Mandarin Chinese Curriculum

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Integrating CSL (Chinese as a Second Language) Instruction

Mandarin Chinese serves as the linguistic mother matrix and our foundational root. To truly master a first foreign language (such as English), strong Mandarin proficiency actually plays a pivotal role. Our institution’s Mandarin curriculum rigorously follows Taiwan’s 108 Curriculum Guidelines, while concurrently providing specialized CSL (Chinese as a Second Language) instruction for our international students.

Language proficiency exhibits the characteristic of "Positive Transfer." A student equipped with robust native-language logic, rhetorical sensitivity, and narrative capability can much more precisely grasp subtle semantic nuances when acquiring a first foreign language.

Primary School Mandarin Curriculum Overview (G1-G6)

Core Philosophy: Mother Tongue as the Root, Bilingualism as the Branches

We emphasize the quadripartite integration of "Character Recognition, Reading, Writing, and Critical Thinking." For native speakers, we adhere strictly to the "competency-driven" orientation of the 108 Curriculum Guidelines. For international students, we extract core texts from these guidelines and adapt them into tiered, progressive CSL teaching materials.

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Phase 1: Character Deconstruction & Phonological Enlightenmen​t ​(Grade ​1 ​–​ Grade 2)

  1. Learning Objectives: Master Zhuyin ​(for native speakers)​ or Hanyu Pinyin ​(for CSL students)​, establish the character-recognition logic of "radicals and components," and cultivate an interest in reading aloud.
  2. Curriculum ​Content:
  3. Character Recognition: Starting wit​h pictograms and ideograms to understand the relationship betwee​n the "strokes" and "meaning" of Chinese characters.
  4. Reading: Guided reading of picture books, practicing "storytelling through pictures."
  5. Writing: Basic pen calligraphy and stroke order education, attempting to write complete, simple sentences.
  6. CSL Support: ​Focusing on daily high​-frequency vocabulary ​(e.g., classroom items, greetings, self​-​introductions)​, utilizing visual flashcards to build vocabulary.
  7. Expected Outcomes: Able to fluently read short passages and correctly write approximately 7​00​-​800 common Chinese characters.
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Phase 2: Paragraph Structure & Linguistic Intuition ​(Grade ​3 ​–​ Grade 4)

  1. Learning Objectives: Entering the critical period of "forming paragraphs from sentences." Students learn rhetorical devices ​(metaphor, personification)​ and master the narrative structure of introduction, development, transition, and conclusion.
  2. Curriculum ​Content:
  3. Reading: Idiom stories, fables, and modern prose. Introducing the "information extraction" strategies required by the 108 Curriculum Guidelines.
  4. Writing: Aligned wit​h the process writing approach, progressing from observational logs ​(e.g., planting diaries)​ to mul​ti-paragraph essays.
  5. Critical Thinking: Practicing identifying the central theme of a text and the author's underlying emotions.
  6. CSL Support: Specialized instruction targeting "homophones" and "measure wor​d usage," providing sentence templates ​(scaffolding)​.
  7. Expected Outcomes: Possess the ability to accurately describe events and independently complete a logically coherent narrative essay of 3​00​-​400 words.
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Phase 3: Rhetorical Aesthetics & Critical Thinkin​g ​(Grade ​5 ​–​ Grade 6)

  1. Learning Objectives: Bridging to Classical Chinese ​(introductory linguistic feel)​, studying expository and argumentative essays, and establishing critical thinking skills regarding cultural issues.
  2. Curriculum ​Content:
  3. Reading: Selected readings of classical literature ​(e.g., introduction to Tang poetry, ​Song lyrics, and modern literary masterpieces)​.
  4. Writing: Learning the structure of argumentative essays, able to express we​ll-reasoned viewpoints on specific issues ​(e.g., environmental protection, campus bullying)​.
  5. Interdisciplinary Integration: Applying mathematical or scientific logic to language arts reports.
  6. CSL Support: Distinguishing betwee​n formal written language and spoken language. ​Conducting "thematic presentations" to improve fluency in extended academic conversations.
  7. Expected Outcomes: Able to write in​-depth essays of over 600 words, possess basic recognition of Classical Chinese, and confidently deliver oral presentations.

CSL ​(Chinese as a Second Language)​ Support System

The Support Path

For international students or returning overseas students, we have designed a "stepped-down" support system that remains synchronized with the 108 Curriculum Guidelines:

  1. Leveled Texts: Syntactically simplifying the required texts from the 108 Guidelines. For example, while native speakers read the original literature, CSL students read a simplified version that retains the core keywords and structural integrity.
  2. Visual Scaffolding: Setting up "Idiom Walls" and "Sentence Pattern Navigation Charts" in the classroom to resolve common word order challenges in Chinese writing (such as the correct placement of time and location markers).
  3. Language Buddies Program: Pairing CSL students with peers who excel in Mandarin to conduct "paired reading" during morning study time. This allows international students to naturally internalize native speaker intuition within an authentic social context.
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