FCS is taught by teachers drawn from decades of classroom experience in Taiwan, in Bay Area schools, and at the university level. Below is the faculty for the 2026–2027 school year.
張筱薇 老師
A child's first Chinese teacher
With extensive early-childhood teaching experience, Ms. Chang uses a five-senses approach — listening, speaking, singing, movement, and play — so children pick up Chinese naturally. She reads each child's emotions and pace carefully, helping them build a sense of security, confidence, and genuine interest in learning.
vivian@
尹清賢 老師
32 years of teaching Chinese
From beginning Chinese to advanced reading and writing, Ms. Yin brings some 32 years of teaching experience and is one of the school's most senior teachers. Across those years she has kept to a patient, attentive, and thorough approach, helping children of every age build their Chinese step by step. She values the groundwork at each stage and reads each child's pace, so that steady accumulation turns into visible progress.
K1 · Kindergarten
K1 is where a child's Chinese begins. Ms. Yin starts from Zhuyin, pronunciation, and character recognition to lay down a correct foundation, in a relaxed and encouraging classroom that builds interest and confidence alongside skill.
T8 · 8th Grade — Traditional
By eighth grade, Ms. Yin pushes further into reading comprehension, recitation, and writing, developing more mature expression and thinking — so that students are not only studying Chinese but genuinely using it to understand, express, and communicate.
邱智欣 老師
Opening the door to literacy
Ms. Chiu takes a step-by-step approach, guiding first-graders into reading and writing — starting with practicing their own names each day to build confidence. By fourth grade she introduces Hanyu Pinyin, so students can type in both Zhuyin and Pinyin and have more options open to them in later study.
T1 · 1st Grade — Traditional
It starts with writing your own name. Ms. Chiu takes first-graders step by step through recognizing characters and practicing handwriting — the first move into reading and writing Chinese — with confidence built one repetition at a time.
T4 · 4th Grade — Traditional
A step up. Alongside the Zhuyin input they already know, fourth-graders begin Hanyu Pinyin, so they can type Chinese more than one way — a more flexible command of the language, and useful preparation for the study and digital life ahead.
鄭怡文 老師
Making Chinese a skill children truly own
Ms. Cheng draws on a wide range of interactive resources to build her students' Chinese across the board. Her classes combine multimedia materials, games, situational activities, and story performance, with guided questioning and group discussion that encourage students to think, analyze, and express themselves in Chinese — so the language becomes something they genuinely use.
T2 · 2nd Grade — Traditional
Second grade introduces more phono-semantic characters built from radicals and components. The class continues first grade's image-based approach — understanding characters through the evolution of pictographs and indicatives — before moving step by step into the patterns behind radicals, components, and compound characters. Readings shift from poems and rhymes toward short passages and stories, supported by multimedia, games, and story performance.
T6 · 6th Grade — Traditional
Sixth grade reaches an intermediate level, with deeper and more demanding material. Each lesson explores a different topic and vocabulary field — middle-school campus and after-school life, technology and computers in daily life, Chinese culture and social issues. Alongside analyzing text structure and building vocabulary, guided questioning, group discussion, and speaking activities develop reading comprehension, critical thinking, and communication.
李淑萍 老師
Teaching to each child's strengths
Ms. Lee taught for 10 years in Taiwanese elementary schools and has spent 15 years teaching Mandarin in Northern California, with deep experience in developing and adapting Chinese teaching materials. She teaches to each child's individual strengths, using recitation, songs, short plays, and illustrated writing to let students show what they have learned.
T3 · 3rd Grade — Traditional
The class emphasizes reading aloud and rhyme practice, helping students internalize the rhythm and sound of Chinese. Character recognition is strengthened by taking characters apart into their components and putting them back together. Telling stories from pictures — both the speaking and the reading comprehension behind it — is a central part of the year.
T7 · 7th Grade — Traditional
Alongside consolidating the Chinese students have built up over the years, seventh grade develops two-way translation between English and Chinese. Students work on group topic investigations through the term, and each student independently completes a topic report in Chinese by the end of the semester.
林欣穎 老師
Bringing the Chinese classroom to life
Ms. Lin puts classroom participation and real language use first, aiming for an environment orderly and safe enough that students want to speak up. She combines images, stories, discussion, and speaking practice, weaving in calligraphy and cultural topics so students meet Chinese from several angles and connect it to their own lives.
T5 · 5th Grade — Traditional
Fifth grade builds further on reading, character recognition, and expression. Working from the textbook, students learn new characters, vocabulary, and key sentence patterns, then use guided reading and comprehension work to find the main point of a passage and read in context. Calligraphy, cultural topics, and creative activities are woven in through the year.
楊沛蓁 老師
Understand it, use it, say it out loud
Ms. Yang taught in Taiwan before joining FCS, with experience spanning Olympiad mathematics, elementary classrooms, and one-on-one tutoring — work that taught her to start from each child's individual needs and break hard ideas into clear, logical steps. In Chinese she emphasizes understanding, application, and expression: through games, real-life situations, conversation, reading, and writing, students build both skill and the confidence to speak up.
C1 · 1st Grade — Bilingual
For beginning learners, the focus is on building foundational listening, speaking, tone, and communication skills. Students also learn how Chinese characters are formed — through components, strokes, and character structure — so they understand how to recognize and write a character rather than simply memorize it, developing early reading and writing ability.
C8 · 8th Grade — Bilingual
Building on students' existing Chinese, eighth grade strengthens reading, writing, and speaking. Through conversation, role-play, themed discussion, and presentations, students apply what the textbook teaches to real situations. They are also encouraged to see the value of Chinese in an increasingly global world — more than a school subject, it becomes a tool for future study, travel, careers, and cross-cultural connection.
溫淑齡 老師
Bilingual guidance, a growing love for Chinese
Ms. Wun focuses on helping her second-graders build a strong foundation in Chinese. Recognizing that students arrive with different levels of proficiency, she uses both Chinese and English to guide and support their learning, keeping lessons clear and accessible.
sabrina.wun@
張淑惠 老師
Introduction coming soon.
C3 · 3rd Grade — Bilingual
Third-grade bilingual is designed for children who don't speak Chinese at home, using everyday topics and plenty of images to provide enough language input. Material starts from set patterns like 你好 and 我叫⋯, paired with common vocabulary — family members, colors, numbers, classroom objects — and simple exchanges such as “what's your name?” Students learn to introduce their family, describe colors, and count objects in short sentences, working toward Novice-level goals.
C6 · 6th Grade — Bilingual
Sixth-grade bilingual covers school activities, seasons and weather, festivals, transport, shopping, and giving simple reasons, targeting Novice High to Intermediate Low. Short passages, dialogues, and situational images build the ability to follow longer paragraphs, track sequence, and pick out main ideas, while connectives such as 如果…就… and 雖然…但是… come into use. Students describe a festival, the weather, or a shopping situation in five to eight sentences, and complete short writing, oral reports, or topic posters.
謝宜靜 老師
Learning Chinese happily, one confident step at a time
Ms. Shieh brings nine years of Chinese teaching experience, and teaches with care, patience, and genuine attention to every student. She works through games, crafts, and interactive activities so that children learn Chinese comfortably in an environment they enjoy. Her hope for every student is a happy relationship with the language, and confidence built one step at a time.
C4 · 4th Grade — Bilingual
Step-by-step practice in listening, speaking, reading, and writing. The first hour covers the textbook; the second puts it to use through games, crafts, and interactive activities. Learning happens through play, and children build both ability and confidence in a relaxed bilingual environment.
LSC · Language Support Club (中文會話社團)
A free, student-led conversation club Ms. Shieh advises. High-school students with strong Chinese run the group through games, activities, talent shows, and crafts, so members get to speak Chinese for fun rather than for a grade — the practice that builds confidence and keeps motivation up.
關秀鈴 老師
Championing heritage language and culture
Ms. Lau has long been dedicated to promoting Chinese as a heritage language and fostering an appreciation of Chinese culture. She is passionate about helping families find ways to strengthen their students' Chinese proficiency, including through proficiency testing and the school's online one-to-one tutoring program.
C5 · 5th Grade — Bilingual
The bilingual fifth-grade course develops listening, speaking, reading, and writing. Instruction focuses on sentence structure and usage, and on the vocabulary presented in the textbook. Regular listening and speaking activities build confidence in oral communication, and writing instruction develops simple one- to two-paragraph compositions. Cultural topics are incorporated throughout to deepen students' appreciation of the language and its context.
汪念慈 老師
Bilingual guidance, growing confidence
Ms. Wang pays close attention to the different proficiency levels and learning needs her students bring. Through bilingual support in Chinese and English, and clear, structured instruction, she helps students with limited Chinese backgrounds follow the lessons and feel comfortable using the language.
anise.wang@
張郁君 老師
Introduction coming soon.
AC1 · Accredited Chinese 1
Chinese Level 1 uses Integrated Chinese, Volume 1 to give beginning learners a solid foundation. Topics cover introductions, family, school life, friends, time, daily activities, food, shopping, and leisure, while students develop pronunciation, Pinyin, characters, vocabulary, and basic sentence structures. The course also emphasizes cultural learning through dialogues, role-play, group activities, and cultural comparison.
丁皓婷 老師
Differentiated guidance, step by step
Ms. Ding's AC2 class is for high-school students who already have foundational Chinese and are ready to strengthen speaking, reading, and writing. She gives differentiated instruction based on each student's level, using guided repetition, situational dialogue, and individual feedback to help them work through difficulties and build clarity and confidence.
dinghaoting@
吳秀華 老師
Widening the range of expression
Ms. Wu's class focuses on expanding vocabulary and sentence patterns and on strengthening speaking and writing. Through deeper study, students communicate more fluently with others while coming to know more of the Chinese language and its culture.
kwu@
呂慧慈 老師
Passing on Chinese with dedication
Ms. Lu is a professor in the Department of Modern Languages at California State University, East Bay, with a long career in language education and research. Despite a full university teaching load, she teaches the AC4 credit class at FCS, bringing her professional background and experience to help students strengthen both their Chinese and their cultural understanding.
hlu@
謝明暐 老師
Preparing for the AP Chinese Exam and Advanced Chinese Study
Ms. Shieh holds a master's degree in Teaching Chinese as a Foreign Language from National Taiwan Normal University and teaching credentials in both Taiwan and California. She currently teaches Chinese at Fremont Chinese School and City College of San Francisco. She hopes that AP Chinese students will not only be well prepared for the exam, but will also continue using Chinese after graduation, maintain their interest in the language and culture, and move forward to college and beyond with confidence and a broader global perspective.
AP · AP Chinese
Ms. Shieh's AP Chinese course follows the latest College Board course and exam framework and develops integrated skills in listening, speaking, reading, and writing. Through themes such as Families and Communities, Language and Culture, Art and Creativity, Technology, Contemporary Life, and Global Issues, students work with authentic materials, cultural comparisons, research projects, and AP-style tasks. Students practice reading, listening, email response, story narration, Project Presentation, and Q&A while strengthening communication skills, cultural understanding, and critical thinking in preparation for the AP Chinese exam and future advanced Chinese study.
黃賜梅 老師
Thirty years of art education
Ms. Li has taught art in the Bay Area for over 30 years. She has received the 30-Year Gold Medal for Overseas Chinese Education from Taiwan's Overseas Community Affairs Council, and the Outstanding Teacher Award from the Association of Northern California Chinese Schools four times (2004, 2010, 2016, and 2022). Her courses align closely with the California Arts Standards.
maureen.li@
陳萬宗 老師
Opening new ground in the mind
Mr. Chen has worked in education for nine years, focusing on abacus and mental arithmetic. What he values is not only calculation but the chance for a traditional skill to help children rebuild focus, composure, and independent thinking in a fast-moving world. The attention, working memory, and logical thinking abacus develops, he believes, carry over into reading, language, music, and science.
achen@
許珮漪 老師
A healthy break for parents
Ms. Hsu is a private yoga instructor teaching two adult classes for FCS parents. Yoga focuses on stretching, relaxation, flexibility, and core strength; Power Sculpt combines cardio, dance, and strength training. While their children are in Chinese class, parents get an hour of their own.
phsu@
莊幼春 老師
Into the world of making
Ms. Kao has over thirty years of experience teaching crafts and handwork, with a love of sewing and everyday aesthetics. Her classes are guided by clear steps, so even complete beginners finish a real piece. Crafts and sewing, she believes, are not just technique but a way of stitching creativity, patience, and a sense of beauty into daily life.
spring.kao@
陳麗玲 老師
Passing on culture with enthusiasm
Ms. Chen is a professor of education at California State University, East Bay, with a long career in the field. Now approaching retirement from the university, she still brings her enthusiasm for Chinese cultural heritage to FCS. To give children a way into that tradition, she taught herself Chinese yo-yo and now teaches it herself, combining culture, movement, and creativity.
liling.chen@
陳健庭 老師
Perseverance and teamwork on the court
Coach Chen builds athletic ability and team spirit through basketball. His lively, enjoyable sessions cover fundamental skills, coordination, and fitness while developing focus, cooperation, and confidence — so students enjoy the game and learn perseverance and sportsmanship along the way.
jt.chen@
沈燦 老師
Into art, one stroke at a time
Mr. Shen works across Chinese painting, calligraphy, and Western painting, teaching both traditional and modern art, and has published comics of his own. From ink and brushwork, to the line of calligraphy, to color and form in Western painting, he guides children to develop observation, taste, and imagination — so that art becomes a way of expressing themselves.
cshen@
張樂濱 老師
Typing as a shortcut into Chinese
Ms. Devine has over thirty years of K–12 teaching experience in Chinese schools. Convinced that Chinese typing is both where the world is heading and an effective shortcut into the language, she completed a structured Hanyu Pinyin curriculum in 2004 and has focused on Pinyin, typing, character recognition, and writing ever since. Her classes run online via Google Classroom, Zoom, and YouTube.
ldevine@Classroom assignments and class times are listed on the class schedule.
