Situation #4.4: I am not sure whether my child should study simplified characters or traditional characters.Reality: Traditional and simplified characters came about due to historical and political reasons. Most traditional compound characters have a phonetic component that sometimes gives a clue to their sound and a semantic component that sometimes gives a clue to their meaning. During the simplification process, simplified characters have not consistently preserved these two components in the formation. Moreover, some simplified components in certain characters are not always simplified in other characters. Overall, simplified characters have been changed based on a mixed set of rules. On the other hand, it is plausible that the fewer number of strokes in simplified characters makes writing easier for some children.

No research, probably due to historical and political reasons, has been performed to conclude which styles are easier to learn. However, there is research that shows that cognitively, simplified characters demand more visual skills than traditional characters. Simplified characters do not distinguish themselves from each other to the extent that traditional characters do. This extra visual demand makes it more difficult for beginning readers, who tend to focus on the entire character visually, to recognize the characters quickly and accurately.

Some other factors can be considered as part of your decision. China and Singapore use simplified characters, but Hong Kong, Taiwan and Malaysia use traditional characters. Anything pre-World-World-II is written in traditional characters. Therefore, one may not be able to read any literature from that time period that has not been converted to simplified characters. Simplified characters, however, have fewer strokes, so it can be easier for a child to write, depending on when she starts writing. There is still much controversy of both sides claiming to be the better writing system, but your family should make a decision based on your mission and your child’s learning style.

Situation #4.3: Character drilling (any exercise that requests one to repeat writing a character an excessive number of times) seems to be considered a major part of learning Chinese, but my child dreads it.Reality: Character drilling (see Situation #3.3) is important. The truth is, in light of other factors, how prioritized should this be? Character drilling is sometimes used as a primary part of a Chinese curriculum. It is how it is traditionally done, and therefore, what many curriculum materials are based on, and how everyone thinks Chinese should be taught.In some way, Chinese is different from English. It is not based on a phonetic system, but a tonal system. Many characters do have clues embedded in their structural formation in terms of meaning and sounds, but it does not always adhere to a definite rule, nor is it always present. Because of that, it is very logical to require children to memorize a large set of characters before emphasis is placed for them to read literary works and write their own sentences. Unfortunately, sometimes it is too long forgotten that memorizing a large set might take years to accomplish if the traditional method is used.

In recent years, studies from both Hong Kong (where Cantonese and Mandarin are taught using traditional characters) and China (where Mandarin is taught using simplified characters) have found that children will learn only about an average of 2500 characters by the end of elementary years, which is considered low since that is the minimum required to do any meaningful independent reading. In the United States and United Kingdom, the statistics is even more disheartening. Chinese schools can teach at most a few hundred characters by the teenaged years, a case which is considered quite an accomplishment.

As you can see, in a once-a-week, three-hour class, a child may never get a chance to read any great literary works besides readers, and he may never get a chance to write any substantial stories on his own, before their yearning for the language is exhausted and zapped by the repetition of character drilling. Before long, they outgrow the conceptual level of Chinese readers, and the amount of vocabulary demanded by their writing far exceeds what they know. This is definitely driving them toward disinterest and discouragement in the learning of the language itself.

Drilling in character recognition through oral recitation and memorization instead of character drilling, however, can be the method to learning Chinese characters speedily. Traditionally, that was how Chinese children learn characters throughout the ancient times anyway, using various Chinese canonical classic texts like the Three Character Classic (三字經), Hundred Family Surnames (百家姓), and Thousand Character Classic (千字文).

The most important lesson from using curriculum similar in nature to these texts is that the characters are arranged in a certain order (mostly in fours, sometimes in fives and sevens in ancient poems) based on their phonetic sounds, embedding within the most poetic and artistic meanings beyond measure. Therefore, cultivation in the rhythmic nature and the four-letter phrases of the language should be understood at a very early age. It brings forth the deeper magic of the language that does not exist otherwise in Western languages. The appreciation and gratification of Chinese learning will come as a result. Besides, this feature can be thought of as the means through which Chinese should be learned, much like the context and phonetic sounds as the mean through which English is learned. After all, Chinese is an ancient language that is a few thousands years old. On a different note, it can also be thought of as the most effective method to pass down values and thoughts as accurately as possible, much like the songs, folklore, sayings, ballads, or chants that are orally passed on through generations in many other cultures. Without having exposed to these types of text that undoubtedly are penetrated within the essence of the Chinese culture, a child will inevitably find studying ancient Chinese historical figures or cultural myths tiresome and dull in those modern curricula.

Even though it helps, learning a language is not simply a matter of repetition. Writing from the heart and allowing the language to make meaning in life (e.g. journals, poems, and scientific entries) are more important for a child than drilling on characters that make no impression. Besides, it is very likely that he will forget the characters soon enough if he does not make connection with them immediately and use them meaningfully and repeatedly in his life.

Even with this knowledge, it does still take much effort to learn a new language, especially when this is a very different language from English. All characters need to be memorized by sight. Even though there are sometimes pictorial and phonetic clues and a fixed set of radicals that commonly appear as components within the characters, these features do not appear consistent enough to be considered as rules. Overall, you need to pick your battle for your child whether character drilling is important enough among all that is necessary in learning Chinese.