Different families follow different paths—but here’s what worked successfully for ours.
My Philosophy: Two First Languages (L1–L1), with Shifting Emphasis
Not “L1 English and L2 Chinese.”
What we optimized for: native-like speaking, strong reading (including novels), and comfortable typing composition.
What we didn’t chase: handwriting proficiency or written tests in Chinese.
In the early years, Chinese got many more hours (home time with parents). Later, English caught up through targeted effort and school.
Orthography & tools: We used Traditional characters with zhuyin early; pinyin as needed for typing (which the girls picked up on their own later on); code-switching is allowed but I gently redirect to Chinese during family hours. Traditional vs. simplified matters less than consistent practice; fluency comes from conscientious repetition.
1) Prioritize Colloquial Fluency First
Principle: Strong spoken skills form the backbone of literacy and long-term fluency.
What I Did:
I made daily Chinese conversation the norm at home. We held read-aloud sessions about five times a week (around 45 minutes each), starting with storybooks and later transitioning to textbooks—helping my children speak naturally and effortlessly. As they grew, I constantly shared life lessons, historical accounts, and world news with them in Chinese.
2) Use Native-Speaker Textbooks for Structure
Principle: Curriculum designed for native speakers ensures authentic learning and appropriate progression.
What I Did:
We used Taiwanese elementary school textbooks, generally reading aloud one chapter per week to fluency. In general, by third grade, we had completed second-grade material; by sixth grade, we had gone through most of fifth-grade material. We pretty much skipped the written exercises in 參考書 entirely. Afterwards, during their teen years, DD#1 read Chinese novels extensively while DD#2 benefitted the most from 5 years of rigorous Chinese debate training and tournaments.
3) De-Emphasize Handwriting
Principle: Focus first on comprehension and oral fluency; composition by typing can follow later.
What I Did:
We did brief, targeted character handwriting—basic stroke order plus 10–20 reps per new character during the week we learned it—and then moved on. I didn’t give written tests. As a native speaker, I relied on continuous, low-stress assessment: daily conversation, read-alouds (with real-time tone/pronunciation correction), quick oral Q&A, and extra read-aloud practice when needed.
Why (our trade-off):
Time is limited. I’d rather they—by young adulthood—read fluently at ~7th-grade level (which naturally supports typed composition at ~4th–5th-grade level) than have 2nd- or 3rd-grade reading proficiency with beautiful 2nd-grade handwriting/composition. Prioritizing reading + oral fluency gave us the biggest payoff with the least stress.
How We Assessed—Without Written Tests
- Daily conversation in Chinese
- Regular read-alouds with real-time tone/pronunciation correction
- Quick oral Q&A checks to assess comprehension
This kept the atmosphere calm while still keeping standards high.
4) Build a Strong Chinese Language Ecosystem (CLE)
Principle: Immersion makes the language a natural and constant part of life.
What I Did:
Our home was stocked with Chinese books, comics, bridge readers, and novels, and my daughters gravitated to Chinese-language pleasure reading first. We used Chinese TV, YouTube, and music extensively. Before middle school, they spent roughly two-thirds of their waking hours in this CLE. English-based schooling made up about 25% of their time on average (roughly 180 school days per year; ~50% of waking hours on school days spent at school). The point is that regular English schooling doesn’t prevent creating a ~66% Chinese environment overall.
5) Make Chinese Practical, Meaningful, and Fun
Principle: Children learn best when the language serves a real and enjoyable purpose.
What I Did:
In primary school, we created videos, skits, karaoke, and presentations in Chinese. In secondary school, these evolved into a family Chinese pop band, Chinese debate, and FASCA volunteer work—activities that made Chinese lively, meaningful, and rewarding.
IMPORTANT: Creating CLE and making Chinese meaningful are the most difficult part of raising such children. The instruction method is straight forward, but sustaining their motivation (the psychological aspect) from the tween years on requires additional supports.
Trade-off: Less time for traditional extracurricular activities that colleges may find easier to assess. Outcomes can depend on how one’s college application and essays are framed. Anecdotally, this didn’t limit the overall rigor/ranking of admitting colleges for us, but your mileage may vary. The key is to tell the story—link bilingual activities to leadership, initiative, community impact, and persistence.
My view: I’d rather my children reach near-native Chinese fluency as adults than be similarly proficient in a traditional extracurricular (violin, tennis, etc.) at that age. Of course, very talented kids can do them all and excel!
6) Use the “Open the Gap / Close the Gap” Strategy
Principle: Establish strong Chinese proficiency first, then let English catch up.
What I Did:
We prioritized Chinese in the early years, even if that meant slower English development. From around third grade, we began balancing the two languages, allowing English to catch up over the next 4–5 years through targeted effort while keeping Chinese strong.
7) Use Short Sojourns to Taiwan as “Jump-Start” Opportunities
Principle: Immersion in the culture and among peers accelerates learning.
What I Did:
We traveled to Taiwan about once or twice a year in early childhood. My daughters stayed with grandparents, attended preschool for 1–2 months, and later attended public school for about one month. These trips provided concentrated, authentic exposure to native speakers. (Other families do succeed without this opportunity.)
8) Connect Bilingual Skills to Future Opportunities
Principle: Bilingualism stays motivating when it has visible benefits.
What I Did:
We encouraged our children to highlight Chinese-based experiences—such as band performances, debate, and leadership roles—in their college applications. This reinforced bilingualism as both a personal point of pride and a tangible advantage.
9) Factor in Gender, Disposition, and Intellect
Principle: Individual traits can ease or complicate bilingual acquisition.
What I Did / Found:
In our family, general cognitive and language aptitude played a role, and girls may have a small early advantage before age 10—a critical period for acquiring Chinese—though input quality and quantity mattered most. Sibling dynamics matter: an older sibling fluent in Chinese makes it easier for the younger child. I placed strong emphasis on my older daughter’s Chinese early on, knowing it would benefit her sister later.
Raising bilingual and biliterate children in Chinese and English 