DD#2, “Georgia”, almost 13 now, is finishing up reading aloud to fluency the first semester Chinese Language Art (CLA) textbook from Taiwan. My original plan was to move onto six grade second semester textbook, which would be the natural progression. But, now that she recently joined the newly organized Chinese debate team, I am changing our plan.
Debate Asia, the organization that runs the Chinese debate competition, frequently uses as debate topics subjects that are of concern to the United Nation. There are, therefore, much use of social studies terminology and language, in Chinese of course. Regular CLA textbooks would not be efficient in providing such subject languages exposure.
The following two pictures are from a 7th grade second semester CLA textbook that I prepared for my DDs before.
Compare the above with the following images from an 8th grade second semester social studies textbook.
As you can clearly see, the social studies textbook provides excellent and efficient exposure to relevant Chinese terminology and language. It is also fitting that these materials overlap with Georgia’s English based social studies course material at school, which makes learning via scaffold reading experience (SRE) possible.
Yes, it is more boring to read these social studies textbook aloud, but I hope she can appreciate the language knowledge soon, when her debate competition gets closer and closer. We will see how it goes!
(There are videos online which go over much of materials presented in the textbook, but some narrators kind of just read the slide content off the screen, which is boring. Their pronunciation could be “better” also.)