Developing an E-Pal partnership: a school-based international activity.

Many educators and researchers (Au, 1993; Barnitz, 1998; Dixon-Kraus, 1996; Freeman & Freeman, 1990; Halliday, 1975; Lindfors, 1987; Vygotsky, 1978, 1980) contend that personal communication plays a prominent role in learning a language. Students can learn more effectively when they interact with each other to express ideas and interpret oral and written messages in a meaningful and purposeful context. In doing so, they become familiar with language symbols and structures, preparing them to make connections between what they know and what they are learning.

One type of language learning activity, pen pal communication, can fulfill these interactive aspects of language development. When two parties communicate through writing, a natural environment for language use is created. This activity, by providing participants with a real audience, has been applied in various educational settings and among students at different age/grade levels. Pen pal writing projects have been used for teacher preparation, cultural awareness, literacy and English as a second language development, and as a way to create a bond between college students and schoolchildren (Allen, 1996; Beazley, 1989; Briggs & Kostelnik, 1994; Bromley, Winters, & Schlimmer, 1994; Garcia-Vazquez & Vazquez, 1994; Hadaway, 1990; Koeppel & Mulrooney, 1992). The research indicates that pen pal writing increases motivation in literacy learning, improves language proficiency and keyboarding skills, and enhances cultural awareness.

Most pen pal writing applications have centered on cross-age partnerships within the same language environment--English, typically. This article will examine a pen pal partnership between a 2nd-grade classroom in the United States and one in Shandong, the People's Republic of China. All of the pen pal letters or messages exchanged between the two classes were written in English. The study addressed the following questions: 1) How can a same-age, cross-cultural pen pal writing project be carried out between two groups of 2nd-graders--one in China and one in the United States? and 2) How did the activity affect the participants' school learning experience and cross-cultural understanding?

Background

China, the most populous country in the world, has been the subject of consistent international attention over the past two decades, in part because of major political and economic reforms. As the state begins to accept and adopt new ideas, its economy has grown steadily. Adults typically dominate these cultural exchanges; children are rarely involved. Yet the faculty at Linhu Elementary School in Shandong recognized the advantages of international communication, even among the youngest citizens. Therefore, they began to explore ways to involve their students in such experiences, so as to improve their cross-cultural understanding as well as their language learning.

A native of China and a faculty member at a higher education institution in the United States, I was in a unique position to help in these efforts. During a visit to my homeland in the summer of 1998, I had opportunities to observe English as a foreign language instruction at the primary, secondary, and postsecondary levels and to interact extensively with faculty, administrators, and students. My initial impression was that many people shared a strong desire to explore the world outside of their culture and community. This impression was reinforced when I visited Linhu Elementary (which enrolls approximately 1,600 students) and participated in a roundtable meeting with the district superintendent, principal, and faculty. I noticed the modern computer lab facilities while on the school tour, but learned that these computers were not frequently used. When asked for advice on how to improve English instruction and enhance the children's cross-cultural understanding, I introduced the idea of a pen pal writing project. I suggested using E-mail rather than traditional letters as a way to make the activity cost- and time-efficient. My suggestion was greeted enthusiastically and Mr. Shang, the 2nd-grade English teacher, was selected to represent the school as a participant in a pen pal writing project. The superintendent made arrangements to install Internet connections for the school in the following semester. I agreed to find a U.S. partner for the class and to serve as a liaison and facilitator.

I returned to the United States, where I taught literacy classes in the Elementary teaching Credential Program. I described my trip to China and the idea for a pen pal project. Soon thereafter, one of my students mentioned that her 2nd-grade child's teacher, Mrs. Brown, was very interested in having an Asian partner to enrich her Asian Studies unit, and she was eager to be involved in a pen pal activity. Although the Internet was installed and used at Linhu Elementary in the fall of 1998, E-mail correspondence between the two schools did not begin until the spring of 1999, when the U.S. school, Washington Elementary, gained Internet access.

Both Mrs. Brown and Mr. Shang followed the same procedures in organizing the activity. Since the 2nd-graders were not quite ready to read and write without adult guidance, due to their limited English proficiency, the teachers played the roles of director, coordinator, and facilitator. The teachers would compose a message in English, the topic of which was determined as a class discussion, and then share the message with the class before sending it (see E-mail Samples 1 & 2). Despite the similarities in the above procedures, the emphasis on language aspects and student participation differed in the two classrooms.

Beginning in 1998, I communicated with both the U.S. and Chinese school principals, visited both schools, and kept in close contact with Mrs. Brown and Mr. Shang. I also had the opportunity to read all the E-mail messages, visit the classes as a guest speaker, and meet with parents.

I took field notes and collected samples connected to the pen pal writing activity, including individual children's letters, photos, and a newspaper article. In addition, I developed a questionnaire to elicit responses from the two teachers regarding their reflections on participating in the semester-long pen pal writing activity. I interviewed Mrs. Brown in person, while Mr. Shang answered the questions via E-mail.

Mrs. Brown, Washington Elementary School, Illinois, U.S.A.

At the time of the project, Washington Elementary, with an enrollment of over 300 students, offered classes in K-5. The school was located in a middle class neighborhood in the suburbs of a large city. Each classroom was equipped with two computers, in addition to a small collection of books and some school supplies. There were 23 students in Mrs. Brown's classroom.

Mrs. Brown's initial goal for the project was quite general and simple--to interact with a 2nd-grade class in Asia so that her students could learn about the similarities and differences between the two cultures and groups of children. Mrs. Brown was uncertain where this new venture could lead, but she was eager to explore.

Q 1: How can a same-age, cross-cultural pen pal writing project be carried out between two groups of 2nd-graders B--one in China and one in the United States? Mrs. Brown first needed to gain experience using Email. Although she said she experienced "a lot of fear at the beginning," she was determined to integrate computer applications into her classroom instruction. With support from other school staff and her family, she soon became competent in using E-mail. The experience gave Mrs. Brown a sense of competence and confidence in using technology applications, leading her to believe that she could pick up other computer skills to enhance her students' learning when needed. Her principal even made a point during a district-wide principals' meeting to mention Mrs. Brown as a model of technology use in the classroom.

Now equipped with technological skills, Mrs. Brown led her class on the journey of pen pal writing. She describes "the most exciting moment" in class "when a Chinese pen pal E-mail message appeared on the computer monitor." Mrs. Brown made copies of the messages from Mr. Shang's class for each student to take home and share with parents and families, who were just as excited as the children about reading and discussing each message. During a school open house, at church meetings, and at other casual occasions, the parents, "especially fathers," made exclusively positive comments to Mrs. Brown about the activity. They considered it a wonderful opportunity for their children to learn and make friends with children of the same age in a different country. The parents showed genuine interest in the pen pal letters; some even volunteered to find articles to expand the children's knowledge and understanding of China. These articles then were posted in the Current Events Corner.

After the children read and discussed the messages at home, Mrs. Brown asked them to share their responses in a small group. Such discussions normally were held twice a week, at the end of the day. In addition, the students also were encouraged to ask questions and generate ideas about what to write to their pen pals.

During the semester, all the letters/messages were group-based, except that each of Mrs. Brown's students completed and sent one individual letter to a student in Mr. Shang's class. To better support these efforts, Mrs. Brown discussed the project with one of her colleagues, a 4th-grade teacher. One day, the two teachers paired students from their respective classes; in each pair, the 2nd-grader shared what s/he wanted to say to a Chinese student, and the 4th-grader helped transform the thoughts into writing. Then, the pair read what had been written to check for accuracy. These individual letters were mailed using traditional postal service, since the children also included photos.

Q 2: How did the activity affect the participants' school learning experience and cross-cultural understanding? For Mrs. Brown's class, English language instruction was only one aspect of the pen pal activity. As they read the messages, the teacher, students, and parents learned about their Chinese partners and about China in general. Based on a description by Mr. Shang's class, Mrs. Brown and her students found the location of their pen pal school and used a star to mark the site on a map. The map was placed next to the chalkboard, and all of the students soon were able to identify the Chinese pen pals' location.

As they communicated with Mr. Shang's class, Mrs. Brown's class identified similarities between themselves and their partners, such as the subjects they studied at school, the games they played outdoors, and their favorite sports. Meanwhile, they were amazed by the differences, such as the class size--they wondered how 65 second-graders could work together in a classroom. Mrs. Brown, the parents, and the students also were curious about a "labor class" offered in the pen pals' school. Soon, they learned that Chinese elementary schoolchildren were responsible for keeping their classrooms, and sometimes even their campus, clean. They learned that the Chinese 2nd-graders picked up litter in their classroom and kept their desks and chairs neat. "We can do that, too!" said Mrs. Brown's students, and they volunteered to pick up trash and clean up their classroom.

Knowing that their Chinese pen pals were learning English, many students in Mrs. Brown's class expressed a desire to learn Chinese. They learned that different languages use different symbols to represent the same ideas. They learned to write the Chinese characters for "tree," "streams," "sun," and other words. Their final products were proudly displayed in a school hallway.

Mrs. Brown's students were very excited when I showed them pictures of their pen pals' school, and they asked many questions about the Chinese children. As a result, Mrs. Brown modeled how to write a thank-you note; each child wrote me a letter expressing his or her appreciation and asking more questions. Mrs. Brown taught the children how to date a letter, express their appreciation appropriately, and tell what they "liked, loved, or enjoyed" about the activity; many invited me to come to their class again.

One student wrote, "Thank you for coming to our school. We had a great time. I learned a lot! I was surprised at how similar all the Chinese ideographs looked. I hope you can come again." This 2nd-grader was able to use and spell correctly the word "ideograph," having learned it in a meaningful context. Another student commented, "It was kind of different when you read Chinese and then you talked in English." Such interest led Mrs. Brown to invite me "to come back and read a story in Chinese." "Hearing it [Chinese] spoken," continued Mrs. Brown in her class-based summary letter, "fascinated the children."

Students also commented on the Chinese crafts I showed them, as reflected in one of the letters: "Thank you for coming and showing us the neat cut-out paper masks. We really enjoyed it. We liked seeing a picture of our pen pals' school." A second student's evaluation of the pen pal school was more specific: "Our pen pals' school is really big! I can't believe they have 1,600 kids in their school!!!" A third child was curious about my impression of her class and even made a comparison between the two schools: "How did you like our class? Our school is small compared to yours [Linhu Elementary]." Interestingly, one student even followed up on my remark that the pen pal teacher, Mr. Shang, graduated from the teacher's College where I taught in China, asking: "Was our pen pals' teacher a good student?"

The children's comments and questions made clear their strong interest in China, the Chinese language, and their pen pal school. They also had an opportunity to reveal their thoughts and reflections about their pen pals' messages through writing. The language learning of these children was therefore relevant, contextual, and meaningful, involving various aspects of language. A letter-writing activity, which sprang from the pen pal writing project, enhanced the children's participation and taught them a new way to express ideas and ask questions.

Adjustments. After a semester, Mrs. Brown was pleased with the initial outcome of the pen pal writing activity. She had not anticipated the significant impact of the activity on various groups of people--the children, the parents, the principal, and other classroom teachers and their students. She was encouraged that everyone seemed enthusiastic about the activity--even those who had not directly participated. For example, before the spring semester ended, a 1st-grade boy approached Mrs. Brown and expressed his eagerness to become a pen pal writing participant--he wanted to talk about China and eat Chinese food.

Mrs. Brown now felt confident moving the pen pal activity to a higher level. Instead of setting up general goals, she laid out specific plans for her class. She continued to address the interactive aspects of the activity, and also decided to enhance her students' learning in two ways. First, an electronic form was developed on which the students could input data, to be used later as material for pen pal writing. This form included such categories as the day's weather, school events and news, content learned for the day, and a personal corner. Every student in the class would take turns as the "Queen" or "King" of the day. This student would be in charge of inputting data for the day by filling out the categories and then reporting to the class. In doing so, the students would not only become familiar with the computer application, but also have an opportunity to practice their literacy skills with their parents' and teacher's support. Second, students were encouraged to make friends with individual Chinese students, sending individualized letters. Upper-level teachers and their classes could facilitate this activity. The children gained ownership of the writing process, appreciated the connection between oral and written language, became aware of and understood the importance of being literate, and enhanced their awareness of Chinese children and culture.

Mr. Shang, Linhu Elementary School, Shandong, China

Linhu Elementary is located in a medium-size city in the Shandong province, along the east coast of China. At the time of the project, this school had an enrollment of about 1,600 students, who came from working-class families. Due to the limited number of classrooms, Mr. Shang had 65 students in his class. As a result, desks and chairs took up almost all of the space in the classroom. Computers, books, and other resources were kept in the school computer lab and library.

In the spring of 1999, Mr. Shang started the second semester of teaching English to his 2nd-grade students at Linhu Elementary School. Since English was used only rarely outside of the classroom, the textbook was almost the only resource for learning. Despite a small collection of children's books and audiotapes, his students had a difficult time understanding how to communicate naturally in English. Moreover, the English teachers themselves had had only limited interactions with native English speakers. For Mr. Shang and his colleagues, one of the goals of becoming a pen pal partner was to use English in authentic communication. Pen pal writing appeared to bridge the gap, since the participants gained a purpose for using English with a native English-speaking audience. Furthermore, the Chinese faculty also intended to get to know another culture as they read about American students and teachers. They hoped that the experience would enhance their students' education and prepare them for further collaboration with international partners.

Q 1: How can a same-age, cross-cultural pen pal writing project be carried out between two groups of 2nd-graders--one in China and one in the United States? Like Mrs. Brown, Mr. Shang was not alone in organizing the activity. He received substantial support from different groups of people, including the school district superintendent, the principal, faculty, parents, and the community. Like Mrs. Brown, Mr. Shang had no previous experience with the Internet or E-mail before engaging in the pen pal writing project. Therefore, the partnership motivated him to pick up a new skill, which he has truly enjoyed applying.

Mr. Shang organized the activity in both English and Chinese, although the final messages to the pen pals were in English. He said that his students were "overjoyed at the news that they were going to have a U.S. pen pal class and were motivated to read each message from the partner." Before Mr. Shang sent an E-mail, he would ask the students to brainstorm how to introduce themselves and what questions to ask their partners. Every student was required to write a short letter in English or Chinese, or in a mixture of the two. Due to limited English proficiency, most children chose to write the letter in Chinese. These 2nd-graders were already capable of writing short letters in their native language. When they encountered a word they did not know, they would use pinyin (Chinese phonetic symbols) to replace it. After the individual letters were completed, Mr. Shang summarized their ideas and composed a message, with his students' assistance, in English. Then, the letter was read to the students in English and also translated into Chinese. In addition, the teacher used the messages in guiding his class to define new words, analyze sentence structures, and comprehend and interpret meaning. The students appeared to relate well to the content; the meaningful contexts helped them to grasp the language.

In fact, the Chinese students who participated in this activity were not only from Mr. Shang's class. The school administrators wanted to involve as many students as possible in the activity, and therefore posted all E-mail messages, along with the translations, on the school bulletin board. Students from all of the classes were encouraged to comment and ask questions about the pen pals. Their input was considered when Mr. Shang wrote the messages.

Q 2: How did the activity affect the participants' school learning experience and cross-cultural understanding? This cross-cultural activity was so influential at Linhu Elementary that, according to Mr. Shang, "reading and writing E-mail became the most popular after-school activity, which really enriched children's learning." Hundreds of students at the school were involved in reading and writing the messages. When Mrs. Brown's class wrote that they wanted to locate Shandong on their world map and asked for help, many Chinese children were eager to support their pen pal partner's efforts. "Where is Shandong located?" may seem to be a simple question, but describing it accurately in English was a challenge for these elementary school students. To search for an answer, the students consulted references, found relevant materials, and studied the globe. "Even those students who were not fond of reading became library visitors," said Mr. Shang. The following are some examples of the students' responses to the question, as taken from their individual letters:

"Shandong is located in the east part of China between the Yellow Sea and Bohai Sea." (a 2nd-grader) "The Shandong Peninsula looks like a tower with its tip pointing straight at the Korean Peninsula." (a 3rd-grader) "On the globe, China is on the opposite side of the U.S. If you dig a tunnel (hole) all the way down, you can come out in China when you finish the project." (a 5th-grader)

To develop their answers, the children carefully examined the location of Shandong in relation with other places on the planet. In the process, they not only enhanced their knowledge of geography, but also practiced how to write clearly in both Chinese and English.

Through E-mail communication, the Chinese children even had an opportunity to evaluate their social responsibilities and explore what they could do to improve their living environment. When the U.S. partners wrote that they could swim in Lake Michigan during summer and asked whether their Chinese pen pals also liked swimming, the Chinese children became reflective. They realized that the nearby Yellow River, one of the longest rivers in the world, was unsuitable for swimming. The water in the river was so muddy that at least one third of a cup of water taken from it would be sand. For many years, severe damage to vegetation and lack of protection along the banks of the Yellow River had left it endangered.

Consequently, the students at Linhu Elementary engaged in a focused discussion about protecting the environment--a direct result of their pen pals' E-mail letters about Lake Michigan. According to Mr. Shang, this discussion ignited a schoolwide study on preservation of natural resources, and the U.S. pen pal partners were invited to share in the exploration. The Chinese students asked the following questions regarding environmental protection: "How is Lake Michigan protected? "What do the U.S. children do to protect the environment?" "Do you have any advice for us to save the Yellow River?" Although a solution to the problem was unlikely to be reached in the course of such an E-mail correspondence, it was encouraging to see that the children started to think seriously about their individual and social responsibilities.

Each of Mr. Shang's students received a copy of every E-mail received. Although the children brought the messages home and talked about them with their families, very few parents were able to read the English messages. Nevertheless, the Chinese parents valued the international partnership and felt honored that their children had made friends from overseas. All of the parents responded when they were asked to supply their children's photos to be mailed to the pen pals. They even offered to help prepare and mail the packages.

Mr. Shang felt that the pen pal writing had a strong impact on how English was taught at the school. Traditionally, writing has been a weak area in the overall English instruction at many Chinese schools, since much effort is spent on memorizing words and interpreting texts. Pen pal writing provided students with an opportunity to express their ideas and thoughts to a real and responsive audience. In the process of pen pal writing with native English speakers, the students were guided to apply and reinforce their English-language skills. Such interactions could facilitate the students' English learning and, more important, create and develop new learning opportunities.

As a pleasant surprise, the pen pal writing also attracted publicity. A report about the partnership was aired on the local radio and television stations, and published in the local newspaper. Linhu Elementary School became a pioneer in the community for enriching students' English language learning and cross-cultural understanding. The school also set itself apart by using technology to advance students' learning.

Adjustments. Mr. Shang and his colleagues were not satisfied with simply maintaining the status quo; they wanted to be connected to more pen pal partners from U.S. schools. (At their request, I resolved to look for other potential U.S. pen pal partners for Linhu Elementary.) With improved English proficiency, Mr. Shang anticipates more one-on-one contacts between Chinese and U.S. students. The focus of English language instruction could be shifted from whole-class teaching to individualized guidance. Since the Chinese students are learning English as a foreign language, a collaborative effort among students of different age groups may be necessary to make the activity more productive. English teacher candidates at Linhu Community College, adjacent to Linhu Elementary, are expected to become cross-age partners with the schoolchildren. This new connection will give the teacher candidates an invaluable opportunity to have firsthand experience with schoolchildren and their instructional environment. They will be able to improve their own English skills, while supporting children's learning.

Discussion

The pen pal writing initiative engaged the students in learning through social interaction. This classroom-based activity involved more than writing development in two classes. Its implementation required teamwork among parents, teachers, students, and many others. The activity was rooted in social interaction that enabled participants to learn more about a culture other than their own.

Interactions Inside and Outside of Classroom. Socially meaningful activities enable students to learn about themselves and the world (Dixon-Kraus, 1996). Through E-mail communication, the children learned about each other as fellow students and human beings. They compared their ways of life in terms of daily routines, personal preferences, their environments, etc. The participants were surprised at how the two cultures engaged in similar activities, and they were curious about the differences. Students quickly picked up the type of sociological information about their friends that would not necessarily be available in textbooks. Most important, they gained insight into the thoughts of same-age children from another country.

The interaction involved not only the 2nd-graders and their teachers, but also a strong supporting team. The parents and families read and/or participated in discussions about each E-mail message; their positive attitude toward the activity had a favorable influence on these young participants. With the assistance of 4th-grade students, Mrs. Brown's students were able to complete their letters to their pen pals.

Literacy Development and technology Application. Perhaps the most noticeable feature of the pen pal writing activity was the students' exposure to reading, writing, and oral communication. In the process of accomplishing the language tasks, the children also were engaged in thinking and reflection. Often, they were required to share their thoughts and questions with their peers, which naturally opened up opportunities for developing their language abilities within a meaningful context.

Moreover, the 2nd-graders were introduced to online communication. Even if they were net ready to send messages by themselves, the experience would serve as a preparation for future independent work. In today's world, being literate includes more than the traditional paper-and-pencil reading and writing; it also encompasses knowledge of computer applications (Leu, 1996; Negroponte, 1995; Reinking, 1995). In several years, when these children are ready to handle more tasks independently, they may continue pen pal writing on a one-on-one basis.

Cross-Cultural Awareness and Understanding. The pen pal partnership enhanced the cross-cultural understanding of all participants. China new represented more than fortune cookies and chopsticks to the U.S. 2nd-graders, and the Chinese students began to associate the United States with more than aircraft carriers and the U.S. Congress. Their knowledge of the targeted culture became concrete and personal. "When students write to same-age children, they have many things in common on which to build relationships" (Tompkins, 2000, p. 205). By looking at similarities, the participants realized how well they were able to relate to one another, and they realized they were more similar than different. Meanwhile, by examining the differences, they acquired knowledge of each other's cultural and social preferences. The U.S. participants became aware of the language differences and developed an interest in their partners' native language; the Chinese children experienced language learning beyond textbook English instruction. As a result, the participants of both parties developed a strong interest in learning and exploring more about each other.

Moreover, this model could be applied to increase international understanding between other countries. The following aspects could help make an E-pal project successful: 1) ensure that the primary communicators on both sides share a common language; 2) learn or reinforce the language during communication; 3) involve as many supporters as possible, especially those who know the common language; and 4) encourage participants to make individualized contact with partners, when possible. Also, organizers should be aware that it is quite time-consuming to develop and implement such a project.

With support from parents, school faculty/administrators, and others, the participating teachers in this project were able to develop a clearer vision of what needs to be accomplished, and they are looking forward to learning more about each other while improving their students' learning and language skills. Pen pal writing via E-mail can be an integrated activity with the potential to influence students' cognitive, linguistic, social, cultural, and affective development. If this communication channel continues to develop, children should gain experience in understanding and collaborating with each other as global citizens.

References

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Au, K. H. (1993). Literacy instruction in multicultural settings. Fort Worth, TX: Holt, Rinehart & Winston.

Barnitz, J. G. (1998). Discourse diversity: Principles for authentic talk and literacy instruction. In M. F. Opitz (Ed.), Literacy instruction for culturally and linguistically diverse students (pp. 64-70). Newark, DE: International Reading Association.

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Briggs, C., & Kostelnik, J. L. (1994). Pen pal letters between first grade children and teacher education students: Theory into practice. Journal of Early Childhood teacher Education, 15, 12-15.

Bromley, K., Winters, D., & Schlimmer, K. (1994). Book buddies: Creating enthusiasm for literacy learning. The Reading teacher, 47, 392-400.

Dixon-Kraus, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman.

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Halliday, M. K. (1975). Learning how to mean. London: Edward Arnold.

Koeppel, J., & Mulrooney, M. (1992). The Sister Schools Program: A way for children to learn about cultural diversity--when there isn't any in their school. Young Children, 48, 44-47.

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Reinking, D. (1995). Reading and writing with computers: Literacy research in a post-typographic world. In K. A. Hinchman, D. J. Leu, Jr., & C. K. Kinzer (Eds.), Perspectives on literacy research and practice (pp. 17-33). Chicago: National Reading Conference.

Tompkins, G. E. (2000). teaching writing: Balancing process and product. Upper Saddle River, NJ: Prentice Hall.

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SAMPLE 1: E-mail From Mrs. Brown's Class to Mr. Shang's Class

10-27-2000

Dear Mr. Shang and Class,

Hello everyone! We hope you got our first E-mail; we are anxious to hear from you again. We have a lot of questions for you this week. How is your environmental work coming along?

We wanted to tell you about a special place we have here in G.E. [Galas Eton]. It is called Willow Wildlife Haven. When anyone in the area finds a wounded or abandoned wild animal, we can take the animal to this place. They will care for it, try to heal it, and then train it to be released back to nature. If the animal cannot be released, they often keep it there in their special zoo. We have blind owls, a three-legged fox, a badger, many beautiful birds, and other animals that we can go see. It is a small but wonderful place to visit.

We are getting ready to celebrate Halloween on October 31st. We found out the country of Poland does hot have this holiday. Do you celebrate Halloween? In the United States, this is a very popular children's holiday. Many decorate their homes with jack-o-lanterns (carved pumpkins). Others put out ghosts, goblins, tombstones, etc., as decorations in[side] and outside of their homes. The activity that children enjoy the most is dressing up in a costume and going trick-or-treating from house to house in their neighborhoods. When you trick-or-treat you go up to the door of a house, ring the doorbell, and say "trick-or-treat" when the owner answers. Then the homeowner passes out a treat to each child--usually candy or a small toy or some money. It is very fun for children. Here at Washington School, we dress in our costumes in the afternoon and we have an all-school parade. After the parade, we go back to our classrooms and our parents have a wonderful party for us. We hear a story, do some crafts, play some games, and have some treats. It is a fun day. Do you have a holiday where you do things like this? When is it and what do you do?

How is the weather in Linhu? We have had a great week, very warm for this time of year. It has been around 70 degrees F all week.

We look forward to your response.

Mrs. Brown and Class Washington Elementary School

SAMPLE 2: E-Mail From Mr. Shang's Class to Mrs. Brown's Class

10-30-2000

Dear Mrs. Brown and Class,

We are so excited to receive your E-mails. We admire what you are doing in protecting the animals. It's really great to make the wounded and abandoned animals a home. In this part of China, we cannot find so many wild animals as you do, but [some]times we find wounded birds. A pupil named Fangfang once found a skylark wounded on the leg and brought it home. For quite a few days, she looked after it, bought medicines to treat its wound, and fed it carefully. Finally when the bird got fully recovered, Fangfang let it fly back to the sky. Fangfang's story is popular among the students at out school and we called on all to learn from her. An article by Fangfang, "Fly to the Sky, Little Bird," was published in a local magazine and she herself was awarded the title "A Little Guard of Environment" by the school. After that, many students began to make wooden nests for birds, and some of them did very well. The nests were just beautiful. We will help them to hang the nests on big trees and wait and see whose work is the first to be used by birds and what birds there will be.

We are happy to know that you are having comfortable weather these days. Here we are in the late autumn and the weather is getting a little cold. The lowest temperature at night is about 4 C and the highest during the daytime is about 14 C. Most of us are wearing sweaters but some have put on their thin coats. The leaves are beginning to fall from trees and the heating system will be on in a few days in our school.

It's great for you to celebrate Halloween Day. We do not have it here in Linhu but we have heard about it through TV. It' s said that nearly 90 percent of the children will go to neighborhood [to] get candies, is that true? How do we hope to have a festival like this one! Mrs. Brown, could you please ask one of your students to describe his experience on Halloween? Out next holiday is New Year's Day. But we have just had our autumn sports meet in our school. Some of our students will tell you about how they won the race or game in the competitions. The sports meet lasted for 2 days, and about 150 students took part in the competitions and others were the audiences. Do you have an autumn sports meet? If you do, how does it go? Do you make nests for birds? How do you make it?

Thank you for offering us pen pal names. The students at our school are so happy to write to them. The students' responses will be in another E-mail.

Mr. Shang and Class Linhu No. 1 Elementary School

Author's Notes: The teachers' names used here are pseudonyms. The author wishes to express her gratitude to Claude Goldenberg and members of the Writing Group in the College of Education at California State University Long Beach, as well as to anonymous reviewers for their constructive feedback on the manuscript. Many sincere thanks go to the teachers, students, parents, and school administrators for their participation and support of this international E-pal project.

Ping Liu is Associate Professor, Teacher Education Department, California State University, Long Beach.