學習語言的路 | The Language Learning Road

教學的教訓

去台灣當外師之前,我從來沒有做過正式教書的工作,算是有類似的經驗,但話説完全沒有教室的經驗。所以,在我公立國小教書 一開始的阶段, 我真的很緊張,你們有聽過 “imposter sydrome” 嗎?這麽新的環境,校長和主任那麽大的期待,我當然會感受到這種 (imposter 假裝)感覺。如果你沒聼説過這個詞的話,這個詞的意思就像是你對自己說: “我有什麽資格來這所學校教學?”

好消息!因爲我知道一開始我無法完美的上課,最重要只是試試看,所以透過看別的老師上課方式和我自己的想法我有慢慢培養我自己教學能力。而且我有變成了教育局很受歡迎的其中一個外師。

這兩年年的經驗變成了我人生中最快成長的時段。我不但爲自己驕傲,而且知道以後可以把這個經驗當成自己的動力繼續去學習成長。無論如何,在這條學習的路上, 我都會犯錯誤, 這是不可避免的事。不過,因爲這兩年在台灣教書的經驗,我現在不會那麽怕犯錯誤。反而,我更愿意去試試看沒做過的事情。

怎麽適應?

在學習語言的方面,我飛到桃園飛機場就馬上開始發現中國大陸跟台灣説法差別是什麽。在找taxi時候 一直找不到正確的牌子, 然後就馬上發現了 台灣有另外一個 taxi 的説法 “計程車”。在我看来,模仿當地人口音和説法 是最尊重他們的。而且,也最能夠讓你快速適應適你住的地方。 一段時間過了后,有一次我在計程車裏面 司機看後面 被嚇到了因爲他以爲我是台灣人, 雖然我只是住6個月左右,他還以爲我的口音跟台灣人一模一樣。

後來,我已經在台灣9個月多了,在買早餐時候突然發現了台灣的 potato (土豆)確實是馬鈴薯,笑死了,還是要記得呢,不要以爲你什麽已經都知道的。還是會有空間學習新的。Fun Fact:在世界上不同的地方同一個語言都會有差別,甚至英語也有… 我現在在新西蘭正在越來越來了解這點。什麽是 rubbish(废话)? 不是 trash 或 garbage 呢?跟台灣對“ 垃圾”這個詞的説法 一模一樣! (知道嗎?在台灣 “垃圾“ 的發音是 lèsè)

記得要講話!

我住在台灣的兩年期間,在語言方面有進步了,但是在另一方面也有學到了很多生活的知識。你應該很好奇我最大的教訓是什麽?就是要願意體驗。簡單地說,我覺得當你不知道什麼的時候,你應該學會不要氣餒。當然,還是要記得自己去復習生活中學到的詞,或許可以先預習!重點是沒有真正日常生活的鏈接就很容易忘記了新知識的用法。多多勇敢地跟真正的人試試看聯係講新的單字。在我經驗裏,台灣人特別願意耐心地聼和看。

其實,我這兩年自己也沒有很認真一直去讀書。反而,我有把重心放在改善我的講話能力的上面。因爲我每天强迫自己在外面講話,所以一段時間過了以後,我的自信和溝通能力越來越進步了。 進步到我家人來台灣找我,我當他們的翻譯的時候的,我常常搞混了“什麽什麽的”英文怎麽説。甚至,當下我自己忘了到底在講什麽語言。超好笑的…

相信自己的能力

綜上所述, 這是一個簡單的事實,即你做的越多,事情就越容易。因此,請相信,經驗會讓你在生活、職業、和語言方面學到很多。最後,要記得你生活中遇到的人 比如朋友,同事等等,是因爲他們,你才有學習的機會。


Translation

Lessons from Teaching

Before I went to Taiwan to teach, I had actually never done any formal teaching work! I had similar experiences, but I had no classroom experience at all. I was really nervous at first to teach in a public elementary school. Have you ever heard of “imposter syndrome”? In such a new environment, with grand expectations from the principal and the director, of course I felt like an imposter. If you have never heard of imposter syndrome, it makes you think like this: “What qualifications do I really have to teach at this school?”

However, the good news is that because I knew that I couldn’t teach perfectly at the beginning, I realized the most important thing was to just try. By watching other teachers’ methods and through my own ideas, I gradually cultivated my own teaching ability. In fact, I even became a popular foreign teacher within the Education Bureau. These two years turned out to be the biggest period of growth in my life. I am not only extremely proud of myself, but I also know that I can use this experience as motivation to continue to learn and grow in the future. No matter what, I know it is inevitable to make mistakes along this journey. However, because of my teaching experience in Taiwan, I am no longer as afraid of making mistakes as I was before. Instead, I am even more willing to try things I haven’t done before.

How to Adapt?

When I flew to Taoyuan Airport, I immediately discovered that when it comes to learning a language, there are many regional differences. For example, when I was looking for a taxi, I couldn’t find the correct sign, and quickly realized that there is another word for taxi in Taiwan. In my opinion, it is most respectful to emulate the local accent and expressions where you live. It also helps you adapt as quickly as possible. Once when I was in a taxi, the driver looked back and was surprised to see a foreigner. Though I had only lived there for about 6 months, due to my accent, he mistakenly thought I was a local.

Even after being in Taiwan for more than 9 months, I continued to learn dialectical differences. When I was buying breakfast, I suddenly discovered that the Taiwanese word for potatoes is also different. I nearly laughed myself to death, but you have to remember: you don’t know everything! There will always be room to learn new things. Fun fact: even among speakers of the same language, there are regional dialectical differences. I’m learning more and more about this now living in New Zealand. There are so many English words and phrases that seem odd to me. I once asked myself “What is ‘rubbish’? Can I not say ‘trash” or ‘garbage’?” I found that the word “rubbish” is similar to Taiwan’s way of saying “garbage”! (Did you know? The pronunciation of “garbage” in Taiwan is lèsè, and not lājī, though the characters are the same.)

Remember to Speak!

When I lived in Taiwan for two years, not only did I make progress with the language, but I also learned a lot of life lessons. You might be wondering what my biggest lesson was? It’s that you need to be willing to experience things. Put simply, I think you should learn not to be discouraged when you don’t know something. Of course, you still have to remember the vocabulary you have learned, or maybe even preview vocab first! The important point is that it is easy to forget how to use new knowledge without connecting it in real, everyday life application. Do the brave thing and try to connect with real people to try to use these new words. In my experience, Taiwanese people are especially patient and willing to listen.

Actually, I have not been seriously studying these past two years. Instead, I have focused on improving my speaking ability. Because I forced myself to go outside and speak with real people every day, the result was that my self confidence and communication skills improved greatly over time. After speaking mainly Chinese for so long and having improved so much, my family came to visit me in Taiwan and I “played translator” for them. Suddenly I was challenged when I needed to quickly translate at a high level from Chinese to English. I even, at some moments, forgot what language I was speaking. This certainly caused many amusing moments!

Believe in Your Ability

Finally, it’s a simple fact that the more you do something the easier it gets. So trust that the experience will teach you a lesson, whether that be in life, career, or language. Remember that it’s the people you meet along the way that make up that experience. It’s only because of them that you have this opportunity to learn.


Emma Madsen

Emma is a 2020 graduate of Western Washington University’s Chinese Program, former International and Study Abroad program participant, and former Chinese Conversation Club leader. Since her graduation, she has taught English in Taiwan for about two years, explored the country and the culture in her free time, and made many friends. Her time teaching English very recently concluded and she is now travelling the world, visiting places like New Zealand, Nepal, and Malaysia.

Language Learning and the 5 C’s: Why Language Learning Apps Will Never Replace the Classroom | 语言学习和五个C:为什么“语言学习APP”永远无法取代“语言课堂”

“Why are you learning Chinese?”

This is the question I recently posed to my class of middle schoolers. I received a variety of answers including: “So I can talk to my grandparents,” “So I can make friends when I travel to China,” “So I can be a translator when I grow up,” or even, “Because my friends take Chinese and I want to spend time with them.” I was surprised — every answer was so different! As an educator, it’s important to me that each lesson is catered to the interests and needs of the students. With so many answers and perspectives, I thought: “How can I serve their interests if they are all interested in different things?”

Kendall hikes at Mount Huashan in China
Kendall hikes at Mount Huashan in China

I spent a lot of time pondering the class’s responses. After deeper inspection, I realized that there actually was a common theme among each reply: community. This pattern is not unique to my middle school Chinese learners. In the mid 1990’s, as the importance of having multilingual citizens was becoming more and more evident, the US decided to create national standards for what students should know and be able to do in world language. A task force of language education experts created 11 standards which were proven by research to be the most beneficial to students’ comprehension and communicative capabilities in world language. These standards were then compiled into the Standards for Foreign Language Learning: Preparing for the 21st Century. In this text the 11 standards are broken down into five goal areas called the Five Cs: Communication, Comparisons, Connections, Culture, and Community (ACTFL 2023). Four of the five goal areas can be found in classroom textbooks. The only one that is impossible to learn from a textbook is the goal of Community.

My students’ reasons for learning Chinese reflect the research that says being part of a language community motivates learners. Shrum and Glisan note in the Teacher’s Handbook: Contextualized Language Instruction that: “…developing communities among learners in the classroom can complement learners’ work within the larger school community and in communities beyond the school.” (Shrum and Gilsan, p.381) Having a language community to rely on gives students consistent, authentic opportunities to practice their skills. Additionally, a language community can act as a support when experiencing challenges. Just as being part of a community helps students develop and maintain their language skills, lacking a language community is a frequent contributing factor for learners giving up on their language journey. Much to the dismay of a certain infamous green owl, apps and independent study will never be optimal language learning settings because of their inherent lack of community engagement.

So, what does this mean? At the end of the day, grammar and vocabulary can only take you so far. What is so special about Chinese is the exact thing you can’t learn from cramming, and that which cannot be demonstrated on a final exam. As Chinese learners, in addition to learning the language, we are challenged with the unique task of finding our community. As a current Western student, now is your time to build your community: go to the Chinese Communication Club, meet Chinese students at the tutoring center, go on field trips with your classmates to Dragon Well, or the Richmond night market. Do whatever activities inspire you to find and bond with your Chinese language community.


译文

“你学习中文的原因是什么呢?”

这是我最近向班上的初中生提出的问题。 我收到了各种各样的答案,包括“这样我就能和祖父母聊天了”、“会说中文,我去中国旅行时就能交到朋友了”、“学好中文,我长大后就能成为翻译”,甚至还有”因为我的朋友都学中文,我想和他们一起学习”。 我很惊讶,因为每个答案都是如此不同! 作为一位教育工作者,对我来说,重要的是每堂课都要找到学生的兴趣,同时满足学生的需要。面对这么多的答案和观点,我想,如果他们对不同的东西感兴趣,我该怎样让他们都感兴趣呢?

我花了很多时间来思考这些答案。经过深入观察,我意识到,每种回答其实都围绕一个共同的主题:社区。 对于班里的这些中文学习者们来说,这个主题其实很具有代表性。在20世纪90年代中期,由于拥有多语言公民的重要性越来越明显,美国决定制定出一套国家标准,这样语言学习者在外语方面就能获得相应的信息和指导。一个由语言教育专家组成的特别工作组制定了11项标准,这些标准经过研究证明,有益于学生理解外国语言和提高交际能力。这些标准随后被编入《外语学习的标准: 为21世纪做准备》。 在这篇文章中,这11项标准被分解成五个目标领域,称为 “五个C”: 交流、比较、联系、文化和社区(ACTFL 2023)。 这五个目标领域中的四个都可以在课堂教科书中找到。 唯一无法从教科书中达成的是 “社区 “这一目标。

我的学生学习中文的种种理由,全都反映出了一项研究结果,即成为语言社区的一部分会有效地激励学习者。《教师手册》的作者们指出:”……在课堂上结成学习者之间的社区环境,可以补充学习者在更大的学校社区和学校以外的社区中的经验”。(Shrum and Gilsan, p.381) 有一个可以依赖的语言社区给了学生持续的、真实的机会来练习他们的技能。 此外,当遇到挑战时,一个语言社区可以作为一种支持。正如成为社区的一员有助于学生发展和保持语言技能一样,缺乏语言社区的经验是学习者放弃语言学习的一个常见原因。 令某些线上语言学习软件开发商失望的是,利用应用程序或独自学习永远无法成为最佳的语言学习方法,因为它们本身就缺乏社区的参与感。

那么,这又说明了什么呢?在结束一天的线上独立学习时,你只能学到一些语法和词汇。中文的特别之处正是那些你从填鸭式学习中无法学到的内容,也是无法在期末考试中展示出的东西。作为中文的学习者,除了学习语言之外,我们还面临着寻找自己社区的独特任务。作为一位在读的外国学生,现在是你建立自己社区的时候了:去汉语交流俱乐部,去辅导中心认识一些中国留学生,和你的同学去龙井或列治文夜市进行实地考察。做任何激励你的活动,从而找到你自己的中文社区并融入其中吧。


按语:李晓雨已经学习中文8年了。 她是西华盛顿大学外国语学院的校友,也是2019年中国语言和文化专业的优秀毕业生,以及2021年“汉语桥”的世界总冠军。 她目前是波特兰州立大学“中学双元制教师项目”的候选教师,并有望在毕业后获得中学特殊教育和中文教学的资格证书,她计划明年在北京大学继续进修中文。


Kendall Kracke

Kendall Kracke has been learning Chinese for 8 years. She is a WWU alumna, the 2019 Outstanding Graduating Senior in Chinese Language and Culture, and the 2021 Chinese Bridge World Champion. She is currently a Teacher Candidate in the Secondary Dual Educator Program at Portland State University and is on track to be licensed to teach Special Education and Chinese Language at the secondary levels upon graduation. She plans to study Chinese Language at Beijing University next year.

江永女书:世界上唯一女性专用语言 | Jiangyong’s Nüshu:The Only Women Exclusive Language in the World

 在中国历史上,人们总是在乎“统一性”的观念。可是,由于中国那么广阔,史料不常讨论很多抵触“统一性”观念的少数民族或者区域性问题。自从公元前5世纪以来,儒学影响力巨大。因为儒士注重男人,还影响学界、政府和人们的思想,所以史家不常研究女人的经验。此外,在中国历史上,学者通常与宫廷或者皇族有着密切关系,而将农村人的故事和生活排除在外。因此,学者很难得在最近找到了“女书”,这种书法和语言只有湖南江永的女子,才能听懂、看懂。

 女书是湖南江永专用的汉语方言音节表音文字,但是学者不知道女书是从何时开始的。虽然江永人有很多的神话解释女书怎么产生,但是这些神话都有相同的细节:是一个有天才的女孩创造了女书。她结合了刺绣、看字、写字的办法来创造。女书的外形特点是字的整体轮廓呈现长菱形,笔迹秀丽娟细,造型独特,所以也被叫做“长脚蚊” 。用女书的呈现形式包括:“三朝书”、“歌扇” (在折扇里写机密歌)、“帕书”和“纸文”。有的女书绣在帕子上,叫“绣字”。内容大多是描写当地汉族妇女的婚姻家庭、社会交往、幽怨私情、乡里逸闻、歌谣谜语等等。

两个歌扇例子(普通话翻译):

红纸姻缘去报日,男家欢喜女家愁。
侬家落入他乡里,八百纹银孰不归。
一怨爷娘许错女,二怨桥生做错媒。

《女书:中国女人的秘密语言》江永女人

做女风流真风流,做媳风流眼泪流。

《女书:中国女人的秘密语言》江永女人

 “结拜姐妹”大多是终生的最好的朋友。成为“结拜姐妹“的过程通常有跟婚姻一样的典礼。结拜姐妹是唯一能用女书互通的人。结拜姐妹有一些事情只说给彼此,也就是说,江永结拜姐妹有社会规则来阻止男人参与。在儒学或男人至上的社会,特别在乡村,包办婚姻非常普遍。但是在乡间里,有仇女倾向的男人可以是危险的;以前,乡村女人常常因为有小脚,被缠足了,走路很疼,所以没有办法舒服地离开家。她们不会看“男书”(汉语),也没受教育,有时候在包办婚姻上没有快乐。而且,如果丈夫虐待妻子,妻子也没有办法离婚或寻找帮助。因此,结拜姐妹是安全的群体,女人可以分担困苦、分享快乐。她们可以实在地说自己的感觉和秘密,不必担心男人会看懂她们写的字或听懂她们说的话或唱的扇歌。

 除了结拜的两个女人之外,她们的家人也可以从结拜的过程中受益。有一个在纪录片上的男人说,如果以前有一户人家跟一个别的人家关系好的话,孩子出生前家人就给她们安排婚姻 (Yang, 2006)。要是两家的孩子都是一样的性别,他们可以成为结拜姐妹或把兄弟,然后她们的家人就可以因此受益。

以外国人的角度来看,这种“结拜姐妹“关系很有趣,12年前Leila Rupp写一本书叫《Sapphistries》(这个词是合成词;用英文的“女同性恋”和“历史”两个词组成)。它的内容讨论世界历史上女同性恋人际关系问题的文字证据,所以它包括结拜姐妹。她引用各式各样的来源的历史资料来辩护如果江永人有办法女人跟女人“结婚”的话, 那“结拜姐妹”为什么不可以既有朋友或者互相保护的关系,也有时候存在恋爱关系呢?除了这个例子以外,Lisa See,一位美国人,2005年写了一本关于结拜姐妹和女书的书;《雪花与秘扇》。2022年两位华裔美国人,冯都和赵青,导演了关于现代女人怎么保护女书传统的纪录片;《隐字》。

 20年前,集研究基地与旅游于一体的“中国女书”村已于2003年底落户江永。并且,现在我们有书、女书例子、纪录片、网上的资料等等关于女书历史的研究。可是,以前女书的存在是受到许多威胁的。

1949年的中国虽然给女人有的新自由,但是政府尝试革除女书和跟女书有关的风俗。按照2006年的纪录片,1950年代或1960年代政府发现女书,然后因为他们看不懂、听不懂,所以他们以为那是间谍活动的机密密码。按照在纪录片上的一个江永男人所说,1960年代很多军人偷拿好几十万本女书三朝书、歌扇、帕书、纸文与河边焚烧(Yang, 2006)。1982年时,宫哲兵教授提出女书是一种文字,可是很多学者不这么认为。有的学者说认定书面语言条件之一是在社会上广泛使用,但是因为江永女人是唯一的用女书的人群,所以学者们说人们不能把女书当成一种书面语言。有的学者还觉得女书字是“巫术标志“。1985年,宫哲兵带论文去了北京,学者们终于同意说女书其实是一种书面语言。虽然原来书写女书的女人们已经远去了,但是看起来学者们和现在这一代人都觉得女书作为世界上的几种独特语言之一,值得特别保护。

 由于儒学和父权制,学者们以前不尊重女书,中国史料很长时间也没提到女书、女人经验或农村生活。但是女书和结拜姐妹文化体现出关于好几个时代的农村女人的困难和快乐。在最困难的时候,女人创造了全新的语言,结成了小规模且安全的社群保护自己也保护下一代。在经历了数代的痛苦之后,江永女人创造了坚韧且美丽的遗产。


Translation

Throughout Chinese history, its people have cared about the concept of “unity”. However, because China is so vast, historical sources do not often discuss many ethnic minorities or regional issues that conflict with this concept of “unity”. Ever since the 5th Century BC, Confucianism has had a huge influence. Because Confucian scholars value men, and also influenced academic thinking, government, and the people, historians did not often research women’s experiences. Furthermore, in Chinese history, scholars were usually closely related to the court or royal family. This reality excluded the stories and lives of rural people. In this way, scholars only recently found “女书/ Nüshu”; a type of calligraphy and language that only those who are women in Hunan, Jiangyong can understand when spoken or written.

Nüshu is a syllable phonetic script in the Chinese dialect developed in Hunan, Jiangyong, but scholars don’t know what era Nüshu started. Although Jiangyong people have many myths explaining how Nüshu came into being, these myths all have some shared details; it was a very talented girl who created Nüshu. She combined embroidery, reading, and writing methods to create her works. The appearance of Nüshu is characterized by the rhombus-shaped overall outline of the characters, beautiful and delicate handwriting, and unique shape, so it is also called “long-legged mosquito” writing. The forms to use Nüshu include: “three dynasties books”, “fan songs” (writing secret songs in a folding fan), “paper books”, and “letter script”. Some Nüshu are embroidered on handkerchiefs, which are called “embroidered characters”. Most of the content describes local marriage and families, social interactions, secret grievances and personal affairs, rural anecdotes, folksongs and riddles of Han women, etc.

Examples of Fan Songs:

With painted eggs they go to announce the engagement,
The man’s family is delighted, but I’m miserable.
My birth certificate locked in the bottom of his cabinet,
800 strings of silver could not redeem it.
I’m fed up with my parents for promising me to the wrong man,
And fed up with the man too,
For being the wrong match for me!

-“Nushu: A Hidden Language of Women in China” Jiangyong woman, documentary translation of Fan Song

As a girl, the good times put you on top of the world,
As a wife, the “good times” are when tears flow down.

-“Nushu: A Hidden Language of Women in China” Jiangyong woman, documentary translation of Fan Song

“Sworn Sisters” are more or less best friends for life. The process of becoming “sworn sisters” usually had similar ceremonies as marriage. Sworn sisters are the only ones who could use Nüshu to communicate with each other. This sisterhood had a number of matters that only included them, that is to say, Jiangyong’s sworn sisters had societal rules that prevented men from participating. In Confucian or male-focused societies, especially in rural areas, forced marriages are common. However, in the countryside, misogyny can be dangerous; in the past, rural women often had tiny, bound feet, and walking was so excruciating that they had no way to comfortably leave their house. They couldn’t read “men’s writing” (the Chinese language), received no education, and sometimes had no happiness in forced marriages. Additionally, if the husband abused the wife, there was no way to get divorced or find help. Therefore, sworn sisterhood was a safe group: women could come to share hardships and share joys. They could talk honestly about their feelings and secrets without worrying that men would understand their handwriting or their speaking and fan songs.

In addition to the two women in the sworn sisterhood, their families could also receive benefits from sworn sisterhood. A man in the documentary said that if one family and another had a very beneficial relationship in the past, then a marriage would be arranged before they were born (Yang, 2006). If the children of both families turned out to be the same gender, they could become sworn sisters or brothers, and then the family would receive the same benefits.

To non-Chinese people, this “sworn sisterhood” relationship is still very interesting. 12 years ago, Leila Rupp wrote a book called “Sapphistries” (a portmanteau of “sapphic” and “histories”). Its content discusses the written evidence of sapphic relationships throughout world history, so it includes sworn sisterhood. She cites historical information from various sources to argue that if Jiangyong had a way for women to “marry” women, then why couldn’t “sworn sisters” not only include a friendship or mutual protection, but also sometimes have a romantic relationship? In addition to this example, Lisa See, an American, also wrote a book about sworn sisterhood and Nüshu in 2005; “Snow Flower and the Secret Fan”. Most recently, Violet Du Feng and Qing Zhao, two Chinese Americans, directed a documentary about how modern Chinese women preserve the Nüshu traditions; “Hidden Letters”.

 In 1949, China gave new freedoms to women, but the government soon tried to abolish Nüshu and customs associated with it. According to the 2006 documentary, the government discovered Nüshu in the 1950s or 1960s, and because they did not understand it spoken or written, they thought it was a secret espionage code. According to a man in the Nüshu documentary, in the 1960s, many soldiers stole hundreds of thousands of Nüshu three dynasty books, fan songs, paper books, and letters and burned them at the side of the river (Yang, 2006). In 1982, Professor Zhebing Gong argued that Nüshu is a legitimate written language, but scholars disagreed. Some scholars said that one condition for identifying written language is that it is widely used in society, but because Jiangyong women are the only group who use it, scholars said people cannot regard Nüshu as a “written language”. Some scholars also believed that Nüshu characters were “witchcraft symbols”. In 1985, Zhebing Gong took his thesis to Beijing, and scholars finally agreed that Nüshu was actually a written language. Even though the original Nüshu women are long gone, it seems that both scholars and this current generation feel that as one of the world’s most unique languages, Nüshu deserves special preservation.

Due to Confucianism and patriarchy, scholars did not previously respect Nüshu, and Chinese sources for a long time did not mention Nüshu, women’s experiences, or rural life. However, both Nüshu and sworn sisterhood reflect the hardships and joys of rural Chinese women throughout several eras. In the most difficult times, women created an entire new language and created a small, safe community to protect themselves and the next generation. After enduring through generations of pain, Jiangyong women have created a legacy of resilience and beauty.


Laura Wagner

Laura is a 5th year 2023 graduating double major of Environmental Science and Chinese Language and Culture. She is also the 2023 Outstanding Graduating Senior in Chinese Language and Culture. On the one hand, Laura really enjoys the WWU community and student opportunities, so she doesn’t want to go. But on the other, she is excited yet nervous to start post-grad life. Some of her passions include Chinese calligraphy, cooking, outdoor recreating, swimming, learning about equity and justice issues, and dressing up (in the author picture, she wears a vintage Western (cowboy) inspired outfit for graduation pictures).
As a story editor, she hopes you enjoy Mirror Magazine and regards it as her final undergrad “passion project”.


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Spring 2023 Print Edition is Here! | 2023年春天杂志来了!

Mirror Magazine Print edition with spring flowers
2023年春季版镜杂志 PDF / Mirror Magazine Spring 2023 Edition PDF

Dear Reader,

The inaugural Spring 2023 print edition of 《镜》杂志, or Mirror Magazine is available at the below link in online PDF format:

After many months of hard work from the editing team, Mirror Magazine, Western Washington University’s first ever Chinese-English bilingual publication, was finally officially released May 17, 2023 in print.

Thanks to our 2023 sponsor Confucius Institute of Washington (CIWA), we were able to print about 100 copies of the Spring Edition magazine. Even though this is a groundbreaking first print, the limited number means that due to the low supply and high demand, the print copies that we can share outside of the Chinese program, some college and department figureheads, and some contributors, are very sparse. However, we remain optimistic that in the Fall, with a renewed budget, we can print more copies. To help increase the accessibility of this innovative magazine and to mitigate the issue of few print editions versus community demand, uploaded here is an electronic version of Mirror Magazine for your viewing pleasure. Additionally, web optimized digital versions of selected Spring Edition articles will be released in the coming weeks. 

We are immensely grateful for our sponsor, all the contributors to this first edition, and support from faculty and students in our Chinese program and MCL department. Enjoy the e-version of Mirror Magazine!

Sincerely,
The Mirror Editing Team

翻译

尊敬的读者朋友们:

经过几个月以来全力以赴的编辑工作,2023年5月17号,西华盛顿大学的第一本中英双语刊物《镜》杂志终于正式发行了!

在华盛顿州孔子学院的资助下,我们首批刊印了100册。虽然这是具有开拓意义的创刊号,但是由于刊印数量实在有限,除了中文项目人员、部分学院和学部主管及部分撰稿人以外,纸质版很难广泛分享。当然,我们非常乐观地期待秋季新预算的到来,这样我们就可以增加刊印数量。为了方便读者阅读我们这本开创性的杂志并缓解印刷册数少与社区阅读热情高之间的矛盾,我们在这里提供电子版以飨读者。而且,近几周内我们就会将2023年春季版的部分优秀文章发表在《镜》杂志的网站上。

我们对我们的资助方、所有首期杂志的撰稿人、外文系及中文项目的学生和老师们所提供的大力支持和帮助,致以诚挚的谢意!请您欣赏电子版《镜》杂志!

顺祝编安!

《镜》杂志编辑团队

Editorial Team

2022-2023 Editors: Laura Wagner & Maggie Wettergreen