A unique effort in the CHINESE LEARNING SERIES is the strong push on developing student's reading comprehension in Chinese, although high quality education on other skills are also provided in high standard, e.g. verbal communication and writing. Reading comprehension is known as one of the most challenging bottlenecks in Chinese education as a second language. The best practices to be incorporated in our program are based on 1) modern second language education theories; 2) maximum language input; and 3) student centric curriculum, instruction and assessment. CHINESE LEARNING SERIES adopts a "maximum acquisition" methodology, which is designed based on Stephen Krashen's "Input Hypothesis," pedagogy and educational psychology. Basically, CHINESE LEARNING SERIES students acquire Chinese in a natural order by receiving comprehensible and constructional verse input from classical poems. Multimedia tools are incorporated in CHINESE LEARNING SERIES, e.g. pictures, animation, software and character cards that help students memorize and reflect the Chinese characters that they learnt. Students maximize their language input utilizing poems, animation, games and other effective and interactive means in classroom and at home. Students learn while "playing." CHINESE LEARNING SERIES teaching and practice materials are easy to follow and fun to use. It has been proven highly effective to have young children reading and reciting famous poems during the past two years. It helps to develop and establish student's Chinese language sense. "Recitation" not only overcomes the learner's anxiety of "foreign language," but also turns tacit knowledge into explicit language. The repetition rate in CHINESE LEARNING SERIES is determined based on the laws of forgetting rate in human, e.g. the contents need to be repeated 6 times at different time points to ensure the students memorizing what they learned. Exercises and reviews after school are weighed equally important as what they learned in class. The CHINESE LEARNING SERIES development team has put in substantial efforts in designing student homework exercise materials, which include the use of multimedia CD with sound, animation, games and other interactive exercises, the word cards and reading exercises on paper. In general, all contents will be reviewed 6 times in different ways in six months so that the students can achieve a permanent memory. We also ask students to listen stories we provide to them at least twice a week. Listening is an important component in building language senses. During the entire six-year CHINESE LEARNING SERIES instruction, the development of reading comprehension progresses following the order of "listening to read," "semi-independent reading" and "independent reading." More detail series and course information, go to http: //gwcs-md.org

An instant bestseller upon its publication in China in 1996, Chinese Students Encounter America (Liuxue Meiguo) appealed to those who had studied abroad, those who dreamed of doing so, and those who wanted a glimpse of the real America. This translation allows American readers to see their country through a Chinese lens. Since China reopened to the West in the late 1970s, several hundred thousand Chinese students and scholars have traveled abroad for advanced education, primarily to the United States. Based on interviews conducted while the author studied journalism and taught Chinese literature at the University of Michigan from 1989 to 1995, Chinese Students Encounter America tells the poignant and often revealing stories of students from a variety of backgrounds. After describing the history of Chinese students in America--from Yung Wing, who graduated from Yale in 1854, to the post-Cultural Revolution generation--Qian presents the experience of Chinese students today through anecdotes ranging from students' obsession with obtaining Green Cards and their struggles to support themselves, to their marital crises. Looming large in these personal stories is the legacy of China's three decades of social and political turbulence following the Communist revolution in 1949 and America's dizzying abundance of material goods and personal freedom. Qian Ning , son of Qian Qichen, China's former Foreign Minister and a Deputy Prime Minister, studied at People's University in Beijing and worked as a reporter for People's Daily before entering graduate school at the University of Michigan. Since returning to China, he has worked as a business consultant. His most recent book is about the Qin dynasty prime minister Li Si.

A unique effort in the CHINESE LEARNING SERIES is the strong push on developing student's reading comprehension in Chinese, although high quality education on other skills are also provided in high standard, e.g. verbal communication and writing. Reading comprehension is known as one of the most challenging bottlenecks in Chinese education as a second language. The best practices to be incorporated in our program are based on 1) modern second language education theories; 2) maximum language input; and 3) student centric curriculum, instruction and assessment. CHINESE LEARNING SERIES adopts a "maximum acquisition" methodology, which is designed based on Stephen Krashen's "Input Hypothesis," pedagogy and educational psychology. Basically, CHINESE LEARNING SERIES students acquire Chinese in a natural order by receiving comprehensible and constructional verse input from classical poems. Multimedia tools are incorporated in CHINESE LEARNING SERIES, e.g. pictures, animation, software and character cards that help students memorize and reflect the Chinese characters that they learnt. Students maximize their language input utilizing poems, animation, games and other effective and interactive means in classroom and at home. Students learn while "playing." CHINESE LEARNING SERIES teaching and practice materials are easy to follow and fun to use. It has been proven highly effective to have young children reading and reciting famous poems during the past two years. It helps to develop and establish student's Chinese language sense. "Recitation" not only overcomes the learner's anxiety of "foreign language," but also turns tacit knowledge into explicit language. The repetition rate in CHINESE LEARNING SERIES is determined based on the laws of forgetting rate in human, e.g. the contents need to be repeated 6 times at different time points to ensure the students memorizing what they learned. Exercises and reviews after school are weighed equally important as what they learned in class. The CHINESE LEARNING SERIES development team has put in substantial efforts in designing student homework exercise materials, which include the use of multimedia CD with sound, animation, games and other interactive exercises, the word cards and reading exercises on paper. In general, all contents will be reviewed 6 times in different ways in six months so that the students can achieve a permanent memory. We also ask students to listen stories we provide to them at least twice a week. Listening is an important component in building language senses. During the entire six-year CHINESE LEARNING SERIES instruction, the development of reading comprehension progresses following the order of "listening to read," "semi-independent reading" and "independent reading." More detail series and course information, go to http: //gwcs-md.org

A unique effort in the CHINESE LEARNING SERIES is the strong push on developing student's reading comprehension in Chinese, although high quality education on other skills are also provided in high standard, e.g. verbal communication and writing. Reading comprehension is known as one of the most challenging bottlenecks in Chinese education as a second language. The best practices to be incorporated in our program are based on 1) modern second language education theories; 2) maximum language input; and 3) student centric curriculum, instruction and assessment. CHINESE LEARNING SERIES adopts a "maximum acquisition" methodology, which is designed based on Stephen Krashen's "Input Hypothesis," pedagogy and educational psychology. Basically, CHINESE LEARNING SERIES students acquire Chinese in a natural order by receiving comprehensible and constructional verse input from classical poems. Multimedia tools are incorporated in CHINESE LEARNING SERIES, e.g. pictures, animation, software and character cards that help students memorize and reflect the Chinese characters that they learnt. Students maximize their language input utilizing poems, animation, games and other effective and interactive means in classroom and at home. Students learn while "playing." CHINESE LEARNING SERIES teaching and practice materials are easy to follow and fun to use. It has been proven highly effective to have young children reading and reciting famous poems during the past two years. It helps to develop and establish student's Chinese language sense. "Recitation" not only overcomes the learner's anxiety of "foreign language," but also turns tacit knowledge into explicit language. The repetition rate in CHINESE LEARNING SERIES is determined based on the laws of forgetting rate in human, e.g. the contents need to be repeated 6 times at different time points to ensure the students memorizing what they learned. Exercises and reviews after school are weighed equally important as what they learned in class. The CHINESE LEARNING SERIES development team has put in substantial efforts in designing student homework exercise materials, which include the use of multimedia CD with sound, animation, games and other interactive exercises, the word cards and reading exercises on paper. In general, all contents will be reviewed 6 times in different ways in six months so that the students can achieve a permanent memory. We also ask students to listen stories we provide to them at least twice a week. Listening is an important component in building language senses. During the entire six-year CHINESE LEARNING SERIES instruction, the development of reading comprehension progresses following the order of "listening to read," "semi-independent reading" and "independent reading." More detail series and course information, go to http: //gwcs-md.org

An instant bestseller upon its publication in China in 1996, Chinese Students Encounter America (Liuxue Meiguo) appealed to those who had studied abroad, those who dreamed of doing so, and those who wanted a glimpse of the real America. This translation allows American readers to see their country through a Chinese lens. Since China reopened to the West in the late 1970s, several hundred thousand Chinese students and scholars have traveled abroad for advanced education, primarily to the United States. Based on interviews conducted while the author studied journalism and taught Chinese literature at the University of Michigan from 1989 to 1995, Chinese Students Encounter America tells the poignant and often revealing stories of students from a variety of backgrounds. After describing the history of Chinese students in America--from Yung Wing, who graduated from Yale in 1854, to the post-Cultural Revolution generation--Qian presents the experience of Chinese students today through anecdotes ranging from students' obsession with obtaining Green Cards and their struggles to support themselves, to their marital crises. Looming large in these personal stories is the legacy of China's three decades of social and political turbulence following the Communist revolution in 1949 and America's dizzying abundance of material goods and personal freedom. Qian Ning , son of Qian Qichen, China's former Foreign Minister and a Deputy Prime Minister, studied at People's University in Beijing and worked as a reporter for People's Daily before entering graduate school at the University of Michigan. Since returning to China, he has worked as a business consultant. His most recent book is about the Qin dynasty prime minister Li Si.