“Read First, Write Later” for Chinese Programs, Immersion and Beyond

submitted by caisinstitute on Jan 14, 2009
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Download:  RFWLfinal.pdf

Andrew Corcoran, Executive Director of CAIS Institute and Head of School of the Chinese American International School (CAIS), explains the basics of the "Read First, Write Later" approach. In the study, he uses CAIS as a case study for how the approach works for a K-8 Chinese immersion school. Implications for foreign language programs are also discussed, along with obstacles and drawbacks of implementing this type of program.

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by jiunyoung | 02/13/2009

對在美國學中文的學生來說﹐大部分的學生遇到的困境是詞不達意

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對在美國學中文的學生來說﹐大部分的學生遇到的困境是詞不達意﹐有口難言。更遑論寫作了。中美國際學校送老師們去中國取經﹐學習他們“先讀後寫“的精神。對我們而言﹐得加上”先建立聽說能力再帶動讀寫技能“。從幼兒班開始大量口語練習﹐誦唱兒歌﹐聽故事大基礎﹐幼稚園的大量認讀教室學校環境的詞語﹐然後每年重複部分詞語﹐期望在多年後認讀的詞彙量大幅增加。中學部儘量讓學生在課堂上有說﹐讀的活動。要求部分作業用中文打字﹐訓練挑字的能力。希望在若干年後見到學生說讀技能流暢﹐繼而提高寫作能力。

by caisinstitute | 01/14/2009

This paper is the first

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This paper is the first explanation of this radical approach written in English. It outlines a new innovative solution to a major problem most Chinese programs struggle with: literacy. It is recommended reading especially for immersion programs, although the approach has great potential to be adapted for foreign language programs.


This paper was first published in the CAIS Institute Winter 2008-2009 Newsletter Issue:

http://www.caisinstitute.org/en/about/newsletter_home

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Tatiana Natzke
Project Manager
CAIS Institute