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13/08/2025 5:16 上午
It’s been almost half a year since we moved to Vancouver, and finally, my son Larry’s backpack no longer just holds crumpled class notes. At last week’s parent-teacher meeting, his teacher mentioned how he actively shared his thoughts on Fantastic Mr. Fox during a group discussion and even wrote a well-structured three-paragraph reflection in English.
As an immigrant family, we’ve all probably experienced similar anxieties. Back in his old school, Larry was a top student with strong English skills. But after transferring to a well-regarded public school here, he became hesitant to communicate with classmates, and his grades plateaued. The advanced vocabulary used in class left him struggling to keep up with history lessons, and when his peers organized an English competition, he was turned down because his level wasn’t quite there yet. Once, when I picked him up, I saw him sitting alone by the slide, flipping through an English book. That lonely silhouette tugged at my heartstrings. He once told me, "Mom, I want to go back to my old school." It broke my heart, but there was nothing we could do.
At first, I considered signing him up for a speaking class—after all, communication is the first step. A neighbor recommended Novakid, and during the trial lesson, the interactive animations for teaching vocabulary and grammar seemed fun. Larry enjoyed it too. But after three weeks, I noticed the knowledge was fragmented, and since my child already struggled with synthesizing information, the trial didn’t lead to much progress. If anything, some concepts became even more confusing.
Next, we tried Cambly Kids, which offered one-on-one sessions. The teachers were patient, waiting for him to piece together sentences or answer questions. But after two months, I realized he still wasn’t naturally using advanced vocabulary—his essays and conversations remained a string of simple sentences. When I saw his homework marked with "run-on sentence," it hit me: North American schools expect far more than just everyday conversational skills.
The turning point came when a friend recommended WuKong English ELA. At first, I was hesitant—after all, it’s designed for "native English speakers in grades 2-6," and my past experiences with tutoring programs made me skeptical. But upon closer look, its alignment with the CCSS (Common Core State Standards) was a game-changer. This is the exact framework North American schools follow from kindergarten through high school, and WuKong even extends into advanced educational concepts. Just like how transferring schools back home requires adjusting to different textbooks and language environments, academic English here has its own system—it’s not something a casual speaking class can fix.
The trial lesson left a deep impression. The teacher taught "how to find evidence in a story to support your argument." I worried Larry wouldn’t keep up, but the instructor used The Three Little Pigs as an example, first analyzing the pros and cons of different building materials, then guiding them to discuss, "Which would you choose?" The lesson wasn’t about memorizing words but breaking down texts and structuring logic. After class, Larry suddenly asked me, "Mom, is the difference between an ‘opinion’ and a ‘fact’ like saying ‘Ice cream is delicious’ vs. ‘Ice cream is cold’?" Right then, I knew we’d found the right program.
Now, after three months in the advanced reading and writing course, the changes are undeniable. Before, he’d frown at English paragraphs longer than three lines. Now, he enthusiastically translates Magic Tree House books into Chinese for me, proudly pointing out, "Look, Mom, the author used a metaphor here—just like the ‘show, don’t tell’ technique my teacher taught!" Last week, for a science report, he even looked up "hypothesis" on his own, insisting on using the "claim-evidence-reasoning" structure from class.
The most heartwarming shift has been social. The other day, he came home excited, announcing he’d joined a book club and was voted "discussion recorder." "Because I know how to organize everyone’s ideas with ‘first… second…’ like my teacher showed me!" Watching him wave a notebook filled with his wobbly English notes, eyes sparkling, made all those late-night research sessions and course comparisons worth it.
As immigrant parents, our biggest fear is seeing our kids feel isolated behind language barriers. North American classrooms thrive on interaction—group discussions, debates—and without strong literacy skills, not only do grades suffer, but kids can easily lose confidence. What stood out about WuKong English ELA was that it didn’t just teach vocabulary and grammar; it nurtured the academic thinking needed here: how to grasp key points in reading, articulate opinions clearly, and participate in discussions with well-reasoned arguments. These skills are the invisible bridges helping kids integrate and make friends.
Now, every time we pass the community library, Larry drags me in to pick out English books, saying he needs to "prepare for next week’s discussion." Watching him hunched over a tiny desk, diligently checking a dictionary, I’m reminded of the shy boy who used to hide behind me, too nervous to speak. Maybe for immigrant kids, crossing the language barrier was never just about memorizing words—it’s about finding the right key to unlock a new world. And for Larry, WuKong English ELA might just be that key.
To any parents worrying about their child’s academic English, I’d strongly suggest focusing on whether a course aligns with the local curriculum. After all, our kids aren’t just adapting to a language—they’re adapting to a whole new way of thinking and learning. Let’s share our experiences and help our little ones thrive in their new environment with confidence!
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