#中文學校不再是唯一選擇：我的親身育兒實踐
在這裏要先重申，我的分享只適用於希望小朋友將來能自行閱讀中文圖書的海外家庭，所以我思考方向都是圍繞怎樣做下一代才能具備自主閱讀的能力，而不是只求認識簡單中文字、日常生活溝通。
不同類別的中文學校功能不一樣
一般來說，很多家長都會把教導小朋友中文這個項目外判給週末中文學校、課後中文班或是私人教師。現時巿面上的中文班各花齊放，有的學校會沿用舊式的傳統學習方式；有的學校會採用新式遊戲活動方式；有的只針對讀寫；有的只針對聽說；有的短短一節已包含讀寫聽說加遊戲活動；有的是實體班；有的是網上班。
當中不同的學校或機構都有不同的理念和目標，基本上家庭都可以按照各自的需求選擇合適的課程。在開始準備讓女兒學習中文時，我也考慮過為她報讀當地的中文學校，曾在網上搜尋不同的中文班進行比較，看看哪一個機構最能配合到自己家庭的情況和小朋友的個性。
當時我衡量一個中文班是「好」是「壞」，考量的並不是功課多寡、價錢、內容深淺、時間長短、遊戲活動多少⋯⋯而是它提供的教學模式和內容是否真正合適我孩子的情況和需求，長遠而言小朋友在課程中能力的提升和收穫。
例如忙碌的家庭若目標是希望小朋友能多多感受中華文化、吸引他們對中文產生興趣和連結，輕鬆接觸中文，增加練習聽說的機會，對讀寫進度沒有壓力，就可以考慮遊戲活動式為主的中文班。
若家長在家自行也能提供一個中文環境，平日也會讓小朋友接觸得到香港 / 中華文化，希望重點培養小朋友閱讀的能力，對小朋友的中文學習進度有要求，那就可以選擇一些針對讀寫、課程規劃完善的中文學校。
就如當時的我選擇時，也有考慮過報讀傳統的週末中文學校，因為我在家已經能培養女兒對中文和閱讀的興趣，需要的是能為我節省設計、編排教材內容的時間，針對閱讀、課程規劃完善的中文班。作為老師，我明白術業有專攻，一星期短短一節的課程，我不會期望它既包含合適不同程度學生的聽說讀寫內容，又有多元化的手工或遊戲活動，而學習的深度和進度又能符合我的預期。那既然我最需要針對的項目是小朋友閱讀能力，那我就會希望找一所符合我需求的中文學校。
那最後為甚麼我仍然決定在家自己教小朋友中文呢？
因為我在了解記憶的運作方式，以及參考過往海外前輩在家教授下一代中文的經驗後，我認為小朋友能夠成功閱讀中文，其實最最最關鍵的是接觸中文的頻率，其次是小朋友的中文要能追得上坊間符合他們心智和程度的圖書。簡單點來說，就是效率和進度。
在效率而言，假如小朋友一星期只有一天上中文班，根據遺忘曲線定律，效率實在不太高（詳細內容前文已有提及，可以在留言裏參考另一篇文章）。在進度方面，在海外希望小朋友輕鬆學中文，反而不能輕鬆慢慢來，而是要和時間競賽，既要和她入小學後的全天候英語環境競賽，也在和坊間還合適他們心智和程度的中文圖書資源競賽。
若學習進度太過緩慢，小朋友在入學後很快就會面臨一個尷尬的情況：看得懂的中文圖書太幼稚，吸引的中文圖書又看不懂；很快會偏向閱讀容易理解、故事情節豐富的英文圖書。（雖然以前曾講解過閱讀經驗的重要性，不過下次會再詳細舉例解釋）
我若希望小朋友能在閱讀中文的過程中享受樂趣，輕輕鬆鬆地透過閱讀而學會更多中文，那我自然就要盡量讓小朋友跟上坊間圖書的程度。加上年幼的小朋友專注時間實在有限，相比送她到一小時起的中文班，我會選擇每天在家花十分鐘進行一些簡單的認字遊戲，再和小朋友共讀圖書。
這樣我們更能夠觀察小朋友的情況和狀態去調節學習時間長短，每次都在他們覺得沉悶、不能專注以前就停下來，保持他們對學習的正面經驗。
不過在這裏要再次強調，我的選擇不會百分百適合其他家庭的情況；我分享的只是我的思考方向和背後的原因，希望大家在選擇時，每個家庭都仔細按照自己的需求和情況去計劃適合自己小朋友學習的方式。
例如沒有信心能自己規律地和小朋友學習中文、沒有方向、不知從何入手的家庭，可以選擇報讀針對讀寫的中文課，或是自行購買設計完善的教材圖書作為輔助。又例如不知如何在家為小朋友營造學習中文的正面經驗，沒有時間介紹文化的家庭，可以選擇活動多元、節目豐富的中文課，讓小朋友與中文建立良好的連結。
我相信在巿面上堅持廣東話教學的機構都有不同的理念和專長，家長絕對可以按自己的需求去衡量在家自己任教還是報讀不同的學校。
不過凡是對學習成果和進度有要求的家長都必須明白，小朋友一星期在家的165小時，永遠比中文學校的1–3小時更重要，在學習語言的路上，任何班別和課程都應該只作為輔助角色，最重要的還是接觸的頻率；若家長期望把「學習中文」這個項目完全外判出去，那就如學琴的小朋友只上課不練琴一樣，經驗豐富的老師也愛莫能助了。
Why Don’t I Send My Child to Chinese School?
I originally wanted to begin by sharing how I teach my daughter Chinese, but after some thought, I felt it was more important to first explain why I chose to teach her at home. Let me emphasize: my sharing is specifically for overseas families who hope their children will one day be able to independently read Chinese books. My entire approach centers on developing that independent reading ability—not just basic character recognition or everyday conversation.
Different Types of Chinese Schools Serve Different Purposes
Generally speaking, many parents outsource Chinese learning to weekend schools, after-school programs, or private tutors. These classes vary widely—some stick to traditional, textbook-based methods; some use newer, play-based activities; some focus only on reading and writing; others emphasize speaking and listening. Some classes pack everything into one short session; some are in-person, while others are online.
These schools and institutions all have different philosophies and goals. Families can usually find something that suits their own needs. When I started preparing for my daughter to learn Chinese, I also considered enrolling her in a local Chinese school. I did online research to compare different options, looking at which organization would best match both our family situation and my child’s personality.
At the time, what I considered when evaluating whether a class was “good” or “bad” was not the amount of homework, the cost, the difficulty of content, duration, or even how many games or crafts were included. I looked at whether the teaching methods and materials were truly suitable for my child’s situation and needs—and whether they would help her grow and improve in the long run.
For example, busy families whose main goal is for their children to experience Chinese culture, become interested in the language, and practice listening and speaking without pressure about reading or writing progress might consider play-based Chinese classes. On the other hand, families who can already provide a Chinese environment at home and want to focus on reading ability and expect tangible learning progress might choose a reading-and-writing-focused program with well-planned curricula.
This was the case for me. I considered enrolling in a traditional weekend Chinese school because I had already nurtured my daughter’s interest in Chinese and reading at home. What I needed was a program that would save me time in designing and organizing materials—something focused on reading and supported by a structured curriculum.
As a teacher myself, I understand that professionals specialize in different areas. With just one short weekly session, I wouldn’t expect a class to meet every student’s reading, writing, listening, and speaking needs, while also offering diverse crafts and activities, and still maintaining the learning depth and pace I expected. Since reading was my top priority, I sought a school that met that specific need.
So Why Did I Ultimately Decide to Teach Her Chinese at Home?
Because after learning about how memory works and studying the experiences of other overseas parents who taught their children Chinese at home, I concluded that the most critical factor in learning to read Chinese is frequency of exposure. The second key is that the child’s Chinese ability must keep pace with books appropriate to their age and mental development.
To put it simply: it’s about efficiency and progress.
In terms of efficiency, if a child only attends Chinese class once a week, the forgetting curve shows that this is not very effective (I’ve explained this in another post, linked in the comments). As for progress, overseas children actually can’t afford to take it slow. They’re racing against time—not just against full-time English schooling, but also against the rapidly narrowing window when age-appropriate Chinese books are still within reach.
If learning progresses too slowly, children soon face an awkward situation: the books they can read feel too childish, while the books that interest them are too hard. Naturally, they’ll gravitate toward English books, which are easier to understand and often have richer stories. (I’ve talked before about the importance of reading experiences—I’ll go into more detail next time.)
If I want my child to enjoy reading in Chinese and pick up more vocabulary naturally through books, then I need to ensure she can keep up with the complexity of available Chinese books. Plus, young children have limited attention spans. Rather than sending her to hour-long Chinese classes, I prefer to spend just ten minutes a day at home on simple character games, followed by reading together.
This allows us to better observe how she’s doing and adjust the session length accordingly—always stopping before she gets bored or distracted. That way, we keep her learning experience positive.
That said, I want to emphasize again: my choice isn’t automatically right for every family. I’m simply sharing my thinking and the reasons behind my decisions. I hope each family carefully considers their own needs and circumstances before planning how their children will learn Chinese.
For instance, families who lack the confidence, structure, or starting point to teach Chinese at home might benefit from enrolling in a reading-focused program or purchasing well-designed teaching materials. Or, if you don’t have time to introduce culture or create a positive learning environment at home, a class that includes fun activities and cultural exposure may be more suitable.
I truly believe that Cantonese-focused institutions each have their own strengths and philosophies. Parents can absolutely weigh the pros and cons of home teaching versus school-based options based on what they need. However, for parents who care about outcomes and learning pace, it’s crucial to understand this: the 165 hours a week your child spends at home are always more important than the 1–3 hours at a Chinese school.
In the journey of language learning, any class or program should play only a supporting role. The most important factor remains how frequently your child is exposed to the language. If you expect to fully outsource Chinese learning, it’s like sending a child to piano lessons but never practicing at home—even the best teacher won’t be able to help much in that case.