Scholar NeuLingo

Engaging Design for Chinese Heritage Children Who Live Overseas

What is Scholar NeuLingo?

A program for intermediate learners, Schola NeuLingo is designed by a team of American and Chinese pedagogical experts who have devoted themselves to language-learning. Scholar NeuLingo serves the overseas heritage speakers aged 5 -16 to help them increase their reading and writing proficiency by incorporating culturally specific expressions and using complex phrases and sentences.

Syllabus Overview

Scholar NeuLingo program is aligned to the standards of the Chinese Primary School Language Teaching Association and the requirements held by the Chinese Proficiency Test in China translated as the Hanyu ShuiPing Kaoshi (HSK) and The Youth Chinese Test (YCT). We also recognize that many of our students will have the goal of scoring well on the SAT and AP Subjects tests, therefore the curriculum is aligned to the American Council on the Teaching of Foreign Languages (ACTFL)’s Proficiency Standards. The goal is for the students exiting the program to be able to write detailed essays at an intermediate high which is the pre-advanced level.

Novice Mid

level-s1

Starter Level – Level 2

HSK Level 1–2

60–348 words

I can identify some basic facts from memorized or familiar words and phrases when they are supported by gestures or visuals in informational texts.

Novice High

level-s2

Level 3–4

HSK Level 3

540–732 words

I can identify the topic and some isolated facts from simple sentences in informational texts.

Intermediate Low

level-s3

Level 5–7

HSK Level 4

972–1500 words

I can identify the topic and related information from simple sentences in short informational texts.

Intermediate Mid

level-s4

Level 8–9

HSK Level 5

1788–2076 words

I can understand the main idea and key information in short straightforward informational texts.

Intermediate High

level-s5

Level 10–11

HSK Level 5

2364–2652 words

I can usually follow the main message in various time frames in straightforward, and sometimes descriptive, paragraph length informational texts.

Our Unique “Can-Do Statement”

Aligned with the ACTFL Proficiency Guidelines, The Can-do statements are organized according to the Interpretive, Interpersonal, and Presentational Modes of Communication as described in the World-Readiness Standards for Learning Languages:

  • Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
  • Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

#1

Program Can-Do Statement
(Interpersonal)
  • I can apply the words I learned from the nursery rhymes and describe my own daily seen objects.
  • I can ask and answer basic questions related to the words learned from the nursery rhymes.

#2

Program Can-Do Statement
(Presentational)
  • I can say and comprehend 24 popular nursery rhymes we learned.
  • I can introduce basic animal activities and the sounds they make
  • I label and identify 60 basic Chinese characters and their meaning.
  • I can name and describe the size, quantities and color of certain animals.

#3

Program Can-Do Statement
(Interpretive)
  • I can understand and interpret at least 60 basic characters.
  • I can understand and recognize the words we learned from the nursery rhymes in daily communication.

#1

Program Can-Do Statement
(Interpersonal)
  • I can introduce myself with basic information.
  • I can ask and answer basic questions related to the time.
  • I can ask and answer questions related to the personal needs.

#2

Program Can-Do Statement
(Presentational)
  • I can spell words using the basic structures of the pinyin.
  • I can label and express my personal needs and skills.
  • I can introduce myself with short sentences.
  • I can name and explain the culture and the use of Chinese character strokes.
  • I can start to write Chinese characters in the right stroke orders.

#3

Program Can-Do Statement
(Interpretive)
  • I can understand and interpret at least 174 basic characters.
  • I can understand the basic conversation in the introduction.
  • I can understand and interprets the information related to the time and personal needs.

#1

Program Can-Do Statement
(Interpersonal)
  • I can express my daily activities with the logical sentence structures.
  • I can give suggestions to someone.
  • I can ask and give permission to someone.
  • I can provide the answer to the basic questions with the full sentences.

#2

Program Can-Do Statement
(Presentational)
  • I can spell words using the basic structures of the pinyin independently.
  • I can write 36 major characters that appear frequently in daily conversations.
  • I can express compare and contrast with simple sentence structures.
  • I can write characters when the pinyin is provided.

#3

Program Can-Do Statement
(Interpretive)
  • I can understand and interpret at least 318 Chinese characters.
  • I can understand the basic conversation related to the suggestions.
  • I can understand and interprets meaning of some characters based on the structure of the strokes.

#1

Program Can-Do Statement
(Interpersonal)
  • I can express preference with the negative pattern such as: 我一点也不喜欢喝牛奶.
  • I can use rhetorical questions to support my opinions, such as: 你每天吃完饭就睡觉,能不胖吗?
  • I can express my personal experiences with the correct time frame such as: 我学汉语三年了.
  • I can express two actions with connection word: 就, e.g.: 我下课就吃饭.

#2

Program Can-Do Statement
(Presentational)
  • I can present my personal preference with connection words.
  • I can write 72 major characters appear that appear frequently in daily conversations.
  • I can express compare and contrast with simple sentence structures.
  • I can write characters when the pinyin is provided.

#3

Program Can-Do Statement
(Interpretive)
  • I can understand and interpret at least 510 Chinese characters.
  • I can understand the short paragraphs independently.
  • I can start to use stroke system and pinyin system to look up an unknown character in the dictionary.
  • I can understand and interprets meaning of some characters based on the structure of the strokes.

#1

Program Can-Do Statement
(Interpersonal)
  • I can give command using word: 把, e.g. 把门关上.
  • I can express actions with the passive voice word: 被, e.g. 门被我关上了.
  • I can express same action with multiple words expressions.
  • I can express different moods by doubling the verbs such as: 看看书,睡睡觉.

#2

Program Can-Do Statement
(Presentational)
  • I can present and giving commend to someone by using word: 把.
  • I can describe actions with the passive voice with word: 被.
  • I can write 144 major characters that appear frequently in daily conversations.
  • I can read a short paragraph without the help of pinyin.
  • I can discuss and present some culture stories related to giving commend.

#3

Program Can-Do Statement
(Interpretive)
  • I can understand and interpret at least 732 Chinese characters.
  • I can understand the short paragraphs independently.
  • I can identify and differentiate the characters with two pronunciations.
  • I can understand and interprets meaning of some characters based on the structure of the strokes.

#1

Program Can-Do Statement
(Interpersonal)
  • I can express my personal opinions with logical sequences. Such as using words: 首先… 其次.
  • I can describe actions or ideas using appropriate transition words.
  • I can give example of my own opinion or suggestions use words like: 在我看来….
  • I can express different moods by doubling the verbs such as: 散步->散散步.

#2

Program Can-Do Statement
(Presentational)
  • I can present and giving my own thoughts and opinions.
  • I can apply multiple words or phrases to express the same thing.
  • I can write 216 major characters appear that appear frequently in daily conversations.
  • I can read a short paragraph without the help of pinyin.
  • I can start to make new phrases with the learned words.

#3

Program Can-Do Statement
(Interpretive)
  • I can understand and interpret at least 942 Chinese characters.
  • I can understand the short paragraphs independently.
  • I can summaries the main idea of the paragraphs.
  • I can understand and interprets meaning of some characters based on the roots of the word.

#1

Program Can-Do Statement
(Interpersonal)
  • I can explain my personal opinions with adverbial clause, using words like: 再… 也….
  • I can describe the opposite opinions using words like: 但是、 相反….
  • I can give predictions of my own or the others by using words like: 大概… 也许….

#2

Program Can-Do Statement
(Presentational)
  • I can present and giving my own predictions.
  • I can tell or present a short story.
  • I can write 288 major characters appear that appear frequently in daily conversations.
  • I can read a short paragraph without the help of pinyin.
  • I can start to write short paragraphs using the appropriate grammar and demonstrating cultural awareness.
  • I can start to make new phrases with the learned words.

#3

Program Can-Do Statement
(Interpretive)
  • I can understand and interpret at least 1182 Chinese characters.
  • I can understand the short stories independently.
  • I can summaries the main idea of the short story.
  • I can understand and interprets meaning of some characters based on the roots of the word.

#1

Program Can-Do Statement
(Interpersonal)
  • I can give examples to support my own idea by using words like: 拿… 来说….
  • I can use question clause when I’m asking questions. E.g. 谁… 都/也….
  • I can use the direction complement to describe of the such as: 看起来、听起来.
  • I can describe multiple actions with structure “v+着+v+着” for example: 跑着跑着.

#2

Program Can-Do Statement
(Presentational)
  • I can tell or present a short story independently.
  • I can write 360 major characters appear that appear frequently in daily conversations.
  • I can read a short paragraph without the help of the pinyin.
  • I can start to write short paragraphs using the appropriate grammar and culture aspect.
  • I can make new sentences with the learned words and structures.

#3

Program Can-Do Statement
(Interpretive)
  • I can understand and interpret at least 1500 Chinese characters.
  • I can ask and answer questions based on the story I ‘ve read.
  • I can summaries the main idea of the short story.
  • I can identify the differences between the synonyms.
  • I can understand and interprets meaning of some characters based on the roots of the word.

#1

Program Can-Do Statement
(Interpersonal)
  • I can introduce the family titles and family relationship in the culturally matter.
  • I can ask and answer questions related to the family and communities.
  • I can use the correct measure words in my descriptions.

#2

Program Can-Do Statement
(Presentational)
  • I can tell or present a short story independently.
  • I can write 392 major characters appear that appear frequently in daily conversations.
  • I can read a short story without the help of the pinyin.
  • I can start to write short stories using the appropriate grammar and culture aspect.
  • I can make new sentences with the learned words and structures.
  • I can use variety of expressions in my writing.
  • I can recognize and explain the culture in the Chinese family.

#3

Program Can-Do Statement
(Interpretive)
  • I can understand and interpret at least 1788 Chinese characters.
  • I can ask and answer questions based on the story I’ve read.
  • I can summaries the main idea of the story with 200–300 words.
  • I can understand and interprets meaning of some characters based on the roots of the word.

#1

Program Can-Do Statement
(Interpersonal)
  • I can use multiple structures to express my personal information.
  • I can communicate with complex structures.
  • I can use the correct measure words in my descriptions.
  • I can master the use of the different passive tenses in my expressions.

#2

Program Can-Do Statement
(Presentational)
  • I can tell or present a short story independently.
  • I can write 468 major characters appear that appear frequently in daily conversations.
  • I can read a short story without the help of the pinyin.
  • I can start to write short stories using appropriate paragraphs.
  • I can make new sentences with the learned words and structures.
  • I can use variety of expressions in my writing.
  • I can recognize and explain some Chinese culture in my speaking and writing.

#3

Program Can-Do Statement
(Interpretive)
  • I can understand and interpret at least 2076 Chinese characters.
  • I can ask and answer questions based on the story I’ve read.
  • I can summaries the main idea of the story with 200–300 words.
  • I can understand and interprets meaning of some characters based on the roots of the word.

#1

Program Can-Do Statement
(Interpersonal)
  • I can use multiple structures to give my personal opinions and believes.
  • I can communicate with complex structures.
  • I can state my opinion with logical order.
  • I can master the use of the different transition words in my expression.

#2

Program Can-Do Statement
(Presentational)
  • I can tell or present a short story independently.
  • I can write 576 major characters appear that appear frequently in daily conversations.
  • I can read a short story without the help of the pinyin.
  • I can start to write short stories using appropriate paragraphs and idioms.
  • I can make new sentences with the learned words and structures.
  • I can use variety of expressions in my writing.
  • I can recognize and explain the culture in my speaking and writing.

#3

Program Can-Do Statement
(Interpretive)
  • I can understand and interpret at least 2364 Chinese characters.
  • I can ask and answer questions based on the story I’ve read or heard.
  • I can summaries the main idea of the story with 300–400 words.
  • I can understand and interprets meaning of some characters based on the roots of the word.

#1

Program Can-Do Statement
(Interpersonal)
  • I can use multiple structures to give my personal opinions and believes.
  • I can communicate with complex structures.
  • I can provide argument of my own opinion.
  • I can master the use of the different transition words and structures in my expression.

#2

Program Can-Do Statement
(Presentational)
  • I can tell or present the medium length story independently.
  • I can write 684 major characters appear that appear frequently in daily conversations.
  • I can read or write a short story with rich expressions.
  • I can write short stories using appropriate paragraphs and idioms.
  • I can make new sentences with the learned words and structures.
  • I can use variety of expressions in my speaking and writing.
  • I can recognize and explain the culture in my speaking and writing.

#3

Program Can-Do Statement
(Interpretive)
  • I can understand and interpret at least 2652 Chinese characters.
  • I can ask and answer questions based on the story I’ve read or heard.
  • I can summaries the main idea of the story with 300–400 words.
  • I can understand and interprets meaning of some characters based on the roots of the word.

3 Easy Steps to Get Started

1.
Register for a free account with your email.

2.
Sign up for a trial or class package.

3.
Book your first class and meet your teacher!