Abstract
Teachers of young children in Chinese immigrant families need to help children become proficient in English (ESL) while affirming the children's bilingual abilities. Pictures, gestures, pantomimes, and props as well as specific input of school-related words help bilingual young children learn English. Teachers read storybooks in English while supporting parental desires to continue to share storybooks in their native language. Ask children to teach the class some special words in Chinese and arrange for a variety of ethnic foods at some lunchtimes. Celebrate cultural holidays such as the Chinese New Year dragon festival parade.
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