How Yan Mei supports her children's Chinese learning #1 - Q & A with Gisela

Yan Mei 梅妍 is a CCBG parent who offers highly effective support to her children's Chinese learning. I've asked her to share her methods with the CCBG community. In a few short blogs, she shares valuable and specific methods. If you are a native Mandarin speaker parent, you will find her methods directly applicable.  If you are not a Mandarin speaking parent, you will find her ideas behind her actions directly applicable. Enjoy Yan's sharing!  Thank you Yan! (The English version is followed by the Chinese version.) - Gisela 

Gisela: How many children do you have at CCBG? What levels have they studied, from which year to which year?

Yan: Both of my kids are currently learning Chinese at CCBG. My son has been with CCBG since the beginning of 2020 and is now in Level 6.2. My daughter started in 2025 and is currently in Level 2. 

Gisela: Prior to joining CCBG, what were their home Chinese language experiences?

Yan: At home, I am basically the only source of Chinese. My husband is British and doesn’t know Chinese at all. So it is mainly me speaking Mandarin with the kids day-to-day. 

Before they started at CCBG, I spoke to them mostly in Mandarin, read picture books, and we watched animated shows in Chinese too. So they had lots of “ear time” – they heard Mandarin constantly. Because of that, their listening and comprehension were pretty solid early on. 

Gisela: After joining CCBG, what have their home Chinese language experiences been like? 

Yan: After starting lessons at CCBG, our Chinese at home has become a lot more varied, and more fun. One big reason is the stories and dialogues in the CCBG textbooks. They are fun and engaging, so after reading we naturally end up chatting, expanding the topic, and connecting it to real life. For example, there is a  Level 4 story on Pizza Hut, and it reminded me how many foreign brands in China have amazing catchy adaptations. One time I asked my son if he wanted a drink, and he immediately replied in Chinese, “I don’t drink Coca Cola.” I cracked up because he said it so naturally and confidently. 

The other thing CCBG really adds is culture: poems, idioms, and proverbs, and the stories and meanings behind them. Teachers explain vocabulary clearly, which helps the kids not just memorize, but actually understand classical phrases and cultural references. That layer of meaning and heritage, to our family, is huge. 

Gisela. Chinese language learning "takes a village". What has been the piece that you feel CCBG has provided you? 

Yan: For our family, CCBG has provided two big things: extraordinary teaching materials and consistent support. That means I’m able to put more of my energy into being present as a parent: supporting my children emotionally, strengthening our relationship, and helping them grow confidently as bilingual learners, especially helping them build “association learning” skills – making connections across stories, subjects, and experiences. 

For example, my son once read the anecdote of Archimedes and the gold crown on a test, and he got excited because it reminded him of Cao Chong and the elephant-weighing story he learned at CCBG. That’s the kind of cross-cultural connection I want my kids to make, because he understands the underlying methodology and principle. 

My daughter recently told me that she was planning to write an opinion piece at school about noodles – ramen, udon, spaghetti, and of course biángbiáng noodles – because she just learned that most complicated “biáng” character in Chinese class and thought it was a cool thing to be included in her English writing. 

I also really appreciate the Level 6 preview questions. They’ve been amazing for training my son’s independent research, analysis, and critical thinking, covering topics from Chinese mythology, environmental issues, Three Kingdoms, and so on. He has learned how to look things up on the internet, interview native speakers, form opinions, and explain his reasoning. 

Gisela: Your older child has gone through various teachers in CCBG. What has allowed him to adapt relatively well to teachers of such different styles? 

Yan: I really believe flexibility is a life skill. The earlier kids practice it, the better. As a parent, I try to create space for my children to share openly about what’s going well with a teacher and what feels tricky or challenging, at the beginning of the school year. 

Since my son does online classes, after the first couple of lessons with one teacher he told me: “When I nod after she asks a question, she doesn’t react. So she keeps repeating the question.” So we talked it through. I said something like: “Okay. If nodding doesn’t work with this teacher, what else can you do? Can you answer out loud right away instead of using body language?” That kind of “If…then what?” thinking helps him build a toolbox of strategies, instead of feeling stuck when something doesn’t go the way he expects.  

I also think parents need to be our kids’ emotional safety net. It’s normal for kids to prefer one teacher over another, or feel a little down if a teacher is stricter. In our experience, CCBG teachers have been very patient and understanding. If something feels off, it’s usually within reach of a solution – once we identify the root issue and work with the teacher to build new in-class habits together. 

Gisela: For your older child Donovan, what time points (a year, or semester, a level) in his work with CCBG teachers have felt relatively smoother? Why? What points/stages have been more challenging?

Yan: I had the feeling of “it’s really paying off” around the second half of Level 5 and into Level 6. At that point, Donovan was graduating from elementary school and had more  independent thoughts and stronger critical thinking. He also loves fantasy novels and science books, so he has plenty of creative ideas. 

By then, he’d built enough vocabulary and balanced skills in listening, speaking, reading and writing that he was eager to express himself, especially through storytelling, such as writing character dialogues and creating his own mythical stories. When lessons became more interactive and fun, his motivation and attitude toward Chinese learning improved a lot.  

The most testing and tricky stage, for both kids and me, was definitely the beginning. It’s one more extracurricular class, and it comes with weekly homework. So parents really do need to be ready for that very real question, “Why do I have to learn Chinese?” Besides, reading and handwriting start from scratch. 

My son had strong listening comprehension early on, but like a lot of boys, his fine motor skills developed a bit later, so handwriting was very time-consuming in Levels 1 and 2. It was honestly pretty tiring. 

I’d say Levels 1 to 3 were largely about building Donovan’s learning habits and laying strong foundations through repetition: learning correct stroke order, developing consistent homework routines, practicing time management (like 20 minutes of focused work followed by a five-minute break), and figuring out ways to handle emotions (like using a stress toy when homework felt frustrating). At the same time, I found it just as important to help him discover the joy of Chinese learning by connecting his own interests (e.g. mythology), because curiosity and enjoyment are what keep kids motivated alongside the drills.

Gisela: You moved from NYC to the bay area. What has made you decide to stay with CCBG?

Yan: There are two main reasons: the curriculum and the teachers. 

From day one, I loved that CCBG developed its own teaching materials, especially for kids living and growing up outside China. The materials are structured and progressive – character recognition, handwriting, reading, and literacy are built step by step in a way that really fits our family’s needs. 

From Level 6 and up, the content becomes more theme-based and deeper: geography, humanities, folklore, and history. The stories and dialogues written by the teachers are playful and relatable. For example, in Level 2  there is a story about China, the U.S., and the UK, and our family is personally connected to all three. In Level 4 there’s a story about Manhattan’s Chinatown and that sparked great conversations about what Chinatowns look like in other cities too. 

We also like the math exercises in Levels 1 to 3. They are simple, but they sneak in vocabulary review in a really natural and fun way. My kids don’t feel like extra drilling at all. 

Over the years, I’ve also seen that Gisela and her team keep evaluating and updating the curriculum, bringing in targeted content to classrooms. For instance, when my son started Level 1, pinyin wasn’t emphasized as much; when my daughter did it in 2025, pinyin practice was much more built in. 

So overall, I’ve seen steady progress in my kids’ Chinese, and more importantly, growing interest in exploring Chinese culture more deeply. 

When we moved from New York City to San Francisco during Covid, my son had already done a few months of online classes. Yes, he missed some group interaction, but we found one-on-one online classes, helped him build strong rapport with the teacher, and he focused better. 

Scheduling-wise, the teachers have been incredibly patient and flexible. We have a three-hour time difference, and my kids often aren’t home until after 4:00pm or 4:30pm in California, which means their classes fall between 8 - 9pm in New York time. Even so, the teachers show up with real care and attention, and that matters a lot to parents and kids. 

How Yan Mei supports her children's Chinese learning - Q & A with Gisela

Gisela: How many children do you have at CCBG? What levels have they studied, from which year to which year? 你有几个孩子在 CCBG 上中文课？他们学了几个级别？

Yan: 我的两个孩子目前都在CCBG上课。老大从2020年初开始学的，现在念6.2级。老二从2025年开始，现在上二级。

Gisela: Prior to joining CCBG, what were their home Chinese language experiences? 在来 CCBG 之前，你的孩子们的中文接触情况是怎样的？

Yan: 家里只有我一个人和孩子们说中文。我先生是英国人，中文一点儿都不会。所以每天和孩子的中文交流就由我来做。

在CCBG上课之前，日常生活我都会和孩子们说中文，也会读中文绘本、看中文动画片。所以，他们日常用语“磨耳朵”的机会不少，听力和理解力都很好。

Gisela: After joining CCBG, what have their home Chinese language experiences been like? 来 CCBG 上学之后，家里的中文体验是什么样子的？

Yan: 自从在CCBG上课之后，我觉得我们的中文交流就更多样化，也更有意思。

其中很大的一个原因是CCBG的课本里有很多趣味性很强的故事、小对话，我们读完后会根据这些内容聊天、引申到我们的生活。比如，四级有篇故事说的是“必胜客”。我就会和我儿子说起不少我觉得落地中国相当有味道、贴切又朗朗上口的品牌名字。 有次我问他喝什么饮料，他立马回答：“我不喝可口可乐。” 我忍俊不禁，因为他居然说得这么溜。

其次就是课堂上对中国文化的教授，包括古诗词、成语和谚语，及其背后的故事和含义。因为老师们会把每个词的意思都说明白，这不仅利于孩子熟记，而且真正帮助他们理解古文和文化典故。文意与文化传承对我们家来说绝对是加分项。

Gisela: Chinese language learning "takes a village". What has been the piece that you feel CCBG has provided you?  儿童的中文学习需要集体力量的推动。你觉得 CCBG 提供的那一块支持是什么？

Yan: CCBG的中文教育为我们家庭提供了两大支撑：丰富扎实的中文教材和稳定的支持。这就意味着，作为家长，我能在他们学习中文的过程中把更多的精力放在如何呵护他们的情绪健康、如何加强亲子关系、并鼓励支持他们成为为自信的双语者。特别是鼓励他们的“联想学习”能力，能把不同文化背景下的故事、问题、经历融会贯通。

比如，儿子有次考试读到阿基米德和王冠的故事。他很激动，因为这和中文课上学到的曹冲称象何其类似。这也是我希望孩子们有能力建立起的扩文化间的联系，因为他理解了深层次的方法和原理。

我女儿最近告诉我，她要在学校里要写一篇观点文章，她打算写面条：拉面、乌冬面、意大利面，当然还有𰻝𰻝面。因为她刚在中文课上和老师学了这个笔画最多的“𰻝”字，觉得能在英语写作里加上这个中国元素很有意思。

另外，六级时每篇课文的预习问题特别棒，很好的训练了梅墨清独立找资料、分析和思辨的能力。涉及的话题有神话故事、环保、三国历史等等。他不仅学会了怎么到网上找有用的信息、采访说母语的人、组织自己的观点，还最终落笔把逻辑、证据、思考写出来。

Gisela: Your older child has gone through various teachers in CCBG. What has allowed him to adapt relatively well to teachers of such different styles? 你的大孩子在 CCBG 被很多老师教过。他是怎样适应了这些风格不同的老师？

Yan: 我觉得灵活思维是一项生活技能。越早锻炼、培养孩子，他们在成长过程中以及长大成人后会收益良多。作为家长，我会在开学初就让孩子说一下和老师互动有哪些积极的或者棘手的问题。

梅墨清上的都是网课，开学一、两堂课下来他告诉我，这个老师问完问题，我如果点个头回答她，她没什么反应，还会继续问我同样的问题。我会和他聊聊，引导他怎么去弹性思维，改变他的某些习惯：“如果这个老师没有反应，那么你能怎么做？能不能直接说话回答，而不是肢体语言呢？” 用“如果……那么怎么办？”这样的思考模式让他的脑子里好像存了个应对问题的策略锦囊包，在遇到情况不如自己预期的时候，挑个相应的解决办法。

此外，我觉得家长应该是我们孩子情绪上的安全保障。孩子更喜欢这个老师一点，或者感觉那个老师更严格一点所以上课情绪不高也属正常。我们觉得CCBG的老师都相当有耐心、通情达理。所以若能找到问题的症结所在，同老师一起探讨如何建立新的课堂习惯，共同解决问题也是切实可行的。

Gisela: For your older child Donovan, what time points (a year, or semester, a level) in his work with CCBG teachers have felt relatively smoother? Why? What points/stages have been more challenging? 你的大孩子这些年在与CCBG老师合作的过程中，哪些时间段（例如一年、一个学期或某个阶段）感觉比较顺利？为什么？哪些时间段/阶段更具挑战性？

Yan: 梅墨清的学习大约在五级下半学年到六年级起有些“开花结果”的感觉。那时候他小学快毕业了，有很多自己的想法，思辨能力增强。而且由于平时爱读奇幻小说，所以他有很多奇思妙想。

再加上他的中文听说读写和词汇量到了这个时候都有一定的积累，他就很有动力用写故事来输出他的表达欲，无论是系列人物的对话，还是自己编的神话故事。当课堂内容互动性更强、更有趣，他对待中文学习的态度也更积极。

无论是对孩子还是我而言，最费劲、微妙的时期肯定是刚起步的时候。因为又多了一门课外活动，还是一门每个星期都有作业的活动。所以，家长要准备好回答一个很现实的问题： “我为什么要学中文？” 另外，读和写要完全从头来学。

梅墨清的中文听力非常好。但是男孩子的精细运动技能的发育没有女孩子来的早。所以上一级和二级的时候他的书写要花很多时间。坦白讲，那时候的确挺累人的。

可以说，一级到三级都是在磨合、打基础、重复训练，以及培养他的中文学习习惯：笔画顺序要对、固定时间做作业、时间管理训练（比如设好20分钟闹钟专心做作业，再去休息五分钟）、处理情绪的方法（比如碰到让他心烦的作业就捏一下减压玩具）。但与此同时，作为家长，我又要在他反复练习写字、阅读、养成习惯的同时让他从自己的兴趣点(比如神话故事）里找到学习中文的乐趣，因为求知欲和乐趣才能驱动孩子自己想去学。

Gisela: You moved from NYC to the bay area. What has made you decide to stay with CCBG? 你们从纽约搬到了湾区。你为何决定让孩子们继续留在 CCBG 学习？

Yan: 原因主要有两个：一是教材，二是老师。

从一开始，我就非常喜欢少儿书园自主编写的教材，特别考虑到了海外孩子学中文的特点。CCBG的教材在识字、书写、阅读上都循序渐进，有明确的体系化递进，很符合我们的家庭需要。

从六级到更高级，又会根据不同的主题从中国的地理、人文和民俗、再到历史进行学习。另外，教材里老师们编写的故事和对话有童趣且贴近生活。比如，二级里有篇小故事叫《中国、美国和英国》，我们家和这三个国家都有这千丝万缕的联系；四级里有篇故事介绍曼哈顿的唐人街，读了之后，我们会饶有兴趣地说说其它地方的唐人街是什么样的。

我们还特别喜欢一级到三级的数学训练。虽然都是些基础数学题，但是很自然地穿插了每一课的关键词汇，又很有趣。孩子们从没感觉这是在做额外的作业。

我也看到贾老师的团队们一直在评估、更新教学内容，有好的教材会借鉴过来。比如，我儿子开始学习的时候，拼音的练习在一级并不特别强调。但是我女儿从一级开始就在课堂中、复习周里穿插了更多的拼音练习。

所以，这么些年我看到孩子们在整体中文水平上有稳步的提高，并且对更深入地探索中华文化感兴趣。

我们从纽约搬到旧金山的时候正值疫情，所以梅墨清在CCBG已经上了几个月的网课。虽然没有了班课的同学互动，但是我们发觉他和老师一对一的上课沟通也很融洽，而且学得比较专心。

在课时安排上贾老师和其他老师们不但有耐心，而且很宽容。毕竟我们时差三个小时候，孩子们放学到家都要加州时间下午四点或者四点半以后。这就意味着CCBG老师们给他们上课有时是纽约时间晚上八点到九点。即便如此，老师们依然很细致、耐心地上好每堂课

Hope you've found Yan's sharing useful. More to come!