Desire to Learn

China wants to learn English.

In the 1990’s, school children started their English language instructions in the 3rd grade in large cities. In the fall of 2003, 1st graders began to learn English where feasible. To a large extent, students are taught to memorize vocabulary and grammar rules to meet exam requirements. They are hungry for engaging and inspiring reading materials to learn English and see the English that they learn come alive.

In fact, this applies not only to the children in China. Large numbers of adults crave the opportunity to learn English as well, so that they can be more connected with the rest of the world, so that they can study in advanced fields of science, medicine, technology, law, business, etc., and so that they can be gainfully employed.

Lack of Access

Except for a very few exclusive bookstores in Beijing and Shanghai, original English language children’s books are simply not available. Large municipal libraries may have locally published English workbooks, but there is essentially no children’s literature in the English language. Not all public schools have a library, and even if one exists, books are outdated and scarce. Having a public English language children’s library in their city would be a dream come true for millions of students.

In rural villages and towns, schools seldom have libraries. Although the students would love to learn English, there is often no adequate teaching staff or materials. Where there isn’t a municipal children’s library, the school is the ideal place to have a collection of English language books and multi-media materials. Access to this language skill can often translate into upward mobility in an increasingly international society.

Children’s Libraries in China

Although China has made significant progress in the public library system for children’s services, there is much more to be done. First of all, not all public libraries have a children’s section. In the cities where there is a children’s library, procurement of new books is minimal due to budgetary constraints. Therefore, children are often only presented with outdated and over-used books that were of inferior quality to begin with.

More importantly, children’s libraries tend to invest their limited financial resources in modern technology such as computers and software. Librarians often have not been trained to serve young patrons by providing reference and reading guidance, or to perform advisory services to parents. In other words, library personnel need to be trained in the “customer service” aspect so that children feel free to ask questions, use the materials, and express their creativity.