working experience, the sense of mission and professional loyalty of overseas Chinese teachers also play an important role in the Chinese learning of Chinese students.
It is worth noting that it is necessary to take care of the continuity of the development of overseas Chinese language teachers, so as to cultivate local successors of Chinese language education and complete the intergenerational inheritance.
Fourth, from the perspective of overseas Chinese schools, it is necessary to create a Chinese language environment on campus.
As a platform and link to connect Chinese students, parents, and teachers, schools should consciously use Chinese as the language of campus communication.
In terms of specific operations, for example, Chinese cultural activities can be used to promote language life, because learning Chinese is not only about learning language knowledge and acquiring language skills in the classroom, but more importantly, using Chinese in cultural activities to experience the joy of learning Chinese.
Stimulate the internal drive to learn Chinese. Take my Yokohama Yamate Chinese School as an example.
For many years, the school has held Chinese speeches in succession. Students give speeches in Chinese to hundreds of audiences on the stage. In fact, they combine language learning with self-awareness, challenge themselves, and overcome themselves. Combined, I also gained the confidence brought by Chinese.
In addition, in order to celebrate the 70th anniversary of the founding of the People’s Republic of China, the school also held a lion dance activity. All students participated and danced 70 lion dances in Yokohama Chinatown.
The sense of national pride was beyond words. After participating in the activity, Students are more motivated to learn Chinese.
It is worth emphasizing that, since Chinese education is rooted in the overseas Chinese society and teaches the language and culture of the ancestral (home) country, the two have also become important influencing factors.
In short, breaking through the bottleneck of Chinese language learning for overseas Chinese teenagers requires joint efforts and systematic planning.
A friend once said to me: “Aren’t they all teaching Chinese? What’s the difference!”
He was only half right. Indeed, both overseas Chinese education and international Chinese education are taught in Chinese and have certain commonalities, but the two should not be confused.
The biggest difference between overseas Chinese education and international Chinese education is the difference in teaching objectives and teaching objects.
In short, the teaching goal of overseas Chinese education is “inheritance”, while the teaching goal of international Chinese education is “dissemination”;
The main teaching object of overseas Chinese education is the children of overseas Chinese, while the main teaching object of international Chinese education is non-Chinese foreigners.
Therefore, whether it is class arrangement, curriculum setting, textbook compilation, or teaching, it must be suitable for its diverse characteristics in order to teach students in accordance with their aptitude.
For example, in teaching Chinese as a foreign language, grammar teaching accounts for a large proportion.
However, in the teaching of overseas Chinese education, many grammatical rules do not need to spend time explaining, and students from Chinese families generally have a better sense of language.
For example, the “bi” sentence is an important grammatical point in the teaching of Chinese as a foreign language, but Chinese children may say “his apple is bigger than mine” since childhood. The teaching of Chinese characters is a “difficult point” in the teaching of Chinese international education, but it is not the key point. In the teaching of overseas Chinese education, the teaching of Chinese characters is just the opposite.
It is the “key point” rather than the “difficult point”.
The growth environment of Chinese children makes them no strangers to Chinese characters, and there is no “fear” in learning Chinese characters.
Compared with international Chinese education, the biggest feature of overseas Chinese language education is the diversity of its teaching objects, which is also the biggest difficulty of Online Chinese learning.