How young children learn English as another language

Introduction

Young children are natural language acquirers; they are self-motivated to pick up language without conscious learning, unlike adolescents and adults. They have the ability to imitate pronunciation and work out the rules for themselves. Any idea that learning to talk in English is difficult does not occur to them unless it’s suggested by adults, who themselves probably learned English academically at a later age through grammar-based text books.

Read the notes below about young children learning English as another language. You can also download these notes as a booklet. Right-click on the link below to download the booklet to your computer. You may print this booklet.

The advantages of beginning early

  • Young children are still using their individual, innate language-learning strategies to acquire their home language and soon find they can also use these strategies to pick up English.
  • Young children have time to learn through play-like activities. They pick up language by taking part in an activity shared with an adult. They firstly make sense of the activity and then get meaning from the adult’s shared language.
  • Young children have more time to fit English into the daily programme. School programmes tend to be informal and children’s minds are not yet cluttered with facts to be stored and tested. They may have little or no homework and are less stressed by having to achieve set standards.
  • Children who have the opportunity to pick up a second language while they are still young appear to use the same innate language-learning strategies throughout life when learning other languages. Picking up third, fourth, or even more languages is easier than picking up a second.
  • Young children who acquire language rather than consciously learn it, as older children and adults have to, are more likely to have better pronunciation and feel for the language and culture. When monolingual children reach puberty and become more self-conscious, their ability to pick up language diminishes and they feel they have to consciously study English through grammar-based programmes. The age at which this change occurs depends greatly on the individual child’s developmental levels as well as the expectations of their society.

Stages in picking up English

Spoken language comes naturally before reading and writing.

Silent period
When babies learn their home language, there is a ‘silent period’, when they look and listen and communicate through facial expression or gestures before they begin to speak. When young children learn English, there may be a similar ‘silent period’ when communication and understanding may take place before they actually speak any English words.

During this time parents should not force children to take part in spoken dialogue by making them repeat words. Spoken dialogues should be one-sided, the adult’s talk providing useful opportunities for the child to pick up language. Where the adult uses parentese (an adjusted form of speech) to facilitate learning, the child may use many of the same strategies they used in learning their home language.

Beginning to talk
After some time, depending on the frequency of English sessions, each child (girls often more quickly than boys) begins to say single words (‘cat’, ‘house’) or ready-made short phrases (‘What’s that?’, ‘It’s my book’, ‘I can’t’, ‘That’s a car’, ‘Time to go home’) in dialogues or as unexpected statements. The child has memorised them, imitating the pronunciation exactly without realising that some may consist of more than one word. This stage continues for some time as they child picks up more language using it as a short cut to dialogue before they are ready to create their own phrases.

Building up English language
Gradually children build up phrases consisting of a single memorised word to which they add words from their vocabulary (‘a dog’, ‘a brown dog’, ‘a brown and black dog’) or a single memorised language to which they add their own input (‘That’s my chair’, ‘Time to play’). Depending on the frequency of exposure to English and the quality of experience, children gradually begin to create whole sentences.

Understanding

Understanding is always greater than speaking and young children’s ability to comprehend should not be underestimated, as they are used to understanding their home language from a variety of context clues. Though they may not understand everything they hear in their home language, children grasp the gist – that is they understand a few important words and decipher the rest using different clues to interpret the meaning. With encouragement they soon transfer their ‘gist’ understanding skills to interpret meaning in English.

Frustration

After the initial novelty of English sessions, some young children become frustrated by their inability to express their thoughts in English. Others want to speak quickly in English as they can in their home language. Frustration can often be overcome by providing children with ‘performance’ pieces like ‘I can count to 12 in English’ or very simple rhymes, which consist of ready-made phrases.

Mistakes

Children should not be told they have made a mistake because any correction immediately demotivates. Mistakes may be part of the process of working out grammar rules of English or they may be a fault in pronunciation. ‘I goed’ soon becomes ‘went’ if the child hears the adult repeat back ‘yes, you went’; or if the adult hears ‘zee bus’ and repeats ‘the bus’. As in learning their home language, if children have an opportunity to hear the adult repeat the same piece of language correctly, they will self-correct in their own time.

Gender differences

Boys’ brains develop differently from girls’ and this affects how boys pick up language and use it. Sometimes mixed classes make little provision for boys, who may be overshadowed by girls’ natural ability to use language. If young boys are to reach their potential, they need some different language experiences with girls and their achievements should not be compared with those of girls.

Language-learning environments

Young children find it more difficult to pick up English if they are not provided with the right type of experiences, accompanied by adult support using ‘parentese’ techniques.

  • Young children need to feel secure and know that there is some obvious reason for using English.
  • Activities need to be linked to some interesting everyday activities about which they already know, eg sharing an English picture book, saying a rhyme in English, having an ‘English’ snack.
  • Activities are accompanied by adult language giving a running commentary about what is going on and dialogues using adjusted parentese language.
  • English sessions are fun and interesting, concentrating on concepts children have already understood in their home language. In this way children are not learning two things, a new concept as well as new language, but merely learning the English to talk about something they already know.
  • Activities are backed up by specific objects, where possible, as this helps understanding and increases general interest.

Reading

Children who can already read in their home language generally want to find out how to read in English. They already know how to decode words in their home language to get meaning from text and, if not helped to decode in English, may transfer their home language-decoding techniques and end up reading English with the home language accent.

Before they can decode English, young children need to know the 26 alphabet letter names and sounds. As English has 26 letters but on average 44 sounds (in standard English), introducing the remaining sounds is better left until children have more experience in using language and reading,

Beginning reading in English goes easily if young children already know the language they are trying to read. Many children work out by themselves how to read in English if they have shared picture books with adults or learned rhymes, as they are likely to have memorised the language. Reading what they know by heart is an important step in learning to read as it gives children opportunities to work out how to decode simple words by themselves. Once children have built up a bank of words they can read, they feel confident and are then ready for a more structured approach.

http://learnenglishkids.britishcouncil.org/en/parents/articles/how-young-children-learn-english-another-language

Speaking English at home – Helping your child

Introduction

For the most part, it is parents who teach their young children to speak their home language. Throughout the first two years of life, it is often the mother’s voice and her special way of talking, called ‘parentese’, that teaches young children about language and how to talk.

Parents, even with a basic knowledge of English, can successfully support their young child learning English by re-using and adjusting many of these same parentese techniques.

Parents may worry about their accent in English. Young children have a remarkable ability to alter their accent to match the English of their surroundings. Young children need to feel ‘I can speak English’ and ‘I like English’ and their parents’ support can help them achieve this from their first lessons.

Read the notes below on speaking English at home. You can also download these notes as a booklet. Right-click on the link below to download the booklet to your computer. You may print this booklet.

Why parents’ help is best

  • Parents can focus on their child, spending some one-to-one time with them.
  • Parents can fit English sessions into any part of their day to suit their child and themselves.
  • Parents can regulate the length of an English session and select activities to fit their child’s needs, interests and ability to concentrate.
  • Parents know their child intimately and can intuitively judge the type of English talking suitable for their individual ways of picking up language.
  • Parents can best interpret their child’s moods and respond to them. Children have days when they eagerly absorb language and others when they find it difficult to concentrate.
  • Parents can introduce more fun, as they are working with an individual, not a class.
  • Parents can introduce English culture into family life, so broadening their child’s outlook and understanding of their own culture as well as things English.

What is parentese language?

‘Parentese’ is a form of talking that tunes into and adjusts to a young child’s language, providing dialogue with the child and shepherding them to their next level of competence. Women appear to be innate users of parentese; some men seem to find it more difficult unless they can centre their talk around specific objects – a picture book or a game. However, children – especially boys – need male role models as men use language differently. Men tend to take a more technical approach to using language and ‘chatter’ less.

Parents, using a softer, caring voice and simpler language, unconsciously shepherd their young child through an activity by:

  • a running commentary (talking aloud) on what is going on: ‘Let’s put it here.’ ‘There.’ ‘Look. I’ve put it on the table.’ ‘Which one do you like?’ [pause] ‘Oh, I like this one.’ ‘The red one’
  • repeating useful language more often than in adult talk: repetition introduced naturally helps the child to confirm what they are picking up – it is not boring for the child, even if it is for the parent
  • reflecting back what their child has said and enlarging it: Child: ‘Yellow’; Parent: ‘You like the yellow one.’ ‘Here it is.’ ‘Here’s the yellow one.’ ‘Let’s see. yellow, red and here’s the brown one.’ ‘I like the brown one, do you?’ [pause]
  • talking more slowly and stressing new words naturally without altering the melody of the language. ‘Which rhyme shall we say today?’ ‘ You choose.’ [pause for child to select]
  • using the same phrases each time to manage English sessions as well as activities and games. As children’s understanding increases, these basic phrases are enlarged: ‘Let’s play Simon says.’ ‘Stand there.’ ‘In front of me.’ ‘That’s right.’ ‘Are you ready?’
  • adding facial expression and gesture to aid understanding
  • using eye contact in one-to-one exchanges to reassure and also to encourage a hesitant child to speak
  • pausing for a longer time as children need to think about what they hear before they are ready to reply. When speaking is still limited, exaggerated pauses can add fun or hold interest in a game.

Some parents find it embarrassing to dramatise and use parentese. However, for the child, it makes picking up English easier as they are familiar with these natural ‘mini-lessons’ in their home language. Once young children begin to speak, parents innately feel less need to use parentese, except when introducing new language or activities.

Using English

By using simple English with plenty of repetition, parents help their child to begin thinking in English during activities where they feel secure and can predict what is going to happen, like games or ‘rhyme times’.

Young children want to be able to talk in English about:
• themselves and what they like: ‘I like; I don’t like… yuk’
• what they have done: ‘I went to; I saw…; I ate…’
• how they and others feel: ‘I am sad; she’s cross …’

Parents can help by sharing picture books or making their own books using drawings or photographs.

Young children learning their home language become skilled in transferring a little language to many situations: ‘All gone.’ If adults transfer English phrases in the same way, young children soon copy them.

When children need to practise school English, use phrases like ‘What’s your name?’ ‘How old are you?’ ‘What’s this?’ ‘That’s a pencil.’ Parents can turn this into a fun activity by using a toy that speaks only English, asking it the questions and pretending to make it answer.

As young children become more competent speakers, they may include a word in their home language within an English phrase ‘He’s eating a (…)’ because they do not yet know the English word. If the adult repeats the phrase back using only English, the child can pick up the English word. ‘He’s eating a plum.’ ‘A plum.’

When to translate

Young children’s ability to understand should not be underestimated; they understand much more than they can say in English. In their home language young children are used to understanding only some of the words they hear and filling in the rest from the speaker’s body language and clues around them to get meaning. Where parentese is used, they appear to transfer these skills to working out the meaning in English.

When both new concepts and new language are introduced at the same time, it may be necessary to give a quick translation once, using a whisper, followed directly by the English. If translation is given more than once and again in following sessions, a child may get used to waiting for the translation instead of using his or her own clues to understand the English.

English sessions

English sessions may last from just a few minutes up to about ten and can take place once or twice a day, depending on circumstances. The more frequently English is used, the quicker it is absorbed.

During English sessions parents need to focus on their child without any interruptions. Young children come to love English sessions, because for them English is a special time with their parent’s undivided attention.

Young children are logical thinkers: they need to have a reason for speaking English, since both they and their parents can speak the home language.

They may find it difficult to switch from their home language into English, so it is important to set the scene: ‘In three minutes we are going to have our English time.’ Setting the scene for English time might involve moving to a special place in the room: ‘Let’s sit on the sofa. Now, let’s talk in English.’ Warming up in English by counting or saying a familiar rhyme also helps to switch into English before introducing some new activity.

Children pick up language when the talk is based around an activity in which they are physically involved. If they have already been introduced to the activity in their home language and understood the content, they feel more secure and can concentrate on understanding and picking up the accompanying English.

Where sessions are in only English, activities need to be shorter since children’s attention span is generally not as long as in the home language. Listening only to English can be tiring.

Encouragement and praise

Young children look for their parents’ praise. They need to feel good, and know they are making progress in English. Continuous positive support, encouragement and praise from both mother and father, as well as the extended family, helps to build up self-confidence and motivate. In the early stages of learning, encouragement is especially important and praise for any small success motivates. ‘That’s good.’ ‘I like that.’ ‘Well done!’

Starting off in English is the time when young children need parents’ support the most. Once they are able to speak, recite rhymes and have memorised some stories, the support need no longer be so intensive. By this stage, English phrases, rhymes and stories are likely to have been playfully transferred into family life. In-family English can be bonding and is likely to stay. This can be the beginning of positive lifelong attitudes to English and other cultures. It is now generally accepted that lifelong attitudes are laid down in early childhood before the age of eight or nine.

http://learnenglishkids.britishcouncil.org/en/parents/articles/speaking-english-home

Ways to build rapport between teachers and learners

How to develop a nice atmosphere in class and teach with success. 

Choose your attitude

You need to be friendly but professional. Remember that your students don’t want you as a friend, but want to respect you as a teacher. Show them from the outset that you expect them to work hard in your class, but that it can be enjoyable.

Use names

Yes, it can be difficult with a large class to learn names quickly, but using your learners’ names shows that you see them as individuals and creates bonds.

Listen

Really listen to the messages in what your learners say, not just the English that they produce. Try to avoid unnecessary ‘echoing’, or simply repeating what learners say and be aware of the amount of time you spend talking in a class.

Avoid over-correcting

Teachers who correct learners every time they speak run the risk of damaging learner confidence and breaking down rapport. Of course, learners need correcting at times, and when this is done supportively it can increase trust between learner and teacher.

Stand tall

Work on your voice and body language so that you appear confident, even if you really don’t feel it. Your voice needs to be loud and clear. Stand straight in front of the class, and don’t hide behind a desk.

https://www.futurelearn.com/courses/english-language-teaching/1/steps/40463

Nunca é tarde para aprender a falar Inglês

Muitas pessoas pensam que já passaram da idade apropriada e que não serão mais capazes de aprender a falar Inglês. Eu já ouvi frases como “papagaio velho não aprende a falar” ou “Eu tenho muito vocabulário, mas não sei formar frases” ou “Na hora fico nervoso e esqueço tudo.”

Todos nós passamos por dificuldades ao tentar aprender a fazer algo novo já mais velhos. Seja um esporte, trabalho manual,  estudo, qualquer aprendizagem é mais difícil ao longo dos anos, mas isso não pode ser motivo de desânimo.

É muito comum eu ouvir justificativas como: falta de tempo, dinheiro, transporte, inibição, quando na verdade falta ter coragem para arregaçar as mangas e superar os obstáculos. Hoje em dia existem até cursos de inglês on-line!

Em termos de educação, pesquisas colocaram o Brasil no final da linha entre países com conhecimento de Inglês. Isso é deprimente, especialmente se pensarmos que em breve o Rio irá sediar os Jogos Olímpicos, um evento que envolve conhecimento de Inglês.

Algumas pessoas já passaram por humilhação ou constrangimento ao comentem algum erro e acabaram envolvidas em grande dificuldade. Eu sei de casos com pessoas que já passaram por situações tão embaraçosas que se tornaram cômicas.Todas essas experiências bizarras durante viagens internacionais, entrevistas de emprego, ou reuniões são válidas. O aluno tem de seguir em frente, não se sentir desanimado, ele deve saber que tudo isso faz parte do processo de aquisição da linguagem e relevantes para a fixação do conteúdo.

O mais importante para mim como um professora de Inglês é sobre o sentimento de vitória para os alunos que conseguiram superar as dificuldades e cresceram em sua profissão devido à aprendizagem da língua.

Portanto, meu amigo que está aprendendo Inglês depois adulto, parabéns! Não tenha vergonha de cometer erros, falar, mesmo sem a certeza das palavras, ficar tenso, ou errar na concordância. Vá em frente, porque é só assim que se aprender um novo idioma.

E para aqueles de vocês que ainda têm medo de tentar, deem o primeiro passo. É mais fácil do que vocês pensam!
Pergunte-me como!

In English

It´s Never too late to learn to speak English
Most adults think they have passed the appropriate age and that they will no longer be able to learn to speak English. I’ve heard phrases like “old parrot does not learn to talk” or “I have much vocabulary, but I don´t form sentences” or “I get too nervous and forget everything.”

We all go through difficulties when trying to learn to do something new when we are old. It maybe be a sport, manual work, or study. Any learning is more difficult over the years, but this may not be cause for discontinuance.

It is very common to justify ourselves with excuses of lack of time, money, transport, inhibition and thereby avoid having the courage to roll up the sleeves and overcome barriers. There are now even online English Courses!

In terms of Education, researches put Brazil at the end of the line between countries with knowledge of English Language. This is depressing, especially if we think that we will soon host the Olympics, an event which involves knowledge of English.

Some people have undergone humiliation when referring erroneously or using terms known as false cognates and they ended up involved in great trouble. I know some cases of people who, once abroad, have experienced embarrassing situations that became comical.

All these bizarre experiences during international travels, job interviews, or meetings are valid and are part of the development process of learning a new language. The learner has to move on, do not feel dejected, he should know that it’s all part of the process of language acquisition and that these strange situations are relevant to the fixing of the content.

The most important for me as a teacher of English Language has to be about the feeling of victory for the students who managed to overcome the difficulties and grew up in their profession due to language learning.

So my friend who is learning English as an adult, congratulations! Do not be shy about making mistakes, talk even without the certainty of words, tenses, or of concordance, and go ahead, because it’s just so that you learn a new language. And for those of you who are still afraid to try, take the first step. It’s easier than you think!
Ask me how!

O Cérebro Bilíngue 

Excelente vídeo sobre a importância de se adquirir mais de uma língua ao longo dos anos. 

É óbvio que saber mais do que uma língua pode fazer certas coisas mais fáceis – como viajar ou assistir a filmes sem legendas. Mas existem outras vantagens em ter um cérebro bilíngue? 

 Mia Nacamulli detalha os três tipos de cérebros bilíngües e mostra como saber mais de uma língua mantém seu cérebro saudável, complexo e ativamente engajados.

O vídeo é em Inglês e explica as diferentes áreas do cérebro onde uma segunda língua é aprendida e os benefícios que esse aprendizado pode trazer às pessoas de qualquer idade, inclusive na velhice ou primeira infância. 

Se vc se interessa pelo tema, não deixe de assistir. São apenas alguns minutos, mas o aprendizado valhe a pena. 

https://www.facebook.com/paulalyraeltschool/posts/395203107337981

  

Intensivo de Inglês 

Aula particular de Inglês faz mais efeito do que aula em grupo. O aluno tem foco nas suas necessidades específicas, atenção individualizada, correção efetiva dos erros e diálogo com qualidade. O custo benefício final é melhor do que em cursos de idioma. 

  Aproveite as férias para dar um UP em seu inglês. 

Praticar conversação, desenvolver a fluência, estudar gramática , vocabulário e estrutura

Invista em você e em seu futuro!

Não desista de seus objetivos!

Fale Inglês, você consegue!

Expressões Idiomática 

Aprenda frases usando cores através de expressões idiomáticas. 


Blue

feeling blue = feeling unhappy: “What’s the matter with you? Feeling blue?”

out of the blue = completely unexpected: “I sent off my application to the company, but heard nothing. Then completely out of the blue they sent me a letter.”

Red

see red = become extremely angry: “When people are cruel to animals, it really makes me see red.”

a red letter day = a day of great importance: “It’s a red letter day tomorrow in the company. It’s our fiftieth birthday!”

paint the town red = celebrate: “They went out last night and really painted the town red – they didn’t come home until 5 a.m.”

in the red = overdrawn: “It’s the end of the month and we’re in the red again. We have to control our spending better.”

like a red rag to a bull = likely to make someone angry: “Don’t talk to him about politics – it’s like a red rag to a bull.”

red tape = bureaucratic paperwork: “You have to cut through a lot of red tape to get proposals accepted in this company.”

red carpet treatment = treat someone with great respect: “When we visit our offices in Asia, we get the red carpet treatment.” 

Green

get the green light = get approval to start something: “We’ve finally got the green light to start research on the new product.”

green fingers = be a good gardener: “Everything grows in her garden. She definitely has green fingers.”

green-belt area = an area of protected land surrounding a town or city: “The green-belt area around London is disappearing fast.”

green politics = environmental politics: “He’s in green politics and often campaigns to fight pollution.”

Black

black market = illegal trade: “You can change dollars for a much higher rate on the black market.”

black economy = a part of the economy unregulated by the authorities: “He doesn’t pay any taxes and thinks that the black economy will make him rich.” (He’s working on the black.)

give someone a black look = look at someone as if you are angry: “Why is he giving me such a black look?”

on the black list = be on a list of “undesirables”: “We won’t be invited to their party this year – we’re on their black list.”

blacklisted = be banned: “Many actors and writers were blacklisted in Hollywood in the 1950’s because they were considered “un-American.”

in black and white = be extremely clear: “This contract is in black and white: we aren’t allowed to keep any pets in this house.”

black spot = a dangerous spot: “his roundabout is a black spot for traffic accidents.”

black and blue = be badly bruised: “When she fell off her bicycle, she was black and blue for days.”

White

white Christmas = when it snows at Christmas: “There hasn’t been a white Christmas here since 1983.”

whitewash = cover up the truth: “I don’t believe his story. I think it’s all a whitewash.”

Grey

a grey area = something which is not definite: “I think genetic engineering is a bit of a grey area.”

grey matter = your brain: “Doing crossword puzzles tests your grey matter.”

Source: www. english at home com





Chinese New Year – Ano Novo Chinês

On January 19th it is Chinese New Year. Do you know the story of The Chinese Zodiac, and how it started?

Many people have wondered over the years how it was that the rat, the smallest of all the creatures, was given the honour of having the first year of the Chinese Zodiac named after him.

This is the story.

A very long time ago, the Jade Emperor, who ruled the heavens of China, sent a message to all the animals asking them to come together so that he could give each of them a year, which would make it easier for the people of China to keep track of time. The cat and the rat were good friends and decided to travel to meet the Jade Emperor together. When it came time to leave, however, the cat was taking a nap. The rat, realising that he would have to use all his cunning to be noticed by the Jade Emperor, left his friend sleeping, and set off on his own. This is why there is no year named after the cat, and also why cats have hated rats ever since. When the rat arrived, the Jade Emperor welcomed him and the other animals and told them that they should all take part in a swimming race. Once again, the rat realised that he would have to be very clever if he wanted to win the race. He found the largest, strongest animal, which was the ox, and pleaded with him to let him ride on its head. The ox was kind and strong, and agreed that they would swim across together. The rat travelled safely across the river on the ox’s back, but, just before they reached the other side, climbed over the ox’s head, jumped onto land, and reached the finish line first. The rat had proved its cunning, and the Jade Emperor named the first year after the rat and the second year after the ox.

According to the place the animals got on the race, the Emperor gave each of them an year to represent.

Do you know your sign on the Chinese Zodiac? Do you know what it represents? So check on the link and have fun.

http://www.astrology.com/chinese-astrology Chinese new year

Em Português

Dia 19/02 será o Ano Novo Chinês. Você conhece a história do zodíaco chinês e como tudo começou?

Muitas pessoas se perguntam ao longo dos anos como foi que o rato, a menor de todas as criaturas, foi dada a honra de ter o primeiro ano do zodíaco chinês em sua homenagem.

Esta é a história.

Há muito tempo atrás, o Imperador de Jade, que governou os céus da China, enviou uma mensagem a todos os animais, pedindo-lhes para se unir para que ele pudesse dar a cada um deles um ano. Isso tornaria mais fácil para as pessoas da China para manter a noção do tempo. O gato e o rato eram bons amigos e decidiram viajar para conhecer o Imperador de Jade juntos. Quando chegou a hora de sair, no entanto, o gato estava tirando uma soneca. O rato, percebendo que ele teria que usar toda a sua astúcia para ser notado pelo Imperador de Jade, deixou seu amigo dormir e partiu sozinho. É por isso que não há nenhum ano em homenagem ao gato, e também por isso que os gatos odeiam ratos desde então. Quando o rato chegou, o Imperador de Jade congratulou-se com ele e com os outros animais e lhes disse que todos eles deveriam participar de uma corrida de natação. Mais uma vez, o rato percebeu que teria que ser muito inteligente, se quisesse ganhar a corrida. Ele encontrou o maior e mais forte animal, que foi o boi e implorou-lhe para deixá-lo andar em sua cabeça. O boi era gentil e forte, e concordaram que iriam atravessar a nado junto. O rato viajou com segurança através do rio na parte traseira do boi, mas, pouco antes de chegar ao outro lado, subiu sobre a cabeça do boi, pulou para a terra, e chegou à linha de chegada em primeiro lugar. O rato tinha provado a sua astúcia ao Imperador de Jade e foi nomeado com primeiro ano, após o rato e no segundo ano foi para boi.

De acordo com o lugar que os animais chegaram na corrida, o Imperador deu a cada um deles um ano para representar.

Você conhece o seu signo no zodíaco chinês? Sabe o que ele representa? Cheque no link e se diverta!

http://www.astrology.com/chinese-astrology