By: Zhengying Liu (刘正瑛)

AI 时代投资当下、共探华裔身份认同活动纪实报道—— 记2026年华州美华历史月社区共建活动

美华历史月背景与活动缘起

Background of Chinese American History Month and the Origin of the Event

In 2023, Washington State officially passed SB5000, establishing January as Americans of Chinese Descent Month to commemorate, educate, and raise public awareness about the contributions and experiences of Chinese Americans in the state. The bill also encourages schools to conduct related educational activities to promote respect, understanding, and historical continuity. Building on two years of community-driven programs exploring Chinese American history and identity, an online event was held on January 18, 2026. Centered on understanding Chinese American history, confronting present-day challenges, and envisioning future opportunities, the event brought renewed contemporary significance to the third year of this statewide initiative.

2023 年，华盛顿州正式签署 SB5000 法案，将每年一月设立为“美华历史月”，以纪念、教育并提升公众对华裔美国人在州历史中所作贡献与所遭遇挑战的认识。该法案也鼓励学校开展相关教育活动，促进尊重、理解与历史传承。延续前两年由向心力教育联合多方组织推动的美华历史与身份认同探索交流活动，2026 年 1 月 18 日上午，一场聚焦共同学习美华历史、直面当下挑战、展望未来机遇的线上分享与头脑风暴顺利举行，为第三年的美华历史月注入了新的时代意义。

活动策划与跨世代嘉宾阵容

Event Planning and Intergenerational Speaker Lineup

本次活动由向心力海外文化使者项目（Centrigrowth Culture Ambassador Lab）创始人王晔（Cheryl Wang）老师联合华州中文教师学会（CLTA-WA）共同策划，并由多州多领域组织协办。王老师在开场介绍了美华历史月的设立背景、推动者的努力及SB 5574、SB 5134等法案的最新进展，并邀请老中青三代华裔代表展开深度对谈。嘉宾横跨不同世代与领域，包括长期投身海外华人权益与语言文化教育的资深前辈 Betty Lau 老师、从海外软件行业领袖转向教育人的周沫老师，以及新生代青年代表 Jasmine Zhu、Aolin Xu、Leo Chen，充分展现跨世代传承与共同前行的力量。

The event was co-organized by Cheryl Wang, founder of the Centrigrowth Culture Ambassador Lab, together with the Chinese Language Teachers Association in Washington State (CLTA-WA) , and supported by organizations across multiple states and sectors. In her opening remarks, Cheryl introduced the origins of Chinese American History Month, the advocates behind the legislation, and recent approving progress of the related bills, such as SB 5574 & SB 5134, etc. She then invited representatives from three generations of Chinese Americans to engage in a deep dialogue. The speakers—ranging from veteran educator Betty Lau, a long‑time advocate for Chinese American rights and Chinese language and cultural education, to a former tech industry leader turned educator Mo Zhou, to young leaders Jasmine Zhu, Aolin Xu, and Leo Chen—embodied the power of intergenerational continuity and collective progress.

跨世代故事：从历史伤痕到当下行动

Intergenerational Stories: From Historical Wounds to Present Action

两个多小时的分享中，从一同观看《纽约客》执行主编Micheal Luo罗明瀚的亲历分享，了解他2025年最新出版的《在他乡：排斥、归属与美国华人的传奇历程》一书开始，嘉宾们以自身经历为起点，讲述在美成长的真实故事、对身份认同的探索，以及为社区发展所做的努力。讨论聚焦华裔身份认同、社会参与、青年发展与社区未来，引发来自全美参与者的热烈回应。

Over the course of more than two hours, the event began with participants watching a personal account from The New Yorker’s Executive Editor Michael Luo and learning about his newly published 2025 book Strangers in the Land: Exclusion, Belonging, and the Epic Story of the Chinese in America. From there, the guest speakers drew on their own lived experiences to share authentic stories of growing up Chinese American, their journeys of identity exploration, and their contributions to community development. The discussion centered on Chinese American identity, civic engagement, youth development, and the future of the community, sparking enthusiastic responses from participants across the United States.

一、语言、文化与跨时代责任专访对话

Betty Lau 老师回忆近半个世纪前，自己被学校禁止在家讲中文的经历，并分享她用不熟练的台山话唤醒临终友人的故事，深刻提醒大家语言与文化传承的重要性，也强调为华裔发声、争取平等与互助是跨时代的责任。

Betty Lau: Language, Culture, and Cross‑Generational Responsibility

Betty Lau recalled being forbidden by her school nearly fifty years ago to speak Chinese at home. She also shared a moving story about using her imperfect Taishanese to awaken a dying friend, underscoring the profound importance of language and cultural preservation. She emphasized that speaking up for Chinese Americans and advocating for equality and mutual support is a responsibility that transcends generations.

Interviewee Betty Lau: Co-founder of Transit Equity All; community historian and longtime advocate for Chinese American rights and cultural education & Interviewer Cheryl Wang: Founder of Centrigrowth; teacher, mentor and coach

二、美华人物故事分享

故事分享(一) 从科技到教育，重建归属感

Mo Zhou: From Technology to Education, Rebuilding a Sense of Belonging

Mo Zhou 老师分享了从跨国软件工程师管理者转向教育人的心路历程。她不断追问“我是谁”、“我能创造什么价值”，最终选择投身教育，重建自己与学生的文化归属感，并为年轻一代打开更多接触 AI 应用的新可能。

Mo Zhou described her transition from an international software engineer manager to an educator. Driven by questions such as “Who am I?” and “What value can I create?”, she chose education as a path to rebuild cultural belonging for herself and her students, while opening new opportunities for young people to engage with AI in meaningful ways.

故事分享(二) AI 时代的批判思考与真实连结

Aolin Xu: Critical Thinking and Authentic Connection in the AI Era

Aolin Xu 则以学生、教育者与 AI 工程师的多重身份提醒大家在 AI 时代保持批判性思考，不让技术取代真实学习与人际连结，并指出移民家庭在数位时代面对错误资讯的挑战，呼吁脚踏实地、辨别真伪。

Speaking as a student, educator, and AI engineer, Aolin Xu urged the community to maintain critical thinking in the AI era, ensuring that technology does not replace authentic learning or human connection. She highlighted the challenges immigrant families face with misinformation and called for groundedness and discernment.

故事分享(三) 跨文化成长与社区行动的力量

Jasmine Zhu： Cross‑Cultural Upbringing and Community Action

Jasmine Zhu 以盖茨基金会项目协调员的视角，分享了跨文化成长如何塑造她的公益与社区行动。无论是在基金会推动公共健康议题，还是在西雅图组织麻将社群、读书会与文化活动，她都致力于连接不同世代与身份的人们，营造归属感，创造交流与连结的空间。

From her role as a program coordinator at the Gates Foundation, Jasmine Zhu shared how her cross‑cultural upbringing shapes her commitment to public service and community building. Whether advancing public health initiatives at the foundation or organizing mahjong gatherings, book clubs, and cultural events in Seattle, she works to connect people across generations and identities, fostering belonging and meaningful exchange.

故事分享(四) 重新定义成功，主动创造未来

Leo Chen： Redefining Success and Taking Action

Leo Chen 以新生代大学生的视角，探讨“成功”的多元定义，并分享在专业选择、求职规划与身份认同上的观察。他鼓励美籍华裔学生跳脱传统框架，直面困惑、拥抱不确定性，将身份认同化为行动——无论是跨文化项目、内容创作或社群连结，都能为青年打开新的可能。他强调，成长来自探索与贡献，而非被动遵循剧本；未来需要大家主动行动与共同创造。

Speaking from the perspective of a new‑generation college student, Leo Chen explored the diverse meanings of “success” and reflected on major selection, career planning, and identity. He encouraged Chinese American youth to move beyond traditional expectations, face uncertainty with courage, and turn identity into action—through cross‑cultural projects, creative work, or community engagement. Growth, he emphasized, comes from exploration and contribution, not passive conformity. The future, he noted, is something we build together.

三、社区回响：行动正在发生，未来由我们共同书写

Community Response: Action Is Underway, and the Future Is Ours to Write

在嘉宾圆桌与问答互动中，多位老师、家长与社区成员分享了带孩子回中国探亲、制作与品尝传统美食、在海外体验年节时令以及学习美华历史等经验。这些经历帮助孩子建立身份认同、理解文化根源，也促进跨文化与跨代沟通。

During the roundtable and Q&A, teachers, parents, and community members shared experiences such as taking children to visit family in China, preparing traditional foods, celebrating cultural holidays abroad, and learning Chinese American history. These moments help young people build identity, understand their heritage, and strengthen cross‑cultural and intergenerational connections.

有语言老师感慨，贴近学习者真实需求、关注身份认同的中文教育在北美影响深远，需要每位教师与家长共同投入。这样的教育不仅帮助孩子认识自我，也凝聚族群情感。亦有非华裔中文教师表达对华裔历史与文化的尊重与好奇，并希望贡献更多力量。

Language teachers highlighted the deep impact of culturally grounded Chinese education in North America, noting that meeting learners’ real needs and supporting identity exploration requires shared commitment from both educators and parents. Such efforts not only help children understand themselves but also strengthen community bonds. Non‑heritage Chinese‑language teachers likewise expressed respect and curiosity toward Chinese American history and culture, hoping to contribute even more.

大家一致认为，这场活动深化了对美华历史月的理解，为社区搭建了开放的对话平台，激励更多人参与、行动与发声。活动结束时，参与者纷纷表示意犹未尽，并建议未来持续举办类似分享与论坛，推动跨世代合作与支持。

Participants agreed that the event deepened understanding of Chinese American History Month and created an open platform for dialogue. Many expressed enthusiasm for continued gatherings and encouraged ongoing cross‑generational collaboration.

结语：美华历史不是过去式，而是进行式并憧憬未来

Conclusion: Chinese American History Is Not Past Tense — It Is Being Written Now and Looking Forward to the Future

在海外传承中华文化与融入美国社会的过程中，在美华人正以行动回应时代的挑战与机遇。美华历史月不仅是纪念过去，更是号召大家行动起来，共同创造未来的美华历史。

As Chinese Americans continue to preserve cultural heritage while engaging fully in American society, they are actively responding to the challenges and opportunities of our time. Chinese American History Month is not only a commemoration of the past but a call to collective action.

跨世代的声音、跨领域的参与、跨文化的连结，正汇聚成一股向前的力量，引领社区迈向更加多元、包容而充满希望的未来。

Voices across generations, participation across fields, and connections across cultures are converging into a forward‑moving force—guiding the community toward a more diverse, inclusive, and hopeful future.

Feedback from the Event Participants

“Thank you to the organizers for creating such a meaningful Chinese American Celebration. The program was thoughtfully guided from start to finish, offering a space that felt welcoming, respectful, and truly community-centered.

I’m deeply grateful to all the speakers for sharing their insights and lived experiences. Hearing perspectives across generations made the stories especially powerful—rooted in history, shaped by resilience, and full of hope for what comes next. It was a reminder that preserving our community’s stories strengthens identity, purpose, and possibility for our youth.

I left feeling inspired and optimistic about the future. Thank you again to the speakers, volunteers, and organizers for bringing people together with such care. I’m grateful to have been part of it and look forward to supporting more events like this.”

— Cloe, A Parent from Skyline High School and Past President of Issaquah Schools Foundation

“I was deeply moved by Teacher Betty’s childhood story about learning language. Growing up in a time far less accepting of diversity, it was the persistence of generations fighting for identity and fairness that created the open and inclusive environment we benefit from today. Her reminder that “language is a tool” felt especially meaningful to me as a current language learner—mastering a tool is ultimately about serving our lives and contributing to society.

I also strongly resonated with the second teacher’s practice of taking her children back to China each year to maintain their interest in Chinese culture and their familiarity with the language. In addition, Leo’s reflections on how young people choose majors and careers gave me much to think about, especially the balance between personal interests and economic practicality.

In the past, “identity” felt like an abstract concept. But after hearing the speakers’ heartfelt stories, I realized that identity shapes every part of our lives and influences all of our decisions, big and small. I am truly grateful for this enlightening exchange.”

— Lisa, A Parent of two Teens

“Thank you so much for inviting me to be part of this event. Hearing so many different speakers share their personal stories and perspectives was incredibly meaningful. Each story and lived experience became a deeply powerful reminder for me of how complex and impactful language really is.

Language is not just about communication — it plays a crucial role in how we understand our identity, where we come from, and how our culture is carried forward. In a diverse community like ours, the way stories are told, shared, and taught truly matters.

This experience really reminded me how important cultural education and language-based storytelling are in helping us connect with one another and better understand both our communities and ourselves.”

— Jenny Ma, A Community Friend

“I truly appreciated hearing everyone’s experiences today. As an American teaching Chinese, the stories shared—especially Betty’s experience of being banned from speaking Taishanese—were deeply moving. They reminded me how essential it is to keep telling our stories, honoring the past, and learning from one another.

Understanding these lived histories helps us better support our students and move forward together as a community. Thank you for such a meaningful event.”

— Nina Geller, A Non-heritage Chinese Teacher

“Thank you so much for organizing this meaningful event. I’m truly grateful for everyone’s dedication to the Chinese community in North America. Through Chinese language education, you are helping children discover who they are, strengthening their sense of identity, and bringing our community together to shape our shared history.

It’s inspiring to see so many Chinese teachers thriving not only in language education but across so many fields. It genuinely feels like we are growing together and writing history side by side.”

— E, A Participant of the Event

“My main observations: Lifelong learning is a journey of discovery and reflection. From the collaborative panel for Chinese American History Month, the storytellers were truly compelling.
Who would have imagined that a Chinese game like mahjong could become a cultural connector across ages, abilities, and communities? And that a college student could so eloquently describe the stages of discovering and exploring one’s cultural identity.”

— — Betty Lau, Co‑founder of Transit Equity for All (TEA), Educator and Community Volunteer

Reviewed and Edited by: Cheryl Wang

By Yingying Gao

Applications for the CLTA-WA Professional Development (PD) Grant and Cultural Activity Teacher Grant are open until November 30, 2025.

These grant opportunities opened on July 1, 2025, as part of CLTA-WA’s ongoing mission to support Chinese language educators across Washington.

If you haven’t applied yet, we encourage you to take a few moments to review the details and submit your application before the deadline.

Eligibility

• PD Grant: Open to current CLTA-WA members in good standing (membership valid July 1, 2025 – June 30, 2026)
• Cultural Activity Teacher Grant: Open to active members with at least two years of CLTA-WA membership, including the current year (July 1, 2025 – June 30, 2026)

Application Deadline: November 30, 2025

 Apply Here

• PD Grant Application
• Cultural Activity Teacher Grant Application

Membership Note

To be eligible for CLTA-WA grants and stay informed about additional opportunities, please ensure your membership is active for 2025–2026.

• Join or Renew Your Membership
• Explore CLTA-WA Member Benefits

Thank you for being part of the CLTA-WA community — we look forward to supporting your professional growth and cultural initiatives in the coming year!

By Pohua Huang

On October 4, 2025, the Chinese Language Teachers Association of Washington (CLTA-WA) hosted a professional development workshop titled “Reimagining Chinese Education – Pathways to Global Competence,” led by Ying Jin, an award-winning world language educator and ACTFL presenter. The workshop was designed to help educators integrate the principles of global competence into daily teaching practice and connect language learning with global citizenship.

The event featured a hybrid morning session and an in-person afternoon session. Throughout the day, Jin Laoshi provided vivid examples, detailed curriculum plans, and authentic samples of student performance to demonstrate how global competence can be embedded into lessons across proficiency levels—from novice to AP. She also connected the framework of global competence with World Language Standards, Social Emotional Learning (SEL), Social Justice Standards, and AP themes, sharing strategies to foster intercultural awareness, critical thinking, and collaboration through authentic materials and global issues.

Participants engaged in interpretive, interpersonal, and presentational learning phases to explore and apply the Four Domains of Global Competence:

1. Investigate the World – Learners formulate meaningful, researchable questions about global issues, analyze information from diverse sources, and synthesize evidence to draw well-supported conclusions from multiple perspectives.
2. Recognize Perspectives – Learners examine their own and others’ viewpoints, considering how cultural contexts, access to resources, and global interactions shape beliefs, values, and interpretations.
3. Communicate Ideas – Learners convey and interpret ideas effectively across linguistic and cultural boundaries, employing appropriate language, behavior, and technology to promote understanding and collaboration.
4. Take Action – Learners apply global understanding to identify challenges, evaluate potential responses, and engage in informed, collaborative actions that contribute to positive change locally and globally.

Inspired by Jin Laoshi’s guidance, participating teachers developed classroom tasks and projects that guide students in investigating global challenges, reflecting on diverse perspectives, and taking meaningful action within their communities. The workshop highlighted the evolving role of language educators in cultivating empathy, curiosity, and responsibility among globally competent learners.

A heartfelt appreciation to our exemplary teacher, Ying Jin, for sharing her rich teaching experience, and to all participants for their active engagement. Together, we continue to build world language classrooms that foster connection, cultural understanding, and purposeful action in an interconnected world.

CLTA-WA Coaching for Language Educators Workshop Recap
By Vanessa Chen

On August 17,2025, the Chinese Language Teachers Association of Washington (CLTA-WA) hosted a professional development workshop dedicated to empowering educators with practical coaching strategies to address the challenges of today’s language classrooms.

We were honored to welcome Cheryl Wang as our presenter. Cheryl is the Founding Teacher of CentriGrowth Culture Ambassador Lab and a Certified Professional Co-Active Coach (CPCC). She is also an award-winning educator, recognized with the 2023 WAFLT Creative Innovation Award and the Outstanding Achievement in Cultural Activity Design for K-12. Participants engaged in a lively discussion about common challenges in language teaching, including limited authentic language use and exposure, the cultural and proficiency gap, and low learner motivation.

The heart of the workshop focused on core coaching techniques, with the facilitator guiding participants through three key areas:

• Deep Listening – Participants explored three levels of listening (internal, focused, and global) and reflected on how these approaches can strengthen teacher-student connections.
• Powerful Questioning – The session highlighted purposeful, open-ended questioning strategies that encourage ownership, build self-awareness, and shift focus toward growth and possibility.
• Emotionally Intelligent Development – Through hands-on activities such as the Identity Puzzle, Values Exploration, and Learner Signal Recognition, participants experienced ways to engage learners holistically and cultivate classroom environments that celebrate effort, acknowledge enthusiasm, and bridge learning gaps.

The workshop concluded with a joyful song activity and the sharing of participants’ top values—an uplifting close that reinforced the power of community and reflection in professional growth.

Thank you to our speaker for her insightful guidance and to all attendees for your active participation. Together, we continue building supportive, student-centered language classrooms that foster motivation, connection, and growth.

By Yingying Gao

On June 15, the Chinese Language Teachers Association of Washington (CLTA-WA) held its Annual General Meeting, bringing together educators from across the country, both in person and online, to reflect on the past year, share updates, and look ahead to future initiatives.

Following the meeting, we were honored to host a professional development workshop led by Ms. Kei Tsukamaki, ACTFL Teacher of the Year 2025. Her session, Creating a Positive Classroom Environment, was both energizing and deeply practical, offering tools and insights to help educators design classrooms where students thrive emotionally, socially, and academically.

The interactive workshop engaged participants through hands-on games and collaborative discussions using Padlet. Ms. Tsukamaki guided us through four key components:

1. Imagining the Ideal Classroom – What does a positive learning environment look, sound, and feel like?
2. Backward Planning – Aligning classroom culture and activities with long-term learning goals.
3. Sharing and Caring – Leveraging the power of our community by building strong connections among students, families, and colleagues to support a nurturing environment.
4. Turning Vision into Action – Helping participants create actionable steps to implement their ideas in the coming school year.

To wrap up, each participant wrote an email to themselves summarizing their goals and plans, scheduled to be delivered at the start of the next school year—serving as a personal reminder and source of motivation.

Thank you to all who attended and contributed to the success of this event. Special thanks to Ms. Tsukamaki for her wisdom, warmth, and inspiration!

On April 20, CLTA-WA hosted a warm and inspiring member networking event at the Green Lake Library, attended by more than a dozen engaged members. The gathering began with light ice-breaking activities that sparked conversation and set a friendly tone for the morning.

This date was chosen with special intention — it coincided with 谷雨 (Grain Rain), a seasonal marker in the Chinese calendar that signals the end of spring among the 24 traditional solar terms. According to legend, it was during this season that Cangjie, the mythical inventor of Chinese characters, created the script with such profound impact that the heavens wept grain-like rain in response. In recognition of this rich cultural symbolism, the United Nations designated this day as Chinese Language Day to honor the origin of Chinese writing. Inspired by this, CLTA-WA chose to celebrate with a calligraphy-focused event that not only explored the beauty of Chinese characters but also paid tribute to their deep historical and cultural roots.

The highlight of the event was a captivating presentation by Prof. Xiao Xinghua — retired professor of astrophysics at Beijing Normal University, former Deputy Director of the Oracle Calligraphy Research Institute at Imperial University of Beijing, and a passionate advocate for Chinese art and culture in the United States.

At 89 years old, Prof. Xiao impressed everyone with his vibrant energy and powerful voice. He shared a rich introduction to the origins of oracle bone script and the evolution of Chinese characters, emphasizing the artistic essence of calligraphy. His talk highlighted the unique spirit, or “气,” conveyed through calligraphy, and how artists express emotion and character through brushwork.

The presentation was enriched by a particularly distinctive dimension through Prof. Xiao’s unique perspective as a physicist, when he used quadrant-based diagrams to demonstrate the structure of basic calligraphy strokes — an unexpected and enlightening approach that offered a fresh lens for understanding the art.

To everyone’s amazement, Prof. Xiao also gave a live demonstration, swiftly and fluidly writing the Song Dynasty poem Awaiting a Guest (《约客》) in cursive script (草书), capturing both the spirit of the poem and the expressive power of calligraphy. This poem, evoking the peaceful, rain-soaked stillness of a spring evening awaiting a guest, was a fitting and poetic nod to the Grain Rain solar term (谷雨时节) and the seasonal theme of the gathering. Following that, member participants practiced writing the character “福,” guided by Prof. Xiao’s thoughtful instruction.

To the delight of many, several attendees received a copy of The Calligraphy and Painting Collection of Xiao Xinghua and Wang Hua as a generous gift.

We thank Prof. Xiao for sharing his wisdom and passion, and we look forward to more enriching gatherings with our community.

On March 2, 2025, the Chinese Language Teachers Association of Washington (CLTA-WA), in collaboration with the Washington State Confucius Institute, hosted a workshop titled “Teaching Beginning-Level Chinese Characters and Vocabulary in the Digital Age” at the University of Washington. Led by Dr. Xi Ma, Assistant Teaching Professor at UW and CLTA-WA’s 2024-2025 Advisor, the event brought together Chinese language educators to explore innovative teaching methods for the digital era. Over 80 teachers joined online, with around 10 attending in person, including President Liu of the Washington Confucius Institute. The workshop created a dynamic and collaborative atmosphere, equipping educators with practical tools and strategies to enhance their teaching in today’s digital landscape.

Workshop Overview

The workshop focused on the challenges and opportunities of teaching Chinese characters to beginning-level learners, particularly in the context of the growing reliance on digital tools. Dr. Ma shared her expertise on integrating e-writing (typing) into the curriculum while balancing traditional handwriting practices. The session provided a comprehensive exploration of theoretical foundations, practical strategies, and digital resources for effective Chinese character instruction.

Key Highlights

1. Theoretical Foundations

Dr. Ma began by discussing the cognitive processes involved in learning Chinese characters, emphasizing the importance of phonetic awareness, orthographic knowledge, and character component recognition. She highlighted how digital tools can support these processes, especially for learners from alphabetic language backgrounds.

2. E-Writing vs. Handwriting

A significant portion of the workshop was dedicated to the debate between e-writing and handwriting. Dr. Ma presented research showing that while handwriting aids in developing orthographic knowledge and character recognition, e-writing enhances phonetic awareness and typing efficiency. She advocated for a balanced approach, prioritizing e-writing in the digital age while selectively incorporating handwriting to reinforce character structure and meaning.

3. Practical Teaching Strategies

Participants were introduced to a variety of teaching activities designed to engage students in both e-writing and handwriting. These included:

– Phonetic Radicals: Using phonetic components to help students recognize and remember characters.

– Character Analysis: Breaking down characters into their components to improve understanding and retention.

– Contextual Learning: Incorporating characters into meaningful contexts, such as storytelling, role-playing, and digital communication tasks.

4. Digital Tools and Resources

Dr. Ma showcased several digital tools to enhance character learning, including:

– Typing Tutors: Platforms like 金山打字通 for practicing character typing.

– Interactive Videos: Tools like Powtoon for creating engaging character-learning videos.

– Text-to-Speech Tools: Platforms like ElevenLabs and TTSMaker to help students connect pronunciation with character recognition.

5. Hands-On Activities

Participants engaged in a collaborative activity where they designed a lesson plan incorporating both e-writing and handwriting components. The activity focused on teaching spatial vocabulary (e.g., 前面, 后面, 旁边) and included a mix of digital and traditional exercises. The results were shared on Curipod, where participants voted on the most effective designs.

6. Key Takeaways from the Q&A Session

The workshop concluded with an engaging Q&A session, during which participants addressed specific challenges and sought further clarification from Dr. Ma. Key topics included:

– Strategies for teaching challenging Mandarin initials (e.g., q, x, z, zh, ch, sh, r) using visual aids and digital tools.

– Accessibility of character practice websites, with many free resources like 金山打字通 available.

– Classroom management tips for large classes, such as incorporating digital tools and group-based e-writing activities.

– A phased approach to balancing e-writing and handwriting, transitioning to more e-writing as students advance.

– Recommendations for digital platforms like Canvas for assessments.

Dr. Ma also emphasized that her teaching examples, while aimed at college-level beginners, could be adapted for younger learners. She highlighted the importance of tailoring storytelling methods like TPRS (Teaching Proficiency through Reading and Storytelling) to incorporate American pop culture for high school students.

The session also featured resource sharing, including tools like Powtoon for creating engaging content, radical practice websites, and podcasts. Dr. Ma’s thoughtful responses and practical solutions left participants feeling inspired and equipped to implement these strategies in their classrooms. The Q&A not only addressed immediate concerns but also sparked ideas for future workshops, particularly on designing activities for high school students and integrating cultural elements into language teaching.

Impact on Teaching Practice

The workshop provided educators with a deeper understanding of how to integrate digital tools into their teaching while maintaining the benefits of traditional handwriting. Participants left with practical strategies and resources that can be directly applied to their classrooms, helping students build a strong foundation in Chinese character recognition, typing, and overall language proficiency.

Participant Feedback

Participants praised the workshop for its practical focus and the wealth of resources shared. Many appreciated the balanced approach to e-writing and handwriting, noting that it addressed the realities of modern language learning while preserving the cultural and cognitive benefits of traditional methods.

Looking Ahead

The success of the March workshop has set the stage for future CLTA-WA events, as educators continue to seek innovative ways to teach Chinese in the digital age. The insights gained from this workshop will undoubtedly inspire new teaching practices and contribute to the ongoing professional growth of Chinese language educators.

Member-Only Resources

For those who missed the workshop or wish to revisit the materials, the slides, recordings, and additional resources are available on the CLTA-WA member-only page: https://www.clta-wa.org/workshop-resources-members-only/ . Access the page using the password shared with members.

As we reflect on the success of this workshop, we look forward to continuing our mission of supporting Chinese language educators in their professional development and enhancing the learning experiences of their students. Thank you to Dr. Xi Ma and all the participants for making this event a resounding success!

Join Us for a Hybrid Workshop: Teaching Beginning-Level Chinese Characters and Vocabulary in the Digital Age

📍 Location: 317 Thomson Hall, University of Washington, King Ln NE, Seattle, WA 98195
📅 Date: March 2, 2025
⏰ Time: 10:00 AM – 12:00 PM (PT)
🕒 Duration: 2 hours

(Free for all to participate, 2 free clock hours only for CLTA-WA members)

About the Workshop

This interactive workshop focuses on effective strategies for teaching Chinese characters and vocabulary at the beginning level in the digital age. Learn from an experienced presenter who will share insights and practical approaches using the “e-writing primary” framework.

Why Attend?

For Educators:

• Deepen your understanding of theories, research, and best practices related to teaching Chinese characters in a digital context.
• Discover and share effective lesson plans and teaching methods for beginning-level learners.
• Explore useful technological tools and teaching resources that can enhance your classroom experience.

For Students:

• Help students build a foundational understanding of Chinese orthography and character components.
• Improve the efficiency of character and vocabulary learning through proven teaching strategies.
• Boost students’ confidence in learning Chinese and lay a solid foundation for improving reading proficiency.

How to Join:

This workshop is offered in a hybrid format. You can register for the workshop by clicking this link and select whether you would like to join in-person or online. If you join us in person, parking is free.

Don’t miss this opportunity to elevate your teaching practice in the digital age!

By Wang Ye

Founding teacher of Centrigrowth Culture Ambassador Lab and

Board Member of Washington State Chinese Teachers Association(CLTA-WA)

On January 11, 2025, Seattle hosted a unique celebration of Chinese American History Month in Washington. The documentary screening and culture identity event, co-hosted by Centrigrowth, a local Seattle education organization, and Little Masters Club, a non-profit organization for youth, attracted nearly a hundred participants from diverse cultural backgrounds. That afternoon, the Bellevue Library auditorium was packed, filled with a warm and lively atmosphere.

“One-Mile Walk” Screening:

A Lens into the Resilience of Chinese American Heroes

We were honored to invite award-winning California journalist and documentary filmmaker Min Zhou to Seattle to engage with the audience. Her documentaries focus on telling the stories of Chinese Americans and Asian immigrants, bringing forgotten history back to life.

As “One-Mile Walk” began, the auditorium gradually quieted down. In the film, Gerry’s husband and friends recounted her journey to fight for the rights of Chinese Americans, and each scene deeply moved everyone present. When Gerry’s husband talked about how, through her efforts, the Pacific Grove city government finally issued an official apology, many people had tears in their eyes. After the film, the audience burst into applause, cheering for Gerry, the resilient “warrior,” and thanking Director Zhou for her heartfelt portrayal of this history.

Richard Hao, a history-loving teenager, was deeply drawn to this story. He asked Director Zhou how she came across these materials and decided to make this film. Director Zhou replied, “I met Gerry at an event in Palo Alto and was very moved by her story. I felt it was a kind of fate. Later, when I suddenly heard the news of her passing, I felt that I owed her a precious record, and that’s how this documentary came about.”

Knowledge into Action:

Understanding and Inheriting History, Guarding and Practicing Together

Betty Lau, a local Seattle Chinese American community activist, was invited to attend the event. She eloquently shared the efforts she and her companions had made to protect Seattle’s Chinatown, winning warm applause.

An audience member asked, “What can we do to support the community?” Ms. Lau smiled and replied, “That’s a great question! We need to not only learn about objective history but also learn from the examples around us.” She urged everyone to proactively learn about the current situation and challenges facing Seattle’s Chinatown and take action when appropriate.

Additionally, she encouraged Chinese American youth to participate in both in-school and out-of-school activities, learn about Chinese American history and culture, and explore their identities.

Subsequently, youth representatives from the University of Washington, Skyline High School, and Little Masters Club shared their community practice experiences in fluent English. Their confidence and enthusiasm infected everyone present and brought much hope.

Fostering Exchange:

New Opportunities for Co-creation in Brainstorming

Bridget Yaden, Executive Director of the Pacific Northwest Language Council for Languages (PNCFL) said, “Such events are of great significance for promoting intercultural exchange. We should work together to create a more diverse and inclusive society for the next generation.” She also mentioned that she had recently led students in writing and submitting Senate Bill 5134, aimed at enhancing the implementation of Senate Bill 5000, encouraging and eventually requiring public schools to commemorate the contributions of Chinese Americans and Americans of Chinese descent. She called on all sectors to actively participate in hearings and share their views.

Mo Xiaoling, president of the Washington State Chinese Teachers Association (CLTA-WA), said that the association held an online seminar during Chinese American History Month in 2024, inviting experts in the field to discuss teaching strategies and compiling teaching resources related to Chinese American history and identity for teachers and the Chinese community to use this year. In the future, CLTA-WA will continue to encourage teachers to collaborate with colleagues in language arts and sociology, as well as the broader community, to ensure that this important historical and cultural heritage is passed down from generation to generation.

Sun Burford, Newcastle City Council’s first Chinese American council member, expressed her satisfaction with everyone’s interest in Chinese American history and identity, believing that this reflected the community’s diversity and inclusiveness. She hoped that more Chinese American youth would play a role in community activities. Zhu Run, Bellevue City Government’s cultural outreach specialist, gave positive feedback on the event and encouraged all Chinese American participants and youth to use their respective energies to contribute to community building and maintenance.

Although time was limited, representatives from Seattle United Hub, Caca, and other organizations, as well as individual participants, also spoke to express their learnings and future action plans. The on-site interaction and communication atmosphere was very enthusiastic. Everyone agreed that this event not only increased their understanding of Chinese American history but also strengthened the community’s cohesion and sense of identity.

A group photo of our event organizers, a represent of co-sponsors, and our cultural official  (L to R: Faye from CACA; Li Chen from Little Masters Club; Director Min Zhou (Susan) from California; Ye Wang (Cheryl) from Centrigrowth; Run Zhu from Bellevue City)

Looking Forward:

Building a Diverse, Inclusive, and Collaborative Community

To continue the significance of this event, we can consider gradually taking the following actions:

• Establishing Chinese American history archives: Collect, organize, and preserve Chinese American historical materials, recording and passing on the contributions and stories of Chinese Americans to provide convenience for future research.
• Developing in-depth language and cultural teaching: Encourage Chinese language and culture teachers to exchange and collaborate with each other, develop multicultural themed courses, understand students’ identity needs, and motivate them to actively participate in community activities to promote intercultural exchange and understanding.
• Popularizing community volunteer service: Encourage everyone to participate in volunteer service projects in families, schools, and communities, proactively understand and participate in community service, give back to the community, and enhance community cohesion and a sense of responsibility.
• Supporting and organizing cultural festivals and history remembrance events: Supporting and organizing cultural festivals and history remembrance events involves hosting and participating in activities that highlight the objective value and unique characteristics of different historical cultures. These events aim to celebrate and commemorate the diversity of historical cultures and promote community awareness by bringing together people from various backgrounds.
• Encouraging youth intercultural exchange: Encourage youth to organize or participate in exchanges and learning with different cultural backgrounds, increase understanding and cooperation, help youth understand objective history and identity, and independently choose the cultural identity and sense of belonging that best suits them. Through these actions, we can work together to contribute to community building and cultural heritage, and create a more diverse, inclusive, and beautiful future.

Conclusion:

The Echo of History, the Hope of the Future

This event is not only a cultural feast but also an act of community building. It satisfies people’s desire to understand Chinese American history and inspires everyone’s vision for the future of community building and cooperation. We believe that through continued efforts, the Chinese American community, with the support of a wider and more diverse community, will jointly write a more glorious chapter, since “WE ARE NOT ALONE!”

Feedback from our Participants：

“History is repeating with Sound Transit’s attempt to wipe out Chinatown. Chinese labor in Newcastle’s coal mines powered Seattle’s rise to an international port city.

Research shows that strong cultural identities lead to better educational outcomes and future success. An OCA intern and a college friend both struggled with self-hatred due to racial identity, highlighting the need for cultural engagement.

I encouraged Asian youth, especially multi-racial youth, to join Asian activities in and outside of school. I started lion dance teams, cultural dancing for girls, and advised Chinese and Asian Student Clubs to foster knowledge and pride.

Asian boys became Dragon Team Runners, earning respect. Former Governor Gary Locke was a dragon boy, and his sisters were in the Chinese Girls Drill Team, where they developed teamwork and leadership skills. Cheryl Chow, a drill team member, became the first Chinese American woman on the Seattle city council.

The pride and skills from participating in these activities are immeasurable.”

—— Betty Lau     Teacher Education Specialist & CLTA WA Advisor

“All students should learn the history of Chinese Americans in Washington State, in order to understand and celebrate their many contributions to our communities.  We must learn the dark side of that history and the racist and xenophobic acts that they suffered, in order that history does not continue to repeat itself. I was born, raised, and schooled in Tacoma.  The first I learned of the Chinese Exclusion Act was as an adult during a visit to Ellis Island in NY, where I saw an artifact named Tacoma.  I had never heard of it during my time as a student in K-12 or college. Documentaries, novels, museums, monuments, and other resources are wonderful ways to engage in this important history.

If community members are interested, they can advocate for and provide input on current Washington State SB 5134 – which would require public schools to commemorate the contributions of Chinese Americans and Americans of Chinese descent.  ”

—— Bridget Yaden, PhD     Associate Provost, Pacific Lutheran University & Executive Director, Pacific Northwest Council for Languages

“This event was deeply moving and life changing.  The significance and importance of this event wasn’t just for the Chinese community, but for humanity in general. Hearing from the voices of vastly different generations, yet all sharing the same message of hope, was truly inspirational.

It was both fascinating and encouraging to discover the similarities of the Chinese American experience to my own Mexican American experience.

I walked away with a renewed passion, and sense of urgency, to see continued and future solidarity work happen across different communities in our area and around the world. This event was a call to action… and I can’t wait to see what comes next.”

—— Juan Esparza     Outreach Specialist & Adjunct Professor at Bellevue College

“Thank you for inviting me to this wonderful event and giving me the chance to share my perspectives as a K-12 student. I learned so much about Chinese-American history, especially about the burning of a village in California—something new to me.

The progress in DEI and social justice is thanks to the efforts of Chinese-American leaders who have fought for decades. Let’s amplify our youth voices, take impactful actions in our daily lives, and support bills and legislators.

I also had the opportunity to hear from representatives of nonprofit organizations, and I hope to collaborate with them to uplift our community.

Thanks again to the event organizers. I hope to return next year with more fellow students.”

—— Natalie Cui   Skyline High School student & Competition Committee Chair 2025 “Why We Learn Chinese” Competition

“This event in collaboration with Centrigrowth and the Little Masters Club not only gave me an opportunity to fully showcase my work and ideas of the documentary ‘One-Mile Walk’ and other documentaries, but also made me feel the deep concern and support of the Seattle community for Chinese American history. The enthusiastic feedback and deeply moved expressions of the audience made me realize the significance of telling these forgotten stories. This history is not only Gerry’s personal experience but also a testament to the collective struggle of the entire Chinese American community.

This event has given me new inspirations and visions for collaboration. I hope to continue to explore and document the history and contributions of Chinese Americans in Seattle with the help of local high school volunteers. For example, in the future, we could film a documentary about Ms. Betty Lau and other Chinese Americans who fought to protect Chinatown. This would not only be a record of history but also an inspiration for the future.

In combination with community activities, such as the upcoming commemorative walk from Chinatown to the harbor, we can conduct more interviews and filming to capture the true voices and stories of the community. I believe that through our joint efforts, we can produce a historic documentary that will become part of the curriculum, educating and inspiring future generations.” 

—— Min Zhou  Journalist at YouTV in the San Francisco Bay Area & California Director of Chinese American History Documentaries

“The United States is a typical immigrant country. Objectively speaking, it has a tradition of accepting and embracing various ethnic groups since World War II. For half a century, Chinese people residing and traveling in the U.S., as a minority, have taken root, propagated, and grown on this land. We are not only proud of our five thousand years of Chinese heritage but also should make the world aware of the contributions Chinese people have made to the development of the U.S. and the injustices they have faced.

Our exceptionally talented director Min Zhou from California traveled extensively and conducted numerous interviews to gather information and uncover little-known histories of Chinese Americans. Her meticulously crafted documentary, “One-Mile Walk” brought Seattle audiences closer to history, revealing truths and evoking profound emotions.

Although the screening and discussion session has ended, as a Chinese immigrant family and as a mother of two, this special gathering prompted me to ponder more: What can we do to promote Sino-American friendship? How can we learn from history to avoid repeating mistakes? How can we ensure our community and the next generation understand this history? I believe this is the original intention behind Wang Laoshi from Centrigrowh and Little Masters Club’s collaboration to organize and facilitate this event. I look forward to more of Director Zhou’s exceptional works in the future!”

—— Isabel Liu  A Parent from Centrigrowth Culture Ambassador Lab (Novice Class)