How does Mandarin Chinese link to the new Primary Area of Learning Understanding English communication and languages?

Learning Mandarin Chinese fits into 'Breadth of Learning' point 4.

d. By engaging with other languages (i), including, where appropriate, those used in their communities, children should:

1.look at the patterns, structures and origins of languages (i) in order to understand how language works

Mandarin Chinese is so very different from English, French, German and Spanish because of its origins and so lends itself to this outcome of understanding how language works. Ask us more to understand how to achieve this understanding of both English and Chinese when teaching Chinese.

2.listen to and join in with conversation in other languages and communicate about simple, everyday matters

Learning to speak Chinese especially working with a partner school in China fulfils this goal in a way that children engage so easily with. How can children start having conversations through understanding differences between the way the two languages work

3.understand how learning other languages can help them appreciate and understand other cultures as well as their own.

The potential for cultural work that spans the curriculum and which can be led by a non-native class teacher is huge. This is not 'educational tourism' but serious engagement with modern and ancient China. It is a very powerful way of making Mandarin Chinese belong to the whole school

Understanding English, Communication and Languages is the new area of learning relevant to Mandarin Chinese

http://curriculum.qcda.gov.uk/new-primary-curriculum/areas-of-learning/u...

Following the review of the Primary curriculum in the UK here is the new area into which Mandarin fits - go have a look!

Change is in the air for Chinese language tests and exams in Singapore's schools

to cater to a growing group of students from predominantly English-speaking homes.

In this article how best to teach Chinese to children is debated. Is dual immersion the answer? And how to you adapt your instructional strategy /pedagogy as children get older?

Politicians Ed Balls and David Laws debate introduction of compulsory language lessons for 7-11 (KS2)....

Ministers have already announced the introduction of compulsory language lessons for seven- to 11-year-olds in 2011 to stimulate interest in the subject from a young age.

A spokesman for the Department for Children, Schools and Families said: "Introducing compulsory languages teaching in primary schools will instil a love of language learning in young children and help to encourage them to continue studying it as they move up through school and beyond.

In line with Bamboo's development of a Scheme of Work in Mandarin Chinese for KS2..

Ed Balls will announce that pupils aged seven onwards will be able to learn languages including Mandarin and Arabic to meet the challenges of a globalised world. Officials cited CBI surveys showing that 52% of employers looking for language skills now want people with French, 43% with German and 38% with Mandarin/Cantonese. They said Labour was keen to prepare the next generation of workers for the new global economy.

Balls said yesterday: "In this new decade, our ties with emerging economies like China will become even more important and it's vital that young people are equipped with the skills they need. That's why we want all secondary pupils to have the opportunity to learn Mandarin if they choose, either at their own school or a nearby school or college."

Walt Disney is awarded planning green light to open a theme park in Shanghai.

The National Development and Reform Commission said the long-awaited park would be built in the city's eastern Pudong district.

Things to do in Shanghai with children

"Earlier this month, the Chinese government gave its approval for the park after years of talks.

Disney has been gradually expanding its presence in China since opening a theme park in Hong Kong in 2005.

Final details for the Shanghai park have yet to be announced. "

BBC November 2009

I want not just hundreds but thousands of Chinese companies in Britain, and British companies in China.

In his speech to the CBI Gordon Brown highlighted the global economy as a route for the UK - 'To succeed in that future, we also need an outward-facing Britain, attracting inward investment and sustaining high value added jobs.

Over a very short time, more than 400 Chinese companies have come to Britain. In our new growth strategy, I want not just hundreds but thousands of Chinese companies in Britain, and British companies in China.'

Understanding English, communication and languages - the new primary curriculum is approved.

What will this mean for teaching foreign languages. Can we make more connections between different languages? Will children understand more how languages share a common goal?

MYLO is the new UK government backed online resource for KS3 children wanting to improve their languages.

http://mylo.dcsf.gov.uk/Home/About

Read more about this DCSF project here.

As a start, we’ve included some of the most popular languages – the ones most commonly taught at school or spoken on holiday. We’ve also included Mandarin as it is already offered in many secondary schools and is predicted to become a popular choice!

Join MYLO on twitter too http://twitter.com/HelloMYLO

Minister Mentor Lee Kuan Yew said learning Chinese within schools without applying it has failed.

SINGAPORE started 'completely wrong' in the teaching of the Chinese language, said Minister Mentor Lee Kuan Yew yesterday.

Speaking at the official opening of the Singapore Centre for Chinese Language, he admitted that teaching the language by enforcing rote learning was a mistake.

Mr Lee said: 'A language is first listened to, heard and then spoken. It's not read or written - that follows later. (But) we started the wrong way. We insisted on spelling and dictation (in Chinese).'

Related links:
» Be flexible in teaching Chinese
» The lesson that MM Lee learnt

And the way to correct this was to get children interested in the language, regardless of their linguistic ability, he said, because, with interest in the language, they will have it for life.

He said that forcing students to just memorise without applying the language and to take examinations on the Chinese language, is wrong.

This is because the students would then just aim to pass Chinese in their exams and then forget about the language after that, Mr Lee said.

Asia One Education November 2009