THE STORY BEHIND

Big Apple Chinese

From Stories, Songs and Symbols to The Big Apple Way

In 2012, after more than a decade of teaching Chinese in an international school, I began imagining a better way to support both teachers and learners. I wanted to create resources that would free teachers from having to decide what to teach each day, so they could focus their energy on how to teach well. At the same time, I wanted children to feel inspired, engaged and confident—to experience Chinese not simply as a subject to study, but as a language through which they could connect, express themselves and become effective communicators. With this vision, I began creating stories, songs and symbols for young learners.

At the heart of Big Apple Chinese is TPRSSS—Teaching Primary Chinese with Real-life Stories, Songs and Symbols. Through meaningful stories, memorable songs and carefully designed visual symbols, children develop oral language, Chinese literacy and the confidence to communicate. The resources support children learning Chinese as a new language as well as Chinese-speaking children developing their literacy and communication skills.

When I later became Head of Chinese, I realised that resources alone were not enough. Even excellent materials need to be placed within a carefully sequenced curriculum that provides consistency across classes and continuity from one grade level to the next.

My perspective continued to expand when I became a principal and, later, Director of a K–12 Chinese–English bilingual programme. I came to understand that curriculum alone was not enough either. A strong programme also requires purposeful leadership, coherent implementation, effective pedagogy and professional collaboration. Above all, it must create the conditions in which teachers can thrive and learners can flourish.

This is how The Big Apple Way came into being. Today, Big Apple Chinese is more than a collection of teaching materials. Its learning library, programme framework and teaching models bring together leadership, curriculum, pedagogy, literacy, assessment and professional learning. Through this framework and my consultancy, I support international schools in establishing or strengthening systematic, engaging and effective K–6 Chinese programmes—programmes designed to grow, evolve and endure.