祝孩子们天天健康快乐！

标题: 关于双语教育 [打印本页]

作者: maxi 时间: 2004-1-23 22:46
标题: 关于双语教育
谁能谈谈自己的体会，转载一篇文章，抛砖引玉。

Two or More Languages in Early Childhood: Some General Points and Practical Recommendations. ERIC Digest.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC
In an increasingly diversified and multilingual world, more and more young children find themselves in an environment where more than one language is used. Similarly, with job changes that involve moving to different parts of the world, parents can feel overwhelmed by the linguistic demands on them and their children. What can parents expect of their children? Do parents have anything to contribute to the process of early language development? Does it confuse children to learn two or more languages at once? Do children have to be especially intelligent to be able to cope with more than one language?

People everywhere have strong ideas about children growing up with a second or third language. These ideas influence how people interact with their children and how they look at other people's children. These ideas also influence how professionals such as teachers, doctors, and speech therapists advise parents of children growing up bilingually. Sadly, many ideas that people have about children growing up with a second or third language in childhood are not of any benefit to these children and may in fact have adverse effects. One of the purposes of this digest is to dispel some common myths about children growing up bilingually and to offer suggestions that can help children to become fluent users of two or more languages.

A BILINGUAL ENVIRONMENT IS MOST OFTEN A NECESSITY, NOT

A CHOICE
Many discussions of the advantages or disadvantages of early bilingualism seem to be based on the idea that a bilingual environment is something that parents choose for their children. This, however, is usually not the case; young children growing up bilingually are for the most part doing so because there is no way that they can grow up monolingually. For example, it may be the case that the child interacts regularly with monolingual individuals, some of whom speak one language (e.g., teachers and classmates who speak only Italian), others of whom speak another (e.g., parents who speak only French). Other children may grow up in a community where most people speak the same two languages on a day-to-day basis. The usage rules for these languages determine when a particular language is spoken. Imposing changes in these conventions so that all bilingual speakers in the child's social world would limit themselves to one and the same language in all circumstances is not only impossible but also ethically dubious, because it would infringe on individuals' linguistic rights.

HEARING TWO OR MORE LANGUAGES IN CHILDHOOD IS NOT A

CAUSE OF LANGUAGE DISORDER OR LANGUAGE DELAY
All over the Western world, there are speech therapists and medical doctors who advise parents of young children growing up with more than one language to stop using one of those languages with their children. Typically, the language to be given up is the language that is not used in the overall environment. For example, speech therapists in the United States often suggest that parents stop using Spanish at home in favor of English, while speech therapists in Flanders may advise parents to stop speaking English in favor of Dutch. The common reason for this advice is twofold. First, it is often claimed that hearing two or more languages will confuse the child and lead to grave problems in acquiring language. Second, it is claimed that the acquisition of the main language of the environment will stand a better chance without competition from the other language. However, there is no scientific evidence to date that hearing two or more languages leads to delays or disorders in language acquisition. Many, many children throughout the world grow up with two or more languages from infancy without showing any signs of language delays or disorders. These children provide visible proof that there is no causal relationship between a bilingual environment and language learning problems. In addition, there is no scientific evidence that giving up one language automatically has a beneficial effect on the other. In fact, the abrupt end of the use of the home language by a child's parents may lead to great emotional and psychological difficulties both for the parents and for the child. After all, language is strongly linked to emotion, affect, and identity. A 3-year-old whose mother suddenly stops talking to her in the language familiar to her, particularly if her mother does not respond to the things she says to her in that language, may make the child feel emotionally abandoned and totally lost. Speech therapists who advise monolingualism should then not be surprised to find that the child in question starts to exhibit troubling behavior. Should the child recover from this traumatic experience, there is no evidence that progress in the main language of the environment is helped by the loss of the home language. In fact, it has been shown in educational settings that building on a child's skills in a first language helps the acquisition of a second one.

CHILDREN'S USE OF TWO LANGUAGES WITHIN ONE SENTENCE IS

NOT A SIGN OF CONFUSION
Often, it is claimed that small children who are learning to speak two languages go through a stage of mixing and confusing the two. The use of words from both languages in a single sentence is cited as evidence that the child cannot distinguish between the two languages, but in reality, this is not a sign of confusion. In fact, it has been shown that the use of two languages in one sentence by mature bilinguals reveals a great deal of linguistic skill (Romaine, 1995). It is also true that, while young bilingual children sometimes use words from two languages in the same sentence, they produce far more sentences using only one language. This clearly shows that they are able to keep their languages separate.

The question then becomes, in what circumstances do children use words from both languages in the same sentence? They do it only when talking to people that they know can understand both languages and who do not get upset with them for using such sentences. In other words, the social context in which children find themselves determines whether and to what extent they use more than one language in a single sentence. The same happens with bilingual adults; they use words from two languages in the same sentence only in sociolinguistic settings in which it is appropriate.

CHILDREN DO NOT JUST "

ICK UP" A LANGUAGE: THEY NEED A

STRONGLY SUPPORTIVE AND RICH ENVIRONMENT
A prevailing idea is that it is very easy for children to learn a new language and that hardly any effort is involved. However, learning language, even one, is a process that takes many years. Languages are very complex. To learn all their complexities, one needs a lot of life experience. It may not take very long to learn how to carry on a simple conversation (although it does take monolingual children approximately 3 years before they can carry on an intelligible conversation with strangers), but it takes a lot more time to be able to develop the skill to give a formal speech. The environment plays an important role in learning to speak. Children learn to speak only when they hear people talk to them in many different circumstances. Language development in the early stages depends crucially on vocabulary knowledge. The more words children know, the better they will learn to speak and the better their chances of doing well in school. Book reading is an excellent source of help in the acquisition of vocabulary. Book reading in any language, even when a baby can hardly sit up yet, plays a highly supportive role not only in the learning of language but also in the emotional bonding between child and parent. Furthermore, it is an activity that is viewed in many cultures as appropriate for both mothers and fathers to engage in, and it is an excellent way of introducing children to aspects of culture that they may not see in their local environment.

RECOMMENDATIONS FOR PARENTS
Because language in the first 10 years of life is such an important basis for the achievement of academic and social skills, it is no luxury to reflect a little more on just what elements play an important role in learning a language, whether it is one, two, or more. Although it is not possible here to spell out all the things that parents should consider when their child is in a situation where he or she could learn to speak more than one language, the brief list of pointers below offers some assistance. My advice to parents would be not to stop at this brief article but to read some of the material listed in the resource section. Investing in a child's bilingualism or multilingualism, after all, should yield a high return. Here are a few basic points that are important in raising children with more than one language: * Do what comes naturally to you and your family in terms of which language(s) you use when, but make sure your children hear both (or all three or four) languages frequently and in a variety of circumstances. Create opportunities for your children to use all of the languages they hear. Read books to and with your children in each of the languages that are important to their lives. * Talk to all your children in the same way*not, for instance, using one language with the elder and another language with the younger. Language is tied to emotions, and if you address your children in different languages, some of your children may feel excluded, which in turn might adversely affect their behavior. * Avoid abrupt changes in how you talk to your children, especially when they are under 6. Don't suddenly decide to speak French to them if you have only been using English. In this respect, beware of "experts" (e.g., doctors, teachers) who tell you to stop speaking a particular language to your child. * If you feel strongly about your children using one particular language with you, encourage them to use it in all of their communication with you. Try to discourage their use of another language with you by asking them to repeat what they said in the preferred language or by gently offering them the appropriate words in the language you want them to use. It is no more cruel than asking your child to say "please" before giving her a cookie. * Do not make language an issue, and do not rebuke or punish children for using or not using a particular language. If you feel your child is not talking as he or she should in the preschool years, have a hearing test done, even if teachers or doctors tell you that bilingualism is the cause of any language delays. Whatever else, follow your own intuition about what is best for you and your family.
REFERENCES
Romaine, S., (1995). "Bilingualism" (2nd ed). London: Blackwell.
RESOURCES FOR BILINGUAL FAMILIES

Arnberg, L. (1987). "Raising children bilingually: The pre-school years." Clevedon: Multilingual Matters.

"Bilingual Family Newsletter (BFN)", Clevedon: Multilingual Matters. Harding, E., & Reilly, P. (1987). "The bilingual family. A handbook for parents." Cambridge: Cambridge University Press.

Saunders, G. (1982). "Bilingual children: Guidance for the family." Clevedon: Multilingual Matters.

Saunders, G. (1988). "Bilingual children: From birth to teens." Clevedon: Multilingual Matters.

For information and subscriptions write to: Multilingual Matters Ltd. Bank House, 8a Hill, Clevedon, Avon BS21 7HH, Great Britain. RESOURCES ON BILINGUALISM AND BILINGUAL ACQUISITION

Baetens Beardsmore, H. (1986). "Bilingualism: Basic principles." Clevedon: Multilingual Matters.

De Houwer, A. (1995). Bilingual language acquisition. In P. Fletcher & B. MacWhinney (Eds.), "Handbook of child language." London: Blackwell.

De Houwer, A. (Ed.). (1998). Bilingual acquisition [special issue]. "International Journal of Bilingualism, 2"(3).

Hakuta, K. (1986). "Mirror of language. The debate on bilingualism." New York: Basic Books. This Digest is a revised version of an article that appeared in "AILA News" (volume 1, number 1), the newsletter of the International Association of Applied Linguistics. It was prepared with a very general audience in mind. The author invites discussion, questions, and comments from anyone, but especially from colleagues who have carried out research on bilingual children. Please write to Dr. Annick De Houwer, PSW*UIA, Universiteitsplein 1, 2610 Antwerpen, Belgium.

This digest was prepared with funding from the U.S. Dept. of Education, Office of Educational Research and Improvement, National Library of Education, under contract no. ED-99-CO-0008. The opinions expressed do not necessarily reflect the positions or policies of ED, OERI, or NLE.

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Title: Two or More Languages in Early Childhood: Some General Points and Practical Recommendations. ERIC Digest.
Document Type: Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073);
Available From: ERIC/CLL, 4646 40th Street NW, Washington, DC 20016; Tel: 202-362-0700; Tel: 800-276-9834 (Toll Free); e-mail: [url=mailto:eric@cal.org">eric@cal.org[/url]; Web site: .
Descriptors: Bilingualism, Child Language, Family Environment, Foreign Countries, Language Acquisition, Language Attitudes, Language Impairments, Language Usage, Multilingualism, Second Language Learning, Young Children
Identifiers: ERIC Digests

作者: yangjie300 时间: 2004-1-23 23:06
看不全懂，但我想双语教育好！

作者: chineye 时间: 2004-1-24 01:10
我个人对于国内幼儿双语教育的一点看法：

鼓励孩子使用句子而不是单词：大家有没有看到过一些家长向别人展示孩子在幼儿园里的英语学习成绩就是拿起一个苹果，问孩子：“这是什么？”孩子马上回答“apple.”，然后依次是桔子啦，梨啦，各种颜色啦。幼儿园对于孩子英语学习情况的测试也是如此进行的。不可否认词汇是语言的基础，不过单纯的掌握词汇不是幼儿语言学习的目的。“apple"为什么不可以是"This is an apple.I wanna an apple." "Is this an apple?"虽然句型很简单，可是牵涉到动词，量词，语气语调等等......然后就可以渐渐的变换句型啦，增加一些词汇啦，循序渐进。

培养孩子对于语言的兴趣：语言学习千外不可填鸭式，也不要注重眼前的“成果”。只有培养了孩子对于外语的兴趣，能够快乐的主动的学习语言才会有良性循环。现在国内的家长都把孩子学习第二语言的年龄定在了3岁左右，所谓的不能让孩子输在起跑线上。这一点可以说没有错，但是要把眼光放远，要认识到语言学习是长期的，不只是幼儿时期。如果负担过重，一方面真的会损伤孩子的大脑，一方面让孩子对外语感到讨厌和恐惧，反而不利于外语的学习。专家做过研究，一些在小学前就被提前灌输了很多知识的孩子，在上了小学的1，2年之内成绩的确好过一般的同学，可是之后就渐渐的恢复了和普通的孩子一样的成绩。

良好的语言环境：国内的父母也都认识到良好的语言环境对于孩子的重要性，不过由于自身语言能力的限制，找一个好的外语班就成了关键。怎样的学校或者教学才算是好的呢？这点我浏览了一些网站，看到家长们都有共识，就是能让孩子在游戏中快乐的掌握和运用英语，能在平时随意的蹦出些希奇古怪的词汇。的确现在有些英语班掌握了孩子语言学习的要点，给了他们轻松愉快而又颇有收获的体验，那么家长该如何配合呢？简单点的，了解孩子学习的进程，挑选些孩子喜欢的外文读物和英语节目。复杂点的，和孩子一起学习咯，其实我想应该也挺有趣的。加拿大有很多女性移民就是有了孩子以后，和孩子一起学习地道的语言，由简入繁，学习也就不那么痛苦了。还有尽量利用身边周围的英语，带孩子外出时，就可以让他看一些英语的图文结合的标示之类的，比较适合小孩子。

了解孩子：了解孩子的生理和心理状况，给与适当的教育。每个人的学习方法，或者说了解和掌握新知识的方式都不同，有些在别人身上适用的方法不一定就在自己的孩子身上行的通。每个孩子大脑和肢体的发育状况也不同，要观察孩子，了解孩子，给与正确的教导方式，还有如果了解了孩子的兴趣，还可以“借题发挥”，就是说，如果孩子去了动物园，觉得很好玩，回来滔滔不绝，那么就可以给些动物的资料啦，故事书啦，从单纯的动物的名字，可以扩展到颜色啦，形状大小，动作，脾气性格特点，食物，住所等等很多内容。要注意的是，不要刻意强调“学习”，应为孩子是在游戏玩乐中学习的，体验是他们最好的学习方式。

目前我还是学生，所以没有很多的实践经验，所以把我的想法说出来，听听大家的意见，对的不对的都说说，尤其是不对的，这样我可以积累经验，帮助自己以后的学习。

作者: 江湖 时间: 2004-1-24 01:35
OK

作者: wc25 时间: 2004-1-24 01:52
每天让孩子接触两种语言，不用刻意压他，时间长了，会有效果。如棒棒学英文和小乌龟学英文很好。我的孩子很喜欢，每天会花2小时，进步很快。

作者: judson 时间: 2004-1-24 04:25
Kids may get confused at first but they will finally get it. I don't see any problem even giving kids tri-lingual education.

作者: zhoumanlin 时间: 2004-1-24 20:28
完全支持楼主转贴文章的观点和方法。

0－4岁的孩子是语言的天才，有多少语言输入，他们都可以照单全收。而我们创造环境的人要注意是，给他们尽可能纯正、标准的语言。

对两岁十个月的儿子同同，我就是把英语做为又一母语从一出生就教的，即直接和他讲英文。甚至比汉语讲得还多！因为虽说我们住在新加坡，是一个多种语言环境的国家，但对三岁以前的宝贝，家庭环境几乎占了他生活环境的90％以上。作为华人家庭，汉语环境实在比英文环境强太多了。而在新加坡，但凡父母教育水准较高的家庭，都是在孩子一出生就把英语以母语教。在全世界，新加坡是华人英文学习速度最快、平均水平最高的国家，而所有国人几乎都会两三种甚至更多语言，这与他们这种从小创造多语言环境密切相关。

对于在国内环境成长的孩子，英文的输入再多、再早也不为过。做父母的不必羞于启口。本着和孩子共同成长、进步的精神，以自己的行动为孩子创造更好的成长环境，树立楷模，在生活中点点滴滴潜移默化地给孩子良好的影响。

在同同近三年的成长过程中我已看到了这种双（母）语教导是成果。在他两岁的时候，有时还喜欢把我说的话翻成另一种语言重复一遍，两种语言切换自如。当他用两种语言混合的句子时，我不会否定和批评他，只是用两种纯正的语言重新表达给他听。正如前文提到的，我确信这只是他学习的一个阶段和过程。

我同时应用GLENN DOMAN 的早教方法教他英文阅读和中文阅读、百科知识、数学和体能。两种文字的学习对于语言表达能力的促进也是显而易见的。有时他会试着用读过的书中的句子在生活中表达自己。大量阅读无疑丰富了他的语言表达。

现在同同33个月，已经独立阅读了50几本经典英文故事书，如：Little Ride Riding Hood, Sleeping Beauty, The ugly duckling, Three Little Pigs, The Little Mermaid etc. 具有3000多英文词汇量。英语、汉语口语表达能力一样好。数字1000以内你考不住他。唐诗、三字经也背得饶有兴致。每天快乐地醒来，微笑着入睡。

学习着的孩子是满足的，快乐的！

真心希望各位妈妈、爸爸，尽早为宝宝开启英语的大门吧！出生就开始！

作者: 用心才会赢 时间: 2004-1-24 22:50
zhoumanlin，您好！

能否向您提两个问题？
您全天在家和孩子在一起吗？或者您每天和孩子在一起的时间比较长吗？
我的孩子上幼儿园后，除节假日我每天与她在一起的时间只有４个多小时。其中，能够和她一起玩的时间１个小时左右。

另一个问题：你家同同与同龄的孩子比，是否很优秀？
我觉得您的孩子已经是神童了，如果新加坡儿童早期教育整体水平如此高的话，我个人太井底之蛙了不要紧，那中国的早教、中国的下一代可危险了。

心中很不安啊！[ Last edited by 用心才会赢 on 2004-1-24 at 10:52 PM ]

作者: 小桐洋 时间: 2004-1-25 02:22
zhoumanlin，您好！
我也很佩服你,你能回答以上的问题吗?请你多多介绍你的经验吧! 希望你有空可指导一下我,我宝九个多月了.yangyangma0304@163.com

作者: zhoumanlin 时间: 2004-1-26 01:20

引用:用心才会赢发表于2004-1-24 22:50:
zhoumanlin，您好！

能否向您提两个问题？
您全天在家和孩子在一起吗？或者您每天和孩子在一起的时间比较长吗？
我的孩子上幼儿园后，除节假日我每天与她在一起的时间只有４个多小时。其中 ...

我是在读了DOMAN的几本书和日本早教专家七田真、松原达哉的书后，同同16月时断然辞去建筑师的工作，回到宝宝身边的。因为在新加坡，全职工作压力大，早七晚七，每周开会晚上十点才到家，精力耗尽。可怜我的宝宝，一直盼妈妈回来才肯喝奶、睡觉。我考虑宝宝的头三年，错过了再也追不回，而事业、金钱可以晚些再赚。记得松原达哉书中写到：指望别人把你的孩子培养成天才是不可能的，当事业和家庭、孩子不能兼顾时，母亲应选择留在下一代身边引导他人生的第一步。我并不指望同同成天才，只是希望帮助他把自身的潜能挖掘出来，养成良好的习惯，以后学习可以更轻松、愉快、自信、自觉。

新加坡的父母都很重视孩子的双语教育。DOMAN在新加坡、马来西亚很流行，不少幼儿园、蒙特索利学校都有加进闪卡教程。但单靠学校那点是远远不够的。DOMAN的教程更偏于家庭亲子教学。相当多的父母应用失败，半途而废，不了了之。都说宝宝不感兴趣。我想关键在于做父母的是否有心不断尝试，灵活变通。

同同的确很出众。在图书馆、书店和地铁等地，经常被陌生人惊叹他的口语表达能力、阅读能力和幽默感（他很喜欢跟人家开语言玩笑 <img src='images/smiles/wink.gif' smilietext=';)' border='0' style='vertical-align:middle' alt=';)' /> ）。

作者: palmchristy 时间: 2004-1-26 03:05
父母是孩子第一个老师. 孩子受父母的影响很深, 特别是生命里的头几年. 早教的成果不单是认了多少个字, 而是整体的阅读能力, 学习能力与及兴趣.

见到同同正在朝这个方向进步, 心里著实为你们高兴. 而这个成果, 早于你决定全职照顾同同并为他进行早教时已经可以预料得到. 真希望对早教有误解的人有机会读到你的帖子. 即使大家的孩子进度会有不同, 但还是一个真实的参考.

我对你那句"每天快乐地醒来，微笑著入睡"很有共鸣. 虽然我对女儿早教的成果没有这样明显, 但以我的观察, 我的小女儿也是这样, 日间时是一个讨人欢喜, 十分快乐的孩子.

很想知道多一点你的早教经验. 如有时间, 请告诉我们多一些.

作者: 用心才会赢 时间: 2004-1-26 22:44

引用:zhoumanlin发表于2004-1-26 01:20 AM:
我是在读了DOMAN的几本书和日本早教专家七田真、松原达哉的书后，同同16月时断然辞去建筑师的工作，回到宝宝身边的。因为在新加坡，全职工作压力大，早七晚七，每周开会晚上十点才到家，精力耗尽。可怜我的宝宝， ...

谢谢您热心的解答,同时对您为儿子所做的巨大牺牲钦佩不已！
您真是好母亲的典范！向您学习。
同时，我在《学前教育》版块开一个育儿的专贴，希望能经常得到您的指点。

作者: zhoumanlin 时间: 2004-1-27 03:37
感谢palmchristy和“用心才会嬴”的理解、认同和鼓励。
我谈不上什么经验，只不过早行一步，多一点体会。还有太多的做得不够，太多的要向大家学习。让我们互通有无，共同努力造福于孩子们吧。

作者: chineye 时间: 2004-1-27 04:51
这些如何指导孩子学习双语的知识不是能从课堂上学来的，这方面你们这些有经验的家长就成了专家了，希望多得到你的指点。

你觉得新加坡的中文环境怎么样？我在加拿大，这里有些中国的父母在孩子两岁之前只教中文，看中文电视，培养孩子对中文的兴趣，因为这里很多的中国孩子接受了英语之后就放弃了中文，父母担心的反而是孩子中文不好，你们是怎么做的呢？

作者: yeahshe 时间: 2004-1-27 19:14
xiexie

作者: chineye 时间: 2004-1-29 08:06
我很想知道你们是怎么平衡中英文的，可不可以回答我呢？

作者: zhoumanlin 时间: 2004-1-29 12:01
chineye，不好意思，我的电脑有点问题，这是我第三次重新上贴了。

新加坡的华文环境应该比加、美好很多。这里70％的人口是华族，日常生活中都会用普通话或英语。幼儿园和学校都有华文这门课。随着中国的崛起和世界经济向中国的倾斜，民间和政府更加重视华文的学习。对于早期教育，我想只要尽早让孩子接触中国文字，学会华文阅读，随着他们阅读能力和理解力的提高，广泛阅读，就不会荒废中华文化的学习。

由于我自己精力有限，同同华文的学习比英文晚，但自早在大量学习以前，他已经表现出极大兴趣。现在看中文电台，对屏幕上的文字也非常感兴趣，会的大声念，不会的马上问爸爸、妈妈。
一个意外的收获是，由于同同掌握了PHONICS的英文阅读技巧，当他自己翻阅中文书时可以根据拼音读出文字，因为PHONICS中很多发音规律和拼音是相近的。最初是在他看我打字时读出相应的字时偶然发现的。我用全拼。

作者: zhoumanlin 时间: 2004-1-29 12:02
chineye，不好意思，我的电脑有点问题，这是我第三次重新上贴了。

新加坡的华文环境应该比加、美好很多。这里70％的人口是华族，日常生活中都会用普通话或英语。幼儿园和学校都有华文这门课。随着中国的崛起和世界经济向中国的倾斜，民间和政府更加重视华文的学习。对于早期教育，我想只要尽早让孩子接触中国文字，学会华文阅读，随着他们阅读能力和理解力的提高，广泛阅读，就不会荒废中华文化的学习。

由于我自己精力有限，同同华文的学习比英文晚，但自早在大量学习以前，他已经表现出极大兴趣。现在看中文电台，对屏幕上的文字也非常感兴趣，会的大声念，不会的马上问爸爸、妈妈。
一个意外的收获是，由于同同掌握了PHONICS的英文阅读技巧，当他自己翻阅中文书时可以根据拼音读出文字，因为PHONICS中很多发音规律和拼音是相近的。最初是在他看我打字时读出相应的字时偶然发现的。我用全拼。

作者: zhoumanlin 时间: 2004-1-29 12:04
不好意思，电脑有问题，不小心，点了好几次，请斑竹删了吧。

作者: marykay99 时间: 2004-1-29 13:54

作者: chineye 时间: 2004-1-30 09:03
真的很感谢你的回复，有时候小孩子自己发现和掌握的技巧还真不是我们成人可以预料的，倒是给了我们很多的启发和经验。

作者: spapaya 时间: 2004-2-1 22:43
每天让孩子接触两种语言，不用刻意压他，时间长了，会有效果。如棒棒学英文和小乌龟学英文很好。我的孩子很喜欢，每天会花2小时，进步很快。

欢迎光临祝孩子们天天健康快乐！ (http://www.xetjy.com/)