How learning sticks
Ten research-backed principles shape how our students remember more, speak more, and stay curious.
Principle 01
Encouraging kids to discover knowledge through guided questioning. Multi-level discussion-based classes allow students to explore ideas and reason through language learning rather than passive memorization.
Plato’s Meno
Principle 02
Classes incorporate real-world projects (e.g., student council, debate topics, comics, and money management) to make learning Chinese engaging. Encourages active participation rather than rote learning.
John Dewey’s Experience and Education
Principle 03
Courses include high-interest topics like pop culture, gaming, and songs to maintain motivation. Scoring and competitions keep students engaged, pushing them to challenge themselves in a way that feels rewarding.
Mihaly Csikszentmihalyi’s Flow Theory
Principle 04
Students interact with multi-level peers, learning from more advanced speakers and reinforcing their own skills by teaching others. Social elements like meetups and online interactions create a sense of belonging, leading to stronger engagement.
Vygotsky’s Zone of Proximal Development (ZPD)
Principle 05
Frequent review and structured repetition of high-frequency phrases (as seen in our classes book series). Reinforces vocabulary and sentence structures over time to strengthen long-term memory.
Hermann Ebbinghaus’s Forgetting Curve and Spaced Repetition Theory
Principle 06
Students take control of their learning journey by choosing challenges and progressing based on merit rather than age. Discussions and real-world applications allow learners to actively construct their understanding.
Jerome Bruner’s Scaffolding Theory
Principle 07
Language learning is not limited to reading and writing; it involves interactive discussions, storytelling, music, and even movement-based learning. Tailoring lessons to various learning styles makes Chinese more accessible and fun.
Howard Gardner’s Multiple Intelligences Theory
Principle 08
Breaking complex concepts into smaller, digestible parts to prevent cognitive overload. Using structured sentence patterns and high-frequency phrases to make learning more intuitive.
John Sweller’s Cognitive Load Theory
Principle 09
Emphasizing early exposure to Chinese, especially for heritage learners, to develop near-native fluency. Structuring courses in a way that maximizes language input during critical learning windows.
Eric Lenneberg’s Critical Period Hypothesis
Principle 10
Giving students autonomy to choose their learning path and interact with peers fosters intrinsic motivation. Creating an enjoyable and socially rewarding experience keeps students engaged long-term.
Edward Deci & Richard Ryan’s Self-Determination Theory
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