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Monday, April 19, 2010

Review of Gordon & Li Li Learn Animals in Mandarin

Gordon & Li Li Learn Animals in Mandarin, by Michele Wong McSween, illustrated by Nam Doan.  McWong Ink, 2010.   $9.99  ISBN 978-0-9820881-2-8

Michele Wong McSween's bright and colorful "Gordon & Li Li" board books are simple enough to be enjoyed by the youngest babies but will also hold the attention of active preschoolers.  

The first book, Gordon & Li Li: Words for Everyday, was illustrated by Kevin Murawski, who has also done some "Harold and the Purple Crayon" board-book spinoffs.  In that book McSween introduced Gordon & Li Li, blue and pink panda cousins who live in Brooklyn, New York, and Beijing, China, respectively.  Each page featured a simple, straightforward drawing of one or both pandas posing with an everyday object.  The English word was printed at the top of the page and the Chinese word in pinyin transcription at the bottom.  The words chosen ranged from "ball" to "bath" to "apple" to "shoes" to "cell phone," and a couple of phrases--"Good job!" and "See you next time!" were introduced at the end of the book.  Altogether, 26 words and phrases were included, which seems to be a perfect number to fit the attention span of a busy toddler and to allow both child and parents to remember everything with repeated readings. 

McSween's brand-new sequel, Gordon & Li Li Learn Animals in Mandarin, released on March 1 of this year, is even more charming and better conceptualized than the first book.  The new illustrator, Nam Doan, has added an element of humor to the pictures that leaves my nearly-four-year-old son rolling in the aisles time after time.  Instead of merely posing smilingly in each illustration, Gordon & Li Li are active and have more personality in this book.  Li Li squats on a lily pad with the frog, charms the snake, and waddles with the chicken, while Gordon leads a family of ducklings on a walk, sunbathes with an alligator, and chews a blade of grass with a cow.  

The text, still limited to one word per page, is also more useful to Chinese-language learners in this new book.  As well as the English and pinyin versions of each word, the author has included simplified characters (the words range from one to three characters each) and an English-based phonetic transcription of the Mandarin pronunciation.  For someone like me who is trying to learn Chinese characters and teach them to my children, I was very grateful to have both the pinyin and characters for each word.  The English phonetic transcription is not necessary for my purposes, but they may be helpful to readers who are not familiar with the conventions of pinyin, including even some native speakers of Chinese dialects, such as my husband, who does not remember how to read characters and never learned pinyin as a child.

Young children will be charmed by the bold, bright colors and amusing images of this book and will ask to read it again and again.  It is simple enough that, after a few readings, they will be able to start supplying the Chinese words themselves and to feel a sense of pride at having learned some real Chinese, which will motivate them to learn more and to develop their tolerance for longer, more complicated Chinese-language or bilingual books.  Recommended for ages 0-6.

Thursday, April 15, 2010

Review of LET'S WRITE CHINESE WITH MEI MEI

Let's Write Chinese with Mei Mei, Books 1 & 2, by Mei Mei Hu.  Providence, Rhode Island: Mei Mei and Me, 2007.  $12.95 (2-book set)  ISBN 1-4243-1539-5.


The Foreign Service Institute lists Chinese as a Category 3 language--a language that's exceptionally difficult for English-speaking adults to learn, requiring twice as much study time as, say, Georgian, Turkish, or Vietnamese.  I assume that this classification is based on the complexity of the Chinese writing system, since the spoken language is not particularly difficult.  People like me who are trying to learn and thousands of Chinese characters and find ways of teaching them to our young children can use all the help we can get.

Mei Mei Hu's two-book set of Chinese-character writing workbooks features 176 single characters (Book I) and 176 two-character compound words and phrases (Book II) with four words or phrases per page and six large spaces in which to practice writing each character.  The number of words introduced in each book would be ideal to cover in a year-long Saturday-school course or a semester-long Chinese immersion course.  Children familiar with Mei Mei's "Play & Learn" DVD series will be happy to see many words whose meanings they already know.

These large-format books are easy for young children to handle, and the characters are carefully arranged so as to make them as easy to remember as possible.  The simplest and most common characters are taught first, and more difficult characters and compounds words and phrases are introduced gradually.  The first character of each compound in Book II is a character previously introduced in Book I, and most of the compounds are arranged in groups of four words or phrases with the same initial character, helping to reinforce characters already learned and set a foundation for further vocabulary development.

Mei Mei Hu's books are an essential tool in any child's Chinese-language education, especially considering that there are so few other character-writing workbooks available for English-speaking children; I have seen none of comparable intuitiveness and simplicity.  Recommended for ages 5 and up.

Monday, April 12, 2010

French Nursery Rhymes, PART I

Dors, bébé, dors


Dors, bébé, dors
Car j'entends au-dehors
Un mouton blanc, un mouton noir,
Qui disent: Enfant, enfant, bonsoir;
Et si l'enfant ne veut dormir,
On verra bientôt accourir
Un noir ou blanc petit mouton,
Pour picoter le pied mignon
De mon joli petit poupon.


Sleep, Baby, Sleep


Sleep, Baby, sleep,
For outside I hear
A white sheep, a black sheep,
Say: Child, child, good eve;
And if the child will not sleep,
Soon running up we'll see
A black or white little sheep
To nibble the sweet little feet
Of my pretty little babe.




Chanson de berceau d'une petite soeur


Joli berceau, je t'en prie,
Berce mon petit frère chéri.


Garde-toi bien de l'éveiller;
Sans quoi me faudrait veiller.


Ne le jette ni ça ni là;
Car j'en aurais du tracas.


Ne me le fais pas tomber;
Car tu me le ferais crier.


Ne le jette point s'en dessus-dessous,
Pour qu'il dorme tout son soûl.


Cradle song of a little sister


Pretty cradle, you I pray,
Rock my little brother dear.


Be very careful not to wake him; 
Or I'll have to sit up with him.


Do not toss him here nor there;
It'll cause me fuss and care.


Don't make him tumble down;
Or you'll make him scream and howl.


Don't cause him to be upset,
So he'll sleep to his heart's content.


Le réveil


J'ai bien dormi!
J'étais parti
Loin, loin d'ici!
Me revoici,
Maman aussi.
Mon Dieu, merci!


The Awakening


I slept well!
I was away
Far, far from here
Here I am again,
Mommy too.
My God, thank you!


Bébé apprend à marcher


Trotte, bébé, trotte;
Donne-moi ta menotte;
Un, deux, trois,
Bébé a fait un pas.


Baby Learns to Walk


Trot, Baby, trot;
Give me your tiny hand;
One, two, three,
Baby took a step.


Deux et trois


Un et deux et trois bas,
Deux et trois font cinq, n'est-ce pas?
Si l'un d'eux je perds,
M'en restera deux paires.


Two and Three


One and two and three socks,
Two and three are five, or not?
If one of them I should mislay,
Two pairs with me will stay.


SOURCE OF FRENCH RHYMES: La mère l'oie: Poésies, énigmes, chansons et rondes enfantines, edited and illustrated by L. Richter & F. Pocci.  New York: Henry Holt & Company, 1877.  English translations by Susan C. H. Siu, 2010.

Sunday, April 11, 2010

Why Your Children Should Learn a Less-Commonly-Taught Language


More than 300 distinct languages other than English are now spoken in the United States.  According to the U. S. Census Bureau's 2009 Statistical Abstract, those with the most native speakers in this country are Spanish, Chinese, Tagalog, French, Vietnamese, German, and Korean (all with numbers of speakers in the millions), followed by Russian, Arabic, and Italian.

Other languages with large numbers of speakers (in no particular order) include Portuguese, French Creole, Yiddish, Greek, Polish, Hebrew, Hungarian, Navajo, Laotian, Thai, Hmong, Hindi, Urdu, and Serbo-Croatian.

The most- commonly-taught languages are Spanish, French, and German, which do happen to be among the top-ten most-commonly spoken languages in the U.S but also all happen to be Indo-European languages closely related to English.  All of the world's other languages are classified as "less-commonly-taught." 

Of course there are many reasons to learn languages other than the number of people who speak them (whether in the U.S. or abroad).  Here are some reasons why your children should learn a less-commonly-taught language.
  •  To get to know their family history.  Many North Americans, even if they no longer speak a language other than English, Spanish, French, or German at home, have ancestors who did.  Did you perhaps have a Native American great-grandfather or a Ukrainian immigrant grandmother, or are you descended from African slaves who spoke Mende, Fula, or another West African language?  Or perhaps your child's connection to a less-commonly-taught language is even closer, as for my niece Sophia, who is learning Georgian in order to communicate with her grandmother and cousins in the Republic of Georgia and in the United States.
  • To read or do research in another language.  Do your high-school-aged children want to read the Bible, the Torah, or the Buddhist scriptures in their original languages?  Do they love modern Egyptian novels, Japanese comic books, or Chinese Taoist poetry?  Do they want to attend school abroad for a short time?  Do they plan to study history, art history, international studies, computers, languages, comparative literature, translation, or linguistics in college?  If so, they might want to start studying a less-commonly-taught language now.
  •  To make new friends in their community.  If you live in a community where less-commonly-taught languages are spoken, learning one of those languages may help your children make new friends and connections within the community.  This may be true even if you don't live in a big city.  In Lewiston, Maine, where I live, for example, there is a large Somali community and knowing the Somali language would be very helpful to anyone attending the public schools as well as to anyone wanting to get involved with community organizations, from the library to the farmer's market to the hospitals.  (See Newsweek's very interesting article, “The Refugees Who Saved Lewiston,” on the Web at http://www.newsweek.com/id/180035).
  • To travel and make new friends abroad.  If your family is going on vacation to Ireland, perhaps your children would benefit from learning some Irish Gaelic.  If your child plans to go on an exchange program to India, she might want to learn some Hindi, Gujarati, or one of India's several hundred other mother tongues.  If you or your spouse will be stationed in Kuwait or South Korea in the near future, your children could benefit greatly from learning to speak Arabic or Korean.
  • To help save a dying language from extinction.  More than half of the world's approximately 6000 languages are now considered "endangered," which means that there will be no native speakers left a hundred years from now.  Many have only one, ten, or a few hundred speakers as I write; others have become extinct in the recent past.  Some communities are now making efforts to save their endangered languages from extinction by teaching them to both children and adults.  Linguists are attempting to preserve others on paper or in audio and video formats so that they will still be able to study them when they are no longer spoken and learn more about human language in general or about specific language families.  Your child can participate in this important work by learning and sharing an endangered language.  For more information, please visit the Endangered Language Alliance website at http://endangeredlanguagealliance.org/.

As you and your children start on this vital and empowering mission, I’ll leave you with a couple of additional resources:
  •  The University of Minnesota maintains a website through its Center for Advanced Research on Language Acquisition (CARLA).  This website provides listings of K-12 and college/university course offerings in less-commonly taught languages, lists of relevant organizations, and even audio and video files that can be used by educators free of charge.  Check it out at the following URL: http://www.carla.umn.edu/lctl/.
  • The Ethnologue project aims to provide a comprehensive catalog of the world’s living languages.  The online version is available at http://www.ethnologue.com/.

I wish you and your children the best of luck as you embark on your language-learning adventures.  Please check back for future posts on specific less-commonly-taught languages here at LinguistKids!