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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.

刘莉打算仔细聆听和观察她女儿小柯柯学习说话的一点一滴，这委实是一个绝妙的主意。这不仅因为她是孩子的妈妈，更因为刘莉自己是一个受过专业训练的聆听者和观察者。在人们说话的内容之外，她还能够留意整个沟通过程有意思的细节。机缘巧合，刘莉用自己的研究技能记录一个婴儿从新生到四岁的成长经历，这对我们读者来说是一种幸运。因为小柯柯从出生开始就在中文和英文两种环境当中长大、学习，这使得这些积累下的故事显得尤为珍贵和不凡。

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.

现在其他的妈妈们，也许甚至包括她们的孩子们，也可以阅读刘莉写的这些故事了。她们也许能从这些故事当中获得自己独有的见解。同小柯柯一样在双语环境当中长大的其他孩子，现在也许可以回忆他们自己的成长经历，品味自己是如何掌握两种方式来看待和讨论周围的这个世界的。幸运的是，刘莉在书的一开始就列出一个简单而有影响力的分析框架。刘莉透过这个框架来观察并引导读者自己也成为有敏锐洞察力的观察家，为自己和别人的生活添加有趣的注脚。

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.

刘莉使用的这个分析框架有独到的价值和趣味。这是一个简单的框架，只有四个字：“想”、“听”、“说”和“读”；这列出了四个基本的沟通理念。简单是指每个人都能理解和掌握这个框架，并且使用这个框架来理解和记录自己孩子的成长过程，尤其是其中学习语言的经历。这个框架又是非常有影响力的，因为想、听、说和读同时是非常复杂和重要的沟通行为。孩子幼年的时候，这些沟通行为是锻炼语言沟通表达能力的关键；孩子长大成人之后，这些沟通点滴会成为日常生活很重要的部分。如果仔细体味自己的想、听、说和读，也对自己孩子的想、听、说和读加以细致的观察，我们能够对自己的生活，别人的生活有更深入的认识。

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.

所以这个框架对家长和他们的孩子来说有实际价值。正如刘莉所说，她记录的这些故事，对于想要构筑双语成长空间的家长和老师来说大有裨益。现在他们能够运用这个框架仔细观察和解读孩子学习想、听、说和读的过程，自己掌握和描绘新的故事，从孩子的角度和思维来认识成长的过程。不论他们最后说哪种或者哪几种语言，这些珍贵的故事都将会对孩子和父母的生活带来非常积极的影响。

Dr. Gerry Philipsen

Professor Emeritus of Communication

University of Washington

USA

杰瑞•菲利浦森博士

美国西雅图

华盛顿大学传播学名誉教授