Chinese Learning

Chinese Learning

Bloom KKCA Academy’s dual language program aims to develop students’ English and Putonghua proficiency and appreciation of each language and associated cultures. While our program offers individual choice in the emphasis of one language, we expect students to ultimately be fluent in both languages.

We believe that oral communication is the foundation of language teaching at the primary level. As students develop their basic listening and speaking skills, we will begin to teach them pictographs and ideograms, the key to reading in Chinese. This step requires memory work and pattern recognition, and we use both traditional and creative methods to help students recognize characters accurately.

Once students can recognize a foundational set of characters, their ability and appetite for reading books independently will grow, and we will offer rich choices to engage them. We will then focus on training them to write well.

We believe that the central goals of language learning are interpersonal communication and the exchange of ideas, self-expression, and the development of sophisticated and independent thinking. We attach great importance to cultivating students' appreciation for literature and culture; therefore, our Chinese learning includes reading poetry and classical works, such as the Four Books and the Five Classics.

The Three Pathways

Our students represent a wide range of language and cultural backgrounds. Therefore, the proportion of teaching content in Chinese and English is determined by the students’ language skills and learning development. In the early stages, students will have more Chinese language arts courses, and less Chinese instruction in project-based courses, where English is the primary language of instruction. As they progress, the proportion of teaching in English and teaching in Chinese will balance out to be about 50-50.

In order to meet the different needs of learners, we have 2 pathways:

  • Chinese as a Main Language (CML)
    Students whose native language is Chinese
  • Chinese as an Additional Language (CAL)
    Students whose second language is Chinese
  • Chinese as a Foreign Language (CFL)
    Students who are beginners to Chinese language

The three pathways have different syllabi, learning content, benchmarks, and assessments. Placement of students in the pathways is determined by their interests, needs, language backgrounds, and language abilities.

Chinese as a Second Language (CSL)

  • Communicative ability in Putonghua to express ideas and information through writing
  • Build a semantic foundation, emphasize listening and speaking skills, and gradually develop reading and writing skills
  • Putonghua accounts for 90% of the language of instruction

Chinese as a Main Language (CML)

  • Proficiency is sufficient to understand other content areas
  • Possess basic Putonghua skills in all four areas: reading, writing, listening and speaking
  • Putonghua accounts for 100% of the language of instruction

Chinese as a Second Language (CSL)

  • HKIS Chinese Learning Research Standards and Benchmarks
  • American Council on the Teaching of Foreign Languages (ACTFL) Standards

Chinese as a Main Language (CML)

  • Chinese textbook by People's Education Press of China

Chinese as a Second Language (CSL)

  • 70-80% speaking and listening
  • 20-30% reading and writing

Chinese as a Main Language (CML)

  • 50-60% speaking and listening
  • 40-50% reading and writing

*We teach Chinese in simplified script. Traditional script is used to teach calligraphy and higher level literature.


In the Chinese language classroom, we value a balanced development of students' language skills (listening, listening, reading, and writing). We aim to cultivate their ability to express themselves, think critically, create, and communicate interculturally. Teaching activities are rich and varied, from drama performances, to story discussion and interpretation, to calligraphy, and art.

At Bloom KKCA Academy, Chinese is not only learned as a separate language subject, but also as a language of instruction for learning other subjects, such as mathematics, physical education, and art. The project-based learning model also helps to stimulate student interest, along with cultivating their ability to find and integrate information, solve problems, organize research, and execute projects.

Below are subjects where we will use Putonghua as the Language of Instruction:


Teaching Content

Chinese Language

Listening, Speaking, Reading, Writing

Chinese Literature

Rhetoric, Grammar, Idioms, Poetry


Building Chinese logical thinking skills

Physical Education

Traditional Chinese Sports: martial arts, Tai Chi

Visual Arts

Calligraphy, paper cutting, ink painting


Dance, theater, shadow puppets

Character Education

Campfire, positive education (Student rules, traditional cultural stories)


Bi-weekly activities to apply learning

Modes of instruction used across all subjects:

  • Collaborative
  • Differentiated
  • Project-Based Learning
  • Multiple Modes (performances, songs, riddles, films, field trips)