推薦序

Dr. Li Liu had a wonderful idea when she decided to listen and observe carefully her daughter Chloe's development of ways of speaking. And Dr. Liu is the right mother to do this, because she herself is a professional listener and observer, someone trained to pay attention not only to what people say but to the whole communication process. How fortunate for us that she decided to use her skills and her sensitivity in recording the communicative conduct of one child from birth to the age of five years. And the story is even more remarkable and more valuable because Chloe was living and learning in two languages, English and Chinese, from birth.

劉莉打算仔細聆聽和觀察她女兒小柯柯學習說話的一點一滴，這委實是一個絕妙的主意。這不僅因為她是孩子的媽媽，更因為劉莉自己是一個受過專業訓練的聆聽者和觀察者。在人們說話的內容之外，她還能夠留意整個溝通過程有意思的細節。機緣巧合，劉莉用自己的研究技能記錄一個嬰兒從新生到四歲的成長經歷，這對我們讀者來說是一種幸運。因為小柯柯從出生開始就在中文和英文兩種環境當中長大、學習，這使得這些積累下的故事顯得尤為珍貴和不凡。

Now other mothers, and perhaps even their children, can read Dr. Liu's stories. They might gain from them some insight into how they grew up to become a communicating adult who uses two languages and thereby uses two ways of speaking and ways of talking about the world. It is so fortunate that from the beginning Dr. Liu set out a simple (but powerful) framework for observation because that framework can guide readers who want to become sensitive observers of their own and others' experiences.

現在其他的媽媽們，也許甚至包括她們的孩子們，也可以閱讀劉莉寫的這些故事了。她們也許能從這些故事當中獲得自己獨有的見解。同小柯柯一樣在雙語環境當中長大的其他孩子，現在也許可以回憶他們自己的成長經歷，品味自己是如何掌握兩種方式來看待和討論周圍的這個世界的。幸運的是，劉莉在書的一開始就列出一個簡單而有影響力的分析框架。劉莉透過這個框架來觀察并引導讀者自己也成為有敏銳洞察力的觀察家，為自己和別人的生活添加有趣的注腳。

The framework that Dr. Liu used is interesting and remarkable in its own right. It is simple, just four words：“think”，“listen, ” “speak, ” and “read, ” that name four concepts and four communicative activities. That it is so simple means that anyone can grasp—and use—the framework to structure their own observations of children growing up in language and in ways of speaking. And yet the framework is powerful because thinking, listening, speaking, and reading are complex and important activities. They are important in the daily lives of adults, and they are crucial to the linguistic and communicative development of children. If an observer watches and listens to their own thinking, listening,speaking, and reading behavior, and watches and listens to the thinking, listening, speaking, and reading behavior of those around them, they are using a highly useful tool for tracking and making sense of communication in the lives of people.

劉莉使用的這個分析框架有獨到的價值和趣味。這是一個簡單的框架，只有四個字：“想”、“聽”、“說”和“讀”；這列出了四個基本的溝通理念。簡單是指每個人都能理解和掌握這個框架，并且使用這個框架來理解和記錄自己孩子的成長過程，尤其是其中學習語言的經歷。這個框架又是非常有影響力的，因為想、聽、說和讀同時是非常復雜和重要的溝通行為。孩子幼年的時候，這些溝通行為是鍛煉語言溝通表達能力的關鍵；孩子長大成人之后，這些溝通點滴會成為日常生活很重要的部分。如果仔細體味自己的想、聽、說和讀，也對自己孩子的想、聽、說和讀加以細致的觀察，我們能夠對自己的生活，別人的生活有更深入的認識。

And the framework is very practical for parents and their children. As Dr. Liu says, the stories she tells might be helpful when other parents and when teachers try to set up language environments for children. Now parents and teachers can use their observations of thinking, listening, speaking, and reading behavior to grasp and take note of the communication stories of the children in their sight and in their care. This is potentially a very valuable contribution to the lives of all of those who live with, care for, and interact with children, regardless of the language(s) they use.

所以這個框架對家長和他們的孩子來說有實際價值。正如劉莉所說，她記錄的這些故事，對于想要構筑雙語成長空間的家長和老師來說大有裨益。現在他們能夠運用這個框架仔細觀察和解讀孩子學習想、聽、說和讀的過程，自己掌握和描繪新的故事，從孩子的角度和思維來認識成長的過程。不論他們最后說哪種或者哪幾種語言，這些珍貴的故事都將會對孩子和父母的生活帶來非常積極的影響。

Dr. Gerry Philipsen

Professor Emeritus of Communication

University of Washington

USA

杰瑞?菲利浦森博士

美國西雅圖

華盛頓大學傳播學名譽教授