😂 To be honest, I used to think the same way before the chipmunk studied in Singapore, but that's not actually the case, or rather, it's not entirely the case. For children aged three or four, or even younger, starting to learn in an English environment overseas can indeed lead to rapid growth in their English skills. However, as they get older, the difficulty increases exponentially. Taking the chipmunk's school in Singapore as an example, before ninth grade, students are generally divided into three categories: mainstream classes, EAL (English as an Additional Language), and PCS (Primary Communication Support). The mainstream class is for students who can achieve native-level English, EAL is for students who can manage English classes but are still not at a native level, and PCS is for students who cannot fully participate in English classes (determined by the WIDA English assessment). The chipmunk started studying in Singapore in fifth grade and barely passed the EAL interview, landing in EAL Class A, which is generally for students with lower proficiency. If they fail the exams, they will be downgraded to PCS, which usually lasts only a year. If they still haven't passed, they will be advised to leave. The class above A is Class B, and the chipmunk managed to get into Class B in fifth grade. Class A often requires extra English tutoring, spending half the time in mainstream classes and the other half on English tutoring, while Class B has almost no extra English classes, spending 90% of the time in mainstream classes, with elective languages limited to their native language. However, the key point is that the chipmunk has to take an additional seven English classes each week, four of which are online, each lasting 40 minutes, and three are offline, each lasting two hours, all one-on-one. It took a year for the chipmunk to rise from EAL Class A to Class B. Many might think that the chipmunk has poor language talent or hasn't mastered good study techniques, but that's not the case. Even in sixth grade, many students in his class are still in PCS and EAL Class A. There are many students in Singapore's international schools, where classes are taught entirely in English, who have spent years without entering EAL Class B, let alone the mainstream classes. In Singapore, the proportion of students needing extra English support from G1 to G5 (first to fifth grade) is about 15% to 30%. Each semester, more than ten students leave school because they do not meet the graduation requirements for PCS. Of course, not studying well is the main reason, but it's not as simple as "being thrown abroad or into an international school will automatically teach you." In fact, after elementary school, the emotional complexity of students increases sharply. Except for a few top students or those with strong self-learning abilities, most ordinary students find it difficult to establish cross-language communication in a short time, not to mention the discrimination they face abroad. Singapore is one of the countries I have surveyed with the lowest discrimination, yet language barriers still create small groups among students. For example, Korean students tend to play more with other Korean students, Japanese students interact more with other Japanese students, and Chinese students communicate more with students from Chinese-speaking regions. Of course, Indian students also get along well with Western students, but the first tier is often dominated by white Westerners. It is not just a language barrier that prevents Asians from integrating; there are many, many other issues. Moreover, pure English teaching can create a "negative accumulation" effect, where the less you know, the less you will know. Things that are hard to understand in lower grades become even harder in higher grades. Therefore, studying abroad can be a hellish challenge for students without a strong language foundation. The more they try to understand, the less they do. Language habits, pronunciation, and specialized terminology are all hurdles. Being able to communicate in English in two or three months is very difficult for an "average child." Without parental encouragement and extra-curricular learning, a child may very well break down after two or three months. This situation can be seen almost every school year at the start of the term. It is already rare for students to achieve smooth communication within a year, as the chipmunk's teachers in Singapore and I have observed. Today, we just had a parent-teacher meeting, and I asked the English teacher, who is also the homeroom teacher, when the chipmunk could exit EAL. Basically, he needs to achieve a SLATE score of 5 or 6, with 8 being the maximum. Normally, for non-native students, it takes at least three years to exit EAL. Moreover, for students, the hardest part is not the language barrier but the psychological barriers caused by cross-language issues. Of course, I completely agree with Brother Dayu that there are certain problems with English education in China. During the first three years in public school, the chipmunk was among the top five in English in his class. These five classmates either attended international schools in kindergarten or started learning English at a young age. Even at this level, when they transitioned to full English instruction, they cried during the first class. When nervous, they could only understand 30% of what was said, and it turned into not understanding anything at all. The biggest problem with English education in China is not memorizing vocabulary or learning phonetics. While this method is outdated, it is still the foundation of English. Learning this way won't ruin your English; it just takes longer. The biggest issue should be the textbooks and the educational goals behind them. I have seen the textbooks used by the chipmunk in Shanghai and Singapore, and honestly, the gap is significant. In Shanghai, the content learned is not aimed at making life more convenient but rather at achieving higher exam scores. In contrast, Singapore's textbooks are more focused on understanding knowledge through English and engaging with the world. How should I put it? Chinese textbooks resemble a dictionary model, emphasizing vocabulary, grammar, and standard answers. Singapore's textbooks resemble a reading model, emphasizing understanding, expression, and practical application. The dictionary model is not necessarily wrong; it is suitable for building a foundation. However, if students remain in this stage for too long, English will become something they can only do exercises with but cannot apply. The reading model treats English as a tool for life communication, knowledge acquisition, and even understanding academic and professional vocabulary, which often feels more natural. ...