surprised to hear from Cathy that it was
easier for students who learned simplified
characters to switch to traditional
characters in both reading and writing.
“But for children who learn traditional
characters, it seems harder for them
to read simplified characters, or they
are more reluctant to read simplified
characters because some of the
characters lose their semantic clues and
it is not as attractive to look at,” she says.
However, she adds “When students grow
older, they tend to write more simplified
characters because it saves time.” Jenny,
whose school only teaches Mandarin,
uses simplified characters (which is true
throughout the ESF system), although
she says they accept usage of both:
“Children have the freedom to choose
the form of characters when writing.
Personally I don’t think the form of
writing affects learning the language,
although the simplified characters are
easier for sure.”
Danny stressed the importance of
differences between learners as well.
“For example, if the learner is strong in
visual memory and language, he/she
should be capable of learning traditional
Chinese characters. On the other hand,
if the learner is weak in language, using
simplified Chinese will help him/her to
understand better and hence
motivate their learning.” This is
obviously easier in private or
one-on-one tutor groups,
but a school setting is a bit
SCHOOLS THAT
TEACH TRADITIONAL
In general, children find
that traditional
characters are easier
to recognise as they
provide more clues
(semantic meaning) to
decode the character
different, as Danny acknowledges: “We
need to unify what knowledge to deliver
to the students. So in general we will also
consider the interests of the parents and
social environment around the school.”
As the source of many Mandarin
Chinese textbooks is Mainland China,
the majority of textbooks use simplified
characters; but ones from Taiwan
use traditional. The majority of univer-
sities, adult tutor platforms, and further
education organisations are preparing
young adults to interact with China, so
it makes sense that most of them teach
simplified.
When I was having my Mandarin
lessons, my teacher said to me
not to get too hung up on the
tones; whilst important, of
course, people hearing me
speak will take account of
my second-language status
and decode what I am talking
about. And I think the same is
true of the characters – the important
thing is that your child has an amazing
opportunity to learn arguably the world’s
most important second-language for
English speakers. So embrace the
prettiness and complexity of tradi-
tional characters, or don’t worry if you
choose to take the simplified route. The
important thing is language acquisition,
and whichever route you choose,
you’re building wonderful future
communicators.
Chinese International School
CIS was established in 1983 as
Hong Kong’s first school teaching
an international curriculum in
English and Mandarin.
The ISF Academy
ISF is an independent through-
train school offering a Chinese and
English immersion education with
a global perspective.
International Montessori School
IMS offers an individualised
and enquiry-based programme
for toddlers to primary years in
English/Chinese dual language.
Victoria Shanghai Academy
VSA is a private independent, non-
denominational co-educational
school for children age 6-18. The
primary section is bilingual, the
secondary curriculum is delivered
in English and supplemented by a
strong Chinese programme.
Kiangsu & Chekiang
International Section
KCIS is “ Chinese in outook and
international in spirit”. English is
the medium of instruction but
Mandarin is studied for 30 to 60
minutes per day in kindergarten
and primary.
ICHK Hong Lok Yuen
ICHK Hong Lok Yuen is a dynamic
IB World School which has been
delivering high quality education
for more than 30 years. Children
receive 40 minutes of Mandarin
every day.
Summer 2017
63