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February 24, 2012 / Volume 3 / Number 10

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p 26 On the cover: Peter Xing returns serve during the inaugural APAC table tennis competition in Puxi.

Content Servants of children Kerry Jacobson


Animal shelter Roy Du

Inside SAS Alicia Lewis


Photo parade Doug Hundley


APAC table tennis Craig Tafel, Dianna Li, Stephanie Huang, and Peter Xing


APAC swimming Corry Day and George Carpouzis


APAC basketball Michael Branch and Matt Kuykendall


Alumni book launch Steven Lane


Fringe Festival theater Debbi Fintak


Family literacy Michael Martin and Barbara Boyer


Visual Arts Joan Lueth


THIMUN Yvonne Hsiao



Dreaming in English Maria Luisa Glascock


APAC forensics Yvonne Hsiao


Alumni panel Betty Bong




Giving Tree Heidi and Helen Yuan


Upcoming events




Upcoming board meetings Meeting #6: February 27, 6:30 p.m., Puxi Campus Meeting #7: March 26, 6:30 p.m., Pudong Campus Meeting #8: April 23, 6:30 p.m., Puxi Campus Meeting #9: May 28, 6:30 p.m., Pudong Campus Meeting #10: June 9, 8:00 a.m., Kerry Center

Pudong venue: High School Library Garden Room, Pudong campus Puxi venue: New High School Building, First Floor Conference Room A103, Puxi campus Kerry Center: Jun He Law Offices, 32 F No. 1515 Nanjing West Road

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Servants of children By Dr. Kerry Jacobson, Superintendent The Eagle is produced by the SAS Communications Office, based on both the Puxi and Pudong campuses. It is typically published twice a month, although publications schedules may vary due to school holidays. Information in the magazine is primarily about SAS people and organizations. We encourage parents, students, teachers, and administrators to submit stories and photography. It is often helpful to contact the editors in advance to discuss content, length, and timing. Articles from non-SAS sources are published on a space available basis. All submissions will be edited for style, length, and tone. Articles and stories from the Eagle also appear on our Eagle Online website, at

Through the ages, the world has been influenced by a variety of advocates for children. In the north part of Shanghai, there is a pretty little wooded area called Lu Xun Park. Amid the simple beauty, the park denizens exercise, fly kites, sing karaoke at the top of their lungs, and, depending upon the season of the year, look for a place in the sun or shade to just sit and rest. The park is named after Lu Xun, a wellknown and influential Chinese writer of the early 20th century. Lu Xun was a forerunner of the people’s movement in China, a man devoted to this country and to improving the lives of the peasants and their children during the last years of imperial China and the early years of the republic. In all his efforts, Lu Xun acted with courage, disdaining weaponry other than his pen, which was particularly admirable as his family was forced to move to avoid arrest for subterfuge. About himself, Lu Xun once wrote: “Fierce-browed, I coolly defy a thousand pointing fingers. Head-bowed like a willing ox, I serve the children.” Next week, a modern-day child advocate will be among us. Dr. Yong Zhao returns to Shanghai American School. Zhao is a researcher and professor who grew up in the hills of China, in a tiny village in Sichuan. He has authored more than 20 books and more than 100 articles, and now serves as presidential chair and associate dean for global education at the University of Oregon. Zhao’s insightful work contrasts the evolving educational systems of the US and China. He points to a modern day dilemma as America becomes more focused on standardized testing and China strives to reform its education system to make it more like America’s: “American education is at a crossroads and we need to change courses to maintain leadership in a rapidly changing world … What China wants is what America is eager to throw away — an education that respects individual talents, supports divergent thinking, tolerates deviation, and encourages creativity.” This major premise closely echoes our SAS mission statement: “Thus, education should move beyond the paradigm of imparting in our children what government or other authorities deem useful. Instead, it should work to support every individual student to become successful, help each individual to reach his/her full potential and encourage all students to pursue their passions and interests.” This week, Zhao will address our parents and community members in three sessions:

The Eagle Production Team Managing Editor: Liam Singleton Graphic Designers: Fredrik Jönsson and Cindy Wang Advertising Manager: Ji Liu Executive Editor: Steven Lane

Production Schedule 2012 Mar 9: Copy deadline Feb 23 Mar 23: Copy deadline Mar 8 Apr 20: Copy deadline Apr 5 May 11: Copy deadline Apr 26 May 25: Copy deadline May 10 Jun 8: Copy deadline May 24 Pudong campus: Shanghai Executive Community, 1600 Ling Bai Road, San Jia Gang, Pudong, Shanghai 201201. Tel: 6221-1445.

Parent Coffee Hour Puxi: February 28, 10:00-11:00 a.m., Library Media Centre Pudong: February 29, 10:00-11:00 a.m., Library Lecture Hall

Puxi campus: 258 Jinfeng Road, Huacao Town, Minghang District, Shanghai 201107. Tel: 6221-1445.

An Evening with Dr. Zhao February 29, 7:30-9:30 p.m., Performing Arts Center (Chinese) March 1, 7:30-9:30 p.m., Kerry Hotel (English)


The Balance Between Homework and Play: A Presentation for Middle School and Elementary School Parents Pudong: February 29, 11:00 a.m.-12:00 noon Library Lecture Hall Puxi: March 2, 10:00-11:00 a.m., Library Media Centre I’ll see you there.

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The road ahead By Alicia Lewis, Curriculum and Professional Development Coordinator As a child of educators, my summer highlights usually involved packing the car for the drive from the Midwest to wherever our parents’ wanderlust might lead. Before those trips, I remember visits to the Automobile Association of America (AAA) offices, where the agents would make detailed “TripTik” maps for our journey that anticipated detours or delays, noted long stretches without gas stations, and provided optional side trips to theme parks. I liken my office’s responsibilities to that of the AAA office. If we consider K-12 education a journey, our curriculum maps include not only a diary of instruction, but also the grander process of mapping our intended journey through the curriculum review process. This extends beyond a simple checking of grade level mileposts (standards and benchmarks) and verifying that we have reached our destination through high scores on standardized testing. In order to honor what researchers such as Robert Marzano have acknowledged as critically important — the impressive learned intelligence and deep background knowledge that students bring to the classroom — we need to consistently engage in “R&D,” or the research and design processes for which innovative businesses allocate human and financial resources. Two important facets of curriculum R&D include investigations into global education and business trends and, at the same time, engaging teams of practitioners in these conversations and decisions. While our curriculum maintains its anchor in fundamental skills (benchmarks) it also travels toward the other end of the philosophical continuum to what some refer to as critical thinking and 21st century skills. Long ago, John Dewey and other progressive educational reformers of the early 20th century recommended moving beyond the Industrial Age approach to education toward what came to be known as constructivist learning. Dewey’s theories, explained in Education and Experience, were expanded by educational researcher Lev Vygotsky, who provided recommendations on ways to guide students from what they currently know and/or apply toward increasingly challenging experiences within their respective operational “zone” of understanding. Each then constructs his or her own knowledge through trial and error, contemplating alternative perspectives and multiple means of solving a problem rather than relying on teacher-provided, formulaic steps. While I value the need for formulae to explain phenomena around us, I believe it is the evaluation and application of knowledge achieved by discerning when to best apply these formulae that promote higher order thinking, not simply “plugging and chugging.” The goal of constructivist learning is to enrich the world of the learner through similar metacognition or that self-knowledge of the one’s own thinking processes. This self-awareness

will continue to prove important as increasingly advanced tools become capable of generating work that used to require a rather sophisticated mind to produce. SAS’s mission statement and curriculum strategic plans point toward developing globally competent leaders who can design and implement their own innovative applications and synthesize ideas and skills to improve the world around them. This will not happen overnight and educational researchers increasingly provide evidence that this cannot happen in isolation. Educators need time to collaborate, much as my mother and father would, to pour over the maps and TripTiks at various points during the trip. While my siblings and I might have preferred that this happened before we got in the car, there were unpredictable modifications that required pulling over on the side of the road and adapting on the spot. Similarly, educators need adequate time during the instructional day, according to recent studies by Joellen Killion, former executive director of the Learning Forward organization. Her research team found that teachers need shared time, before pressing needs arise, to adapt to students’ learning needs in staggered increments both during the instructional day and throughout the academic year. As we continue to strategically plan our academic calendar, let us reflect if the most productive time for collaboration for our SAS population truly occurs at the beginning of the academic year or around holiday breaks? Imagine the journey if my parents had not stopped periodically to check the engines (evaluating MAP testing data or common assessment results) or fill up with petrol (mental breaks to collaborate in teacherdriven professional learning communities), and to ensure that the journey is sufficiently motivating for the kids (create, share, and infuse learning designs). The constructivist’s curriculum roadmap would go as far as to place students in the driver’s seat, with the knowledgeable and fortified teacher as navigator, coaching through road hazards, asking questions that support making quick decisions, and instilling the confidence through success to take control of a powerful vehicle — their future. My parents’ wanderlust has not diminished in their 70s; neither will learning end for our students after SAS. However, instead of a TripTik from AAA, I just dot-commed my mother a handheld, voice-command, GPS system. As mom’s travel tools have adapted to the innovations available in this decade, so our SAS educators and administrators adapt our approaches to education for global citizens. Fernando Reimers, Harvard professor and director of the International Education Policy Program, proposed three dimensions of globally competent leaders: a positive, empathetic, and respectful approach to cultural differences; the ability to speak, understand, and think in several global languages; and sufficient historical and global perspective to think critically and creatively around complex international economic, political, and environmental issues. SAS parents and staff are nearly perfectly poised to integrate our instruction, assessment, and curriculum across these three dimensions. In partnership with parents, we can continue this journey, equipping students with courage to take the wheel for the exciting road ahead towards academic and professional excellence.

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Student art and music help launch new SAS alumni book By Steven Lane, Director of Communications Hundreds of SAS parents, teachers, staff, and students crammed the Deke Erh Gallery in downtown Shanghai on February 12 to celebrate the launch of Erh’s new book and the opening of the SAS Student Centennial Arts Exhibition. The gallery — housed in a converted factory in the trendy boutique-and-café enclave of Tianzifang on Taikang Road — was hung with more than 75 works of art created by SAS students at all grade levels, selected by art teachers across the school. The opening also featured a number of wonderful performances by various brass and woodwind ensembles from SAS High School, Pudong campus. The groups played a selection of classical and big band tunes as well as two SAS school songs: the 1948-49 “All Hail to Thee, Our Alma Mater Blest,” then the new “Shanghai American School – You Belong!” composed (and sung) by SAS Pudong music teacher John Leonard. The book, entitled Deke Erh and 86 Shanghai American School Students and Teachers, 1937-1949, is a collection of the stories of students, and a few teachers, from the pre-1949 era of SAS. Erh, a well-known Shanghai photographer and recorder of the city’s recent history, has spent the past few years collecting these stories, through interviews and email exchanges with alumni, mostly in the US. He even attended an SAS alumni reunion in Salem, Massachusetts, in 2008, where he “set up shop around the clock” and interviewed more than 50 alumni and received dozens of photographs — some close to 100 years old — of childhoods spent in China. Erh’s longtime interest in SAS stems from his belief that his father attended the school, though he has so far been unable to find the proof of this, despite his and SAS staff’s best efforts to scour records and yearbooks. He does remember an uncle seeing a photo of the old SAS buildings on Hengshan Road, only a few blocks from his family’s house, and saying, “Your father learned his fluent English in that elementary school.” Erh’s father died during the Cultural Revolution and he never had the chance to ask him more about his past. A number of speakers addressed the crowds at the gallery. Joe Wampler, who attended SAS as a sophomore in 1948-49 and came down from his temporary assignment in Beijing especially for the opening, held up a picture of the Chinese character cang, which means, “to preserve, or to hide,” he explained. “To add something to historical archives in Chinese culture has the sense of ‘hiding’ it,” said Wampler, adding that Erh’s book was doing the opposite: “Deke’s book is exposing historical facts; that’s why it’s important.” He planned to buy five copies to distribute to friends in Beijing who were already envious of SAS’s well-established alumni network of pre-1949 students. Also on hand among pre-1949 alumni was Betty Barr Wang, who has spent 45 of her 79 years in Shanghai. “I think this book is unique in that it tells the stories of 86 people in the first person, and often stories about their parents too,” said Barr, who was part of the editorial team that helped put the book together. Shanghai Daily editor Zhang Ciyun was on stage too, reflecting the deep interest in the story among local media. “No one in

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Shanghai is as qualified as Deke Erh to put this beautiful book together,” Zhang said. Local TV station ICS was there, interviewing several student performers and parents. Erh himself was thrilled with the turnout and the quality of the art created by SAS students. “We are very happy to have the chance to host this occasion,” he said. “I’m especially pleased that we had some students from 1949 here today, as well as a lot of young students. Shanghai has always been a city that was quite open to western influence, and SAS is a school that is western but also open to Chinese influence.” The exhibition is scheduled to remain open through Sunday, February 26, and a number of additional musical performances by small ensembles and bands from both campuses of SAS were planned for the two-week opening of the show. “This is a great opportunity for our young artists and musicians to display their work in a professional gallery, and for SAS to celebrate its deep roots in the Shanghai community,” said Centennial Coordinator Cindy Easton, who organized the event. “This exhibit really showed the best of Shanghai and of SAS.” PHOTOS BY BEN HOLDER AND STEVEN LANE

Above: Students warm up for the performance. Opposite, clockwise from the top: The SAS community gather at the Deke Erh Gallery. Student art work on display. Deke Erh holds his book.

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7KHDWHUPDQLDKLWVDVðIWK)ULQJH)HVWLYDO approaches By Debbi Fintak, Fine Arts teacher, Puxi campus Fringe theater returns again for its fifth year. Twelve productions will grace the Puxi high school stages for just the cost of one ticket — no shows can be repeated! We dare you to take them all in!

Mainstage show The 39 Steps by John Buchan Adapted by Patrick Barlow Mix an Alfred Hitchcock movie masterpiece with a juicy spy novel, add a dash of Monty Python and what do you have? The 39 Steps, Broadway’s most intriguing, most thrilling, most riotous, most unmissable comedy smash! The mind-blowing cast of over 150 characters drives this fast-paced tale of an ordinary man on an extraordinarily adventure. Hilarious fun for theatre lovers of all ages!

IB class presentations IB year 2 finishes their senior year by presenting The Importance of Being Earnest by Oscar Wilde. Come and laugh at Wilde’s dazzling wit, eat the cucumber sandwiches especially prepared

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for Lady Bracknell, and, yes, be shocked to hear of a baby found in a handbag. Undisputedly one of the finest comedies in the history of theater! IB year 1 class will be presenting the expressionist play The Adding Machine by Elmer Rice. Despite debuting in 1923, this play is still refreshingly relevant today. The play deals with a man who discovers he is about to be replaced by a machine at his job, and is then forced into committing an unthinkable act. How will it turn out? A must for all theater enthusiasts!

Student-directed mini-plays This portion of the festival has become a highlight for most audience goers. Plays are usually brief, 5-10 minutes, and rehearsed and directed entirely by students. Eight mini plays are featured this year. In addition, middle school drama classes will perform short pieces directed by Juanita McGarrigle, our Puxi middle school drama teacher. For more information on tickets and schedule, please email or

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3:30-5:30 bbt Presented By IB Year 2

Buses will run after the last play both Friday and Saturday. Friday: 9pm Saturday: 9pm





Mini Plays 1

Middle School Plays 3:00 BBT

Mini Plays 1 4:00 LMC Mini Plays 2 5:00 LMC



6:30 There will be a special bus to Puxi Campus leaving Gubei Starbucks at 12 noon Saturday Saturday.


Mini Plays 2 7:30 LMc

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Family literacy makes its mark on the calendar By Michael Martin, Grade 5 Teacher, Pudong campus Since when did celebrating literacy become an event? Along with other educators, I have watched reading and writing practices evolve rather quickly over the past quarter of a century. The emergence of digital media has reshaped the way we teach and the way our students gain access to information, elevating literacy to a position of strategic importance. However, the question remains, should literacy be an “event?� Any doubt that literacy was important was dispelled on Friday, January 13, at the third annual SAS Pudong Elementary Family Literacy Event. SAS does everything in grand style and this was no exception. It seemed as though every nook and cranny had been filled with beanbags and cushions, and then covered with a collection of books begging to be read aloud. Christal Nicholai, a grade 1 teacher, commented how good it was to see parents cuddled up with their kids reading a book. “Literacy is important,� she said. “It’s not just kids coming to school to learn to read and write, but parents being involved as active partners in their child’s education.� Kathy Nutting, a Pudong elementary academic support teacher and one of the event coordinators, agreed: “It is one of the few times that we have a glimpse into the personal time between parents and their children. It’s an honor.� Kathy has watched the event change over the past three years, growing in popularity and increasing in the range of what is offered. This year, anyone walking around our school would have found children reading to parents and parents reading to children, guest readers captivating audiences with dramatic “read-alouds,� and creative authors generating tales to share with others. One of the most popular offerings was the digital literacy workshop led by Simon Power, one of the Pudong technology resource facilitators, in which the parents and children created movie trailers using iMovie. Simon pointed out that being literate does not pertain to printed texts only. Digital literacy requires adept skills to navigate a vast universe of information. iMovie strengthens these skills, engages everyone, and leaves smiles on the faces of kids and parents alike. Is it any wonder digital literacy is so popular? Barbara Boyer, the chief organizer of the Pudong Family Literacy Event and the Pudong elementary librarian, described this event as “an opportunity to put aside life’s demands and make life memories through the many forms of reading and writing. It’s a chance to bring everyone together to talk about what literacy is.� Barbara is aware of how precious time is for families in today’s society. That’s why you could hear the excitement in her voice as she welcomed the parents. Barbara shared the following quote from author Walter Dean Myers, the National Ambassador for Young People's Literature for the United States, to help put this literacy event into perspective: “The value of reading has escalated in my lifetime. As a young man, I saw families prosper without reading because there were always sufficient opportunities for willing workers who could follow simple instructions. This is no longer the case. Children who don’t read are, in the main, destined for lesser lives. I feel a deep sense of responsibility

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to change this.� Thankfully, Barbara and a large team of volunteers feel the same sense of urgency with literacy and used the Family Literacy Event not only to create memories, but also to educate families on the vital place of literacy in the home. For that reason, one of the newest additions to the Family Literacy Event was the Reading Tips Workshop offered by our literacy coach, Sarah Toa. According to Sarah, “The goal of literacy at SAS is to create lifetime readers and not just schooltime readers, and that also goes for lifetime writers and not just school-time writers. Reading and writing begins in the home and continues at school.� Sarah reminds us that reading is for all ages and that our vocabulary expands as we are exposed to rich literature. She also wants parents to know that we are not asking them to teach reading. We’ll teach it, but they can help. One of the best ways that parents can show that reading is important is by simply reading. In case you missed out on her workshop, here are some of her tips:     


So, should literacy be an event? Clearly, the answer is yes! But if we take Sarah’s advice we don’t need to wait for it to be scheduled on the SAS calendar; literacy should be a family event scheduled on our personal calendars at home, on every day of the week. Start with these steps and then let us know what works for your family by speaking with one of the event coordinators or leaving a comment on one of the blogs listed below. Step1: Designate a regular time slot to create routine Step 2: Create a comfortable space Step 3: Remove cell phones and turn off televisions Step 4: Talk about what you read with each other. Please visit Sarah’s blog for more information about literacy, as well as the library blog for information on upcoming guest authors, and the variety of free resources available to support your own family literacy event.


Opposite, clockwise from top left: Judy Zhu (mom) and Alisa Zhu; Noedmarie Santana (mom) and Daniel Torres; Sun Young Lee (mom), Won Woo Choi, and Won Yoon Choi; Emi Nakano (mom) and Dylan Shepard; Joo Hyun Lee (mom) and Seo Yeon Yun; and Jeanne Carozza (mom), Jasmine Carozza, and Sean Carozza.

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Who made it possible? By Barbara Boyer, Elementary Librarian, Pudong campus Every elementary teacher and teaching assistant (TA) at Pudong participated before, during, and after the event. Special thanks to Scott Hossack, Ed Hagen, Julie Wild, Tina Bui, Alexis Redmond, Soon-ok Borden, Elaine Voge, Sindy Shen, Sarah Tao, Dana Yang, Leeann Wang, Julian Thornbury, Nazli Ighani, Simon Power, Trudy Wong, Grace Tan, Greg MacIntyre, Davey Neill, Cindy Harder, Rose Frazier, Greg Harder, Connie Lao, Christal Nicolai, Michael Martin, Joey Zhang, Joji Limsiaco, Ruby Xu, Celeste Frayco, Shirley Chan, Marilyn Burgess, Sanna Robinson, Jeanine Merrill, Kathy Nutting, and Sarah Toa. But that was not enough! Elementary student EAGLE leaders were our geographical guides. The following divisional departments also supported this elementary event: Admissions (Soomi Suh and June Blickenstaff), middle and high school science TAs (Jenny Yang, Mia Delacruz, and Jun Xie), the high school Activity Office (Eva and Scott), high school library staff (Timothy Boyer, Ben Regan, Glenda Tsou, and Lana Fajardo), elementary office staff (Sandy Hong and Mandy Yang), and of course our elementary administrators, Sacha McVean and Jason Robinson.

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English ‘characters’ spell out mission By Joan Lueth, HS Visual Arts teacher, Pudong campus Book from the Visual Arts, an installation currently on display at Pudong campus, was inspired by Chinese artist Xu Bing. High school artists used Xu’s Square Word calligraphy method to write the Shanghai American School’s mission statement and Visual Arts EAGLES on rice paper that was then suspended from the ceiling. In Xu’s writing system, each character is actually a word in English written in the style of a Chinese character. Student artist Dylan Lien explained, “The project itself was an experience. Alone it wouldn’t have worked, but with the collaboration of everyone together, we managed to use Square Words for our sentences and phrases, even our names.” “It wasn’t so much the creation of each individual word,” added Sophie Brotman, “but the final product we knew would be created at the end — a compilation of characters that we individually came up with became a whole new text.” The art installation is student artists’ version of the Book From the Sky exhibition that firmly established Xu’s career in contemporary art. Xu spent more than a decade carving thousands of self-invented characters. Hand printed on long scrolls and in books, viewers weren’t able to make sense of what seemed to be Chinese characters. “His works are very creative and not only artistic, but also philosophical,” observed IB Visual Arts junior Sally Jo. It was during these meditative years that the artist began thinking about the appearance of text and meaning. When reflecting on the life story of Xu, Daniel Kang said, “A life full of difficulty sometimes creates creativity. Modifications (to Chinese characters) created a whole new area of art. It looks the same but holds new meanings behind it.” The insight of Elizabeth Lee summed up the thoughts of many participants in the project: “The installation effectively portrays what our school is about — an international community.”



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Please RSVP to and let us know which event(s) you plan to attend.




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Is my child dreaming in English yet? By Maria Luisa Glascock, pre-K teacher, Puxi campus Learning English as a second or third language is common among students attending an international school. As parents enroll their preschool-age child, they often wonder when their child will be speaking fluent English. Once in school, non-English speakers venture to say a word one day, and next a string of simple words come together. They move from non-speakers to a beginning level. Later on, phrases and sentences flow in complete and meaningful structures. It is through language that young children (and the rest of us) communicate their most immediate needs: “I am hungry,” “I need to use the toilet”, “My friend doesn’t want to play with me,” “I miss my mommy,” “Look at my new shoes.” Language learning seems to take place in an almost magical way for many young children. However, there is much behind the scenes when teaching English to preschool-age children, especially to nonnative speakers. Teaching English to non-English speakers requires understanding of the second language acquisition process. Language has four main components: listening, speaking, reading, and writing. Listening and speaking are the two skills that are developed first in preschool children. According to language acquisition expert Jim Cummins, it typically takes two to three years to learn basic interpersonal communication skills, i.e., the English used daily in a social environment, and five to seven years to develop cognitive academic language proficiency, the more advanced and formal language used in academic work. This means that a child who begins learning English in preschool will build the foundation of English social language by grade 1 or 2, and will develop a fluent academic level by grade 3 to 5. As learning English increases throughout the grade levels it becomes more

abstract and centers on academic learning. For preschool students, teachers use English language strategies within meaningful contexts, for example, while children play with friends and explore their environment. The teacher helps to increase students’ listening skills and vocabulary by using concrete objects, establishing school routines, and exposing children to first-hand experiences, which are then discussed in small group or on an individual basis according to students’ levels of proficiency. Other strategies include discussing stories found in books, conducting sing-along songs, listening to audiotape and video books, talking about what’s in the immediate environment, and playing language games. An important step is to allow children to take their first attempts at speaking while interacting with other children. These strategies serve as springboard to build language skills and enhance social development. Some strategies to use at home to support language learning can be done in the child’s first language. A child’s first or home language develops through repetition, familiarity with objects, people, situations, and places. These conditions help children produce their first words. Parents need to read, speak, talk, and maintain conversations with their child in their first language. A strong first language helps to build a foundation for learning a second or third language. Likewise, English requires repetition, practice, and patience from students, parents, and teachers. Patience is important, but soon enough your child will be dreaming in English too. Please contact Dr. Glascock directly at if you would like to discuss this further, or are interested in further reading on the subject.

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Outstanding Educational Standards Since 1912 The Office of Admission is currently accepting applications for the 20122013 school year. Our online application is available on our website ( All SAS siblings who are qualified have first priority for available seats. A completed application and all supporting documentation need to be submitted by February 29, 2012.


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For inquiries, please call 6221-1445, ext. 2152 (Puxi campus), ext. 3305 (Pudong campus) or stop by our offices Monday-Friday from 8:00 a.m. to 3:00 p.m.

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Giving Tree club helps school of over 500 By Heidi and Helen Yuan, Grade 10, Pudong campus Every year, the SAS Pudong community participates in a project called the Giving Tree. It involves the entire campus — elementary, middle, and high school — as well as the parents and PTSA members. Giving Tree is a service project in which we contribute to the people of Shanghai by giving a bag of gifts, funded by the generous donations of SAS families, to students in a local school. This year, SAS Pudong was asked to help the Xu Wei School, located on Chongming Island, with a student population of 536. To do so, we had to first collect donations from SAS members, and then use that money to purchase all the gifts for the children — jackets, hats, mittens, shoes, stationery kits, and toys as well. A lot of the goodies were corporate donations, such as the stationery kits (from Flomo Stationery Company) and dental care kits (from PureSmile). High school students and PTSA coordinators Karen Hultin Warren and Cristina Enrich gathered together to individually pack and stuff the gift bags, each based on the preferences of the individual child. All in all, the gift bags were the fullest ever, and something SAS was proud to present to the school. Superintendent Kerry Jacobson and Middle School Principal Jeff Rosen attended the ceremony, along with the middle school singing group Breaking Ground, led by Ms. Lisa Ross. In addition, fifth grade Eagle Ambassadors also made an appearance, along with Ms. Rachel Baydo, the elementary school counselor. The ceremony was a touching, memorable, and undoubtedly rewarding experience for all involved. When we returned to class after Chinese New Year, a surprise awaited us. As a thank you from the Xu Wei School, we received a red and gold colored banner, which is a wonderful acknowledgement of their appreciation of our efforts. The banner is addressed to the school, and will represent the “giving� spirit of the Giving Tree in years to come. For high school students who are part of the Giving Tree club, this was the first time we had participated in a service project such as this. Although we were not able to attend the ceremony because of midterm exams, the whole experience is something we will remember for a lifetime. Simply being able to

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put a smile on a child’s face through these small actions — collecting the donations, stuffing the gift bags, and so on — has given us the chance to give back to our host community in a way that we have never done before.

A hair salon is a sanctuary;the service you receive is personal

We know blondes

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The Eagle | February 24, 2012

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6WXGHQWðHOGWULSWDNHV+RPHEDVHRXWVLGH By Tiffany Dai, Grade 8, Pudong campus At SAS Pudong middle school, we believe in a culture of belonging. Homebase provides a time, and a mentor, to support the exploration and development of personal identity, relationships, and community. Before the accumulated silt of the Yangtze created much of the land that is now underfoot in Pudong, Xin Chang water village was located close to the coast. For centuries its principle industry was salt production. Today, the streets are densely packed with family-owned shops, dogs scurrying to and fro, the slow walks and lively chatter of the elderly who've grown up in this timeworn town, and the enticing aromas of traditional food wafting through the air. Our grade 8 class visited Xin Chang to investigate the impact the modern world has made on this ancient village. The journey also had an impact upon us as learners and leaders, as we embarked upon our first student-planned and led field trip. Our Homebases bonded as groups, as we interviewed and photographed the community of Xin Chang as part of our study. Our investigations focused on patterns and behaviors, changes, and challenges for the local community. Below are some student reflections from the field trip. “In my view, the silt accumulation that caused land to build up and ‘pushed’ the sea further away from Xin Chang was the largest influence on the village. I visited a salt museum on the trip, and it showed many interesting traditional techniques and procedures for extracting salt from the sea. I learned that Xin Chang was a salt-producing community, and ‘pushing’ the sea away from Xin Chang mostly halted this production. Because the people of Xin Chang can no longer produce salt as easily, it has made Xin Chang poor.” – Jonathan Chan “In the village, there were many stores selling hand-crafted items. There were puppet shows and puppet-making workshops, plus paper cutting, weaving, clay crafting, tailoring, wood carving, and stamp-making stalls. The skills required to perform these task were all passed down through the generations. There was a seamstress that had inherited the work from her mother before her, and her grandmother before that, and back, and


back, and back.” – Anita Lu “Many people in the village stated that they were either born in Xin Chang or Shanghai. Their response showed that people from the village were not just born there, people actually moved to Xin Chang. Shanghai has developed over the years, so Xin Chang is now surrounded with modern roads, sidewalks, and tall buildings. Seeing this, it is clear that Xin Chang definitely has changed over the years.” – Eric Eggen “After visiting Xin Chang, the challenge I noticed is that with limited resources, compared to us, they don’t have as much variety every day. While we were looking around the village, we realized that their life stays the same each day, eating the same food, doing the same job, and much more. In our life, we have the chance to change the way our day is, and we normally don’t have the same day twice.” – Samantha Perez Menendez This trip to Xin Chang water village has had a particularly strong impression on me because I planned out the entire day for my class. Leading a trip and going on a trip are two different things, and when you have the chance to lead and have responsibility, it pushes you to grow. Homebase is not an academic course, and we don’t receive grades, but to have opportunities like this makes an impact on our personal development. Being in a local Chinese community allowed us to step out of our bubble, and there was nothing to stop us seeing the day-to-day reality faced by the majority of Chinese people.

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Animal shelter visits: mutual love By Roy Du, Grade 12, Pudong campus I wish my mom wasn’t so deathly afraid of animals. Because we don’t have pets, my appreciation of animals has grown only due to my membership in SAS Pudong high school’s Animal Rescue Club, and the local animal shelter visits I’ve joined. Contrary to what some may think, Animal Rescue doesn’t only bake cookies and sell calendars to raise money for poor animals in need. Otherwise, you may be thinking, “Fundraising is so common and boring. Isn’t there anything special about Animal Rescue?” Well, there sure is. Every Friday, our club members are given the opportunity to sign up for after school visits to a local animal shelter. This is probably the most exciting aspect of Animal Rescue (well, besides the occasional puppy or kitten in need of adoption that Ms. Rosen brings in to our Monday lunch meetings!). I’ll always remember my last visit to the shelter. As soon as we came in sight of the dozens of dogs in their spacious enclosures, they all simultaneously began to bark, yap, and chase their tails in excitement. As we drew closer, the cats withdrew from their dens and came as close to the fence as they could, uttering soft purrs and staring with wide, hopeful eyes. The reason the ownerless pets always react this way is because of what we come to do: take them out for walks and training exercises, or enter their enclosures to play with them. Normally, the only times the dogs leave their shelters or the cats get to sit contentedly in a lap is when volunteers like us visit, the rest of the time the ayi has her hands full simply keeping them fed and clean. These pets need care and exercise as much as they need food and water, so our visits are well received by both the owners of the shelter as well as its inhabitants. Since the pets don’t have owners, they are often not trained to behave themselves around other dogs, or even used to wearing a leash — we were there to help them with these things. But back to the day of my last visit. The dog I accompanied was very playful. She enjoyed nosing in the bushes or staying firmly put in one place, as if challenging me to tug-of-war. It was a very enjoyable experience, and by the end of the walk, I felt as if I had known my companion for some time. When I left, she whined anxiously from her cage, as if willing me to return soon.

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We then went to play with the cats. They were very enthusiastic, especially since with 10 in one den, they had plenty of animal company but no human company. As soon as we entered the enclosed area, they swarmed around us, each seeking their share of undivided attention and a good scratching behind the ears. Funnily enough, they weren’t the only ones grateful for the attention; I found myself equally appreciative of their contact! I left the shelter that day wishing I could have adopted one of the animals. If only my mom wasn’t so afraid of animals … Until that magic day, though, I think I’ll be content to visit the shelter with my fellow Animal Rescue club members. SAS Pudong’s Animal Rescue club is a community service venture that focuses on building awareness about stray animals in our community, and on raising funds for Jaiya’s –þ¶Á§ºÈ¸Êº}ɽºÃÄÃÅÇÄIJɶþ¶Á¸¶ÇºÄǼ¶Ã¾Ï¶É¾ÄÃ̺ support). The club provides students with hands-on involvement in animal care through fostering animals, running a trap-neuter-release program for feral cats living around our own school, and participating in local animal shelter visits. This year, we are lucky that a new shelter is close by and happy for our help on a regular basis: every Friday from 3:00-5:30 p.m. Located at Pudong Lingkong Agriculture Technology Da Guan Yuan, near Pudong airport, this shelter is one of the IJÇÈɶùÄÃÁÎÄ»IJ¸¾¶Á¼Ä˺ÇúÃɂ¶ÅÅÇÄ˺¹¶Ã¾Â¶ÁǺȸʺ kennels in Shanghai; it currently houses about 40-50 ani¶Áȃ–¸¸Äǹ¾Ã¼ÉÄɽºÄǼ¶Ã¾ÏºÇȁ̺¸¶Ã·ºÂÄÈɽºÁÅ»ÊÁ by walking the dogs in the large park area surrounding the ȽºÁɺǶù¼ºÃºÇ¶ÁÁÎÈĸ¾¶Á¾Ï¾Ã¼̾ɽ¶ÁÁɽº¶Ã¾Â¶Áȁ¼¾Ë¾Ã¼ them the attention they so desperately crave. We are especially excited that the shelter has arranged for a dog trainer to be there to help teach us the best methods for training the dogs to behave in socially appropriate ways, which will make them more adoptable. To keep our visits personal and manageable, we go in small groups of 7-8 students and one teacher per week. — Marney Rosen

The Eagle | February 24, 2012

2/20/12 11:51 AM

Pet of the Week This beautiful young mom just had her babies two weeks ago! This sweet, affectionate young cat was scooped up from the village outside of Pudong campus, where she was eating garbage from the middle of the road and waddling around to avoid being hit by cars. Her friendly temperament would make her a perfect pet â&#x20AC;Ś as long as you can keep up with her demands for love and attention! Interested? See below! This service announcement is brought to you by Pudong HS Animal Rescue, a community service club that supports Jaiyaâ&#x20AC;&#x2122;s Animal Rescue (JAR). If you would like to foster or adopt, contact JAR directly at shanghaidogs@ If you would like to help support our club in other ways, please contact student leaders Karissa at or Jiayi at jiayi01pd2012@ or Marney at

The Eagle | February 24, 2012

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PAC — The heart of our global community By Doug Hundley, Director, Performing Arts Center, Puxi campus At the center of every thriving community is a place where people can come together, share, engage, enlighten, and be enlightened. For the SAS Puxi community this place is the Performing Arts Center (PAC). Through the events it hosts, this facility serves as a mirror reflecting our communal values, passions, and identity. Defining our community is no small feat for it’s been one hundred years in the making and is perhaps one of the more complex schools in the region with its intercultural intricacies and wide-reaching global perspective. However, pictures can indeed replace thousands of words of explanation.

Through these pictures of just some of the PAC events that have taken place so far this year, it’s evident that our tightlyknit SAS community is one that values collaboration, global mindedness, and in equal parts the path from which we’ve come and the one we are taking. For details regarding upcoming PAC events visit Photo Parade is a regular feature that presents images from students and other members of the SAS community. If you'd like to Z\ITP[`V\Y^VYRWSLHZLZLUKPU`V\YILZ[Ä]LWOV[VNYHWOZ^P[O captions, and a short introduction (around 200 words) explaining the context and selection of the images to

The Shanghai Dance Company comes to the PAC in April with their epic production "Two Stage Sisters." Photo provided by Shanghai Dance Company.


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2/20/12 11:51 AM

g in the Chinese New Middle school students performin . Photo by Andy year this Year Assembly, January Marks.

Shanghai Ope ra House perfor ms "Shangha ward", Septem i: Fast Forber 2011. Phot o provided by Opera House. Shanghai

Middle School production "Kidsummer Nightâ&#x20AC;&#x2122;s Dream." Photo by Lois Webb.

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Wins and awards — way to go ladies! By Michael Branch, Coach, Puxi campus Entering the 2012 APAC basketball tournament, the SAS Puxi Lady Eagles were not favored to enter the championship bracket, as many considered this year to be a rebuilding year: The 2012 team had lost 11 players and were welcoming only one returnee. The relative inexperience of a new team would certainly be a factor in the high-pressure games of APAC 2012 — but all were surprised by a wonderful finish. The girls opened the games on Thursday morning against the tournament favorite — the International School Beijing (ISB) Dragons. Much like when they played them during China Cup, the Eagles hung with ISB in the first quarter. However, the size of the twin-tower sister-stars of ISB, Jenny and Lindy Cheng, proved to be too much for SAS: ISB began to dominate the offensive boards and scored a number of easy buckets, leading to an easy victory, 51-23. In the second game on Thursday, the Eagles played against Western Academy of Beijing (WAB), earning a much-needed victory. Led by sophomore guard Jessica Lu, the Eagles dominated play and won 48-32. In day two of basketball action, SAS Puxi faced off against their crosstown rivals, SAS Pudong; this game needed no extra build-up or drama. Pudong had already beaten Puxi in both the Shanghai and China Cups, but the girls from the Puxi side of the river were looking for a third victory at APAC. Puxi led throughout most of the game and built up a 10-point lead early in the game. Yet, like the previous games between these two teams, Pudong fought back, closing the gap in the fourth quarter. This time, Puxi held them off for a 41-36 win. In the afternoon game, however, Puxi played a poor game, losing 53-34 against the feisty Canadian Academy (CA). With a win, SAS would have been in position to play in the championship game. It was not meant to be, and the team finished Thursday’s action with a 2-2 overall record. In the last game of round-robin play on Saturday morning,

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SAS battled the Seoul Foreign School — the eventual champions. SAS kept it close early on, alternating between the starting five in quarters 1 and 3, and the second squad for quarters 2 and 4. In the end, the Eagles succumbed to the strong 10-girl rotation that SFS plays and lost 52-26, setting up a rematch with CA. In their final game, the SAS Lady Eagles fought with intensity and desire. Changing tactics from their first game against CA, they adjusted and played their best game of the season. Leading from start to finish, the relentless SAS defense shut down the top CA scorers. The game featured Jessica Lu’s best performance: She scored 21 points and had 11 steals. Jane Yang also was a force, finishing with 16 points and 16 rebounds. Kelly Olrich provided the leadership, determination, and inspiration for the team, playing strong in the middle and picking up 10 rebounds. Dorothy Chow was a spark off the bench, playing shut-down defense and scoring eight points. All 12 players played in the final game, and the SAS Lady Eagles finished with a win and a much deserved third-place finish in APAC 2012. The SAS Puxi girls’ team concluded the season with a 13-12 overall record. Perhaps more importantly, the team received the Sportsmanship Award at APAC, awarded by the tournament coaches for their positive behavior on and off the court. SAS Puxi was also honored when two players, Jessica Lu and Jane Yang, were selected for the All-APAC Team. Throughout the tournament, the Eagles saw great play from starters Yurina Roche, Kiah Latzke, and Kelly Olrich. Dorothy Chow played well off the bench, and the team received contributions from every member of the team. Seniors Kelly Olrich and Jocelyn Shih played their final game in a SAS basketball uniform. The girls will return 10 players for the 2012-2013 season, and look forward to Super APAC to be held next year in Hong Kong.

The Eagle | February 24, 2012

2/20/12 11:51 AM


Puxi boys come close in APAC basketball By Matt Kuykendall, Coach, Puxi campus The SAS Puxi boys’ varsity team concluded an amazingly successful season at the APAC championship tournament held at the International School of Beijing (ISB), narrowly losing in the final. This year, SAS Puxi’s division opponents consisted of ISB, SAS Pudong, Canadian Academy of Kobe (CAK), Western Academy of Beijing (WAB), and Seoul Foreign School (SFS). The strength of the Puxi Eagles this season has been their depth. The Eagles take pride in their whole being greater than the sum of their parts and this was no more evident than at the APAC championships in Beijing, for success in a grueling three-day tournament is contingent upon all team members being able to contribute. The strength of the Eagles’ team was in full display as they got off to a great start defeating a young but experienced CAK team 76-42. Next up was the team the Eagles knew would be their most difficult opponent of the tournament — ISB. Puxi had beaten ISB twice earlier in the year on their way to a China Cup championship; however, it is extremely difficult to defeat a team of such caliber three or four times in a row. In a hard fought game in front of a hostile Beijing crowd, ISB got the best of Puxi in the round robin game, defeating the Eagles 5948. Having lost to ISB, the Eagles knew they needed to win their remaining round robin games for a trip to the championship. Playing with a unified focus, SAS defeated SFS 53-29,

SAS Pudong 79-34, and WAB 76-40, earning the rematch against ISB the Eagles wanted. When the Puxi boys took the floor for warm-ups in the final, they found themselves amidst a cacophony of noise emanating from a wall-to-wall sea of blue and white. Proudly, your Eagles met the energy head on. ISB won the tip and scored on their first possession but the Eagles quickly answered back. The Eagles scored 59 points on 41% shooting and 33% from the three-point line. In spite of ISB’s oppressive full court press, the Eagles committed only 14 turnovers. On any other night, these numbers would have resulted in a second consecutive APAC championship for SAS Puxi. As it was however, ISB couldn’t miss. Every time SAS would get the ISB lead to within three or four, ISB would answer with a three and keep momentum on their side. In the end, ISB defeated the Puxi Eagles 70–59. This was to be the last APAC basketball tournament for Puxi seniors Ronny Choi, Ron Lee, Kenny Wong, D.H. Lee, Daniel Osaki, and Jim Huang. The leadership these young men displayed throughout the year and the APAC tournament was crucial to the Eagles winning the Brent Invitational Tournament and the China Cup, and taking second place at APAC. The Eagles placed three players on the All-APAC tournament team: senior guards Ronny Choi and Jim Huang, and junior guard Jason Chow.



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8QGHIHDWHGLQðYH\HDUVċFKDPSLRQVDJDLQ By Yvonne Hsiao, Grade 12, Forensics participant, Puxi campus SAS Puxi Forensics (n): A team that has remained undefeated as APAC champions for six years. A student talks to herself in a corner, glaring and gesticulating wildly at a coffee mug. A boy prances around the room, reading the ingredients list on a cookie jar in a variety of voices. A girl covers her eyes, jabs at a word in a book, then starts scribbling on a blank index card. Such scenes would have greeted curious onlookers that peeked into the Puxi Eagles’ preparation room at Forensics APAC competition held in Hong Kong at the start of February. The competition has a number of components. Forensics Speaking is a form of competitive oratory that brings together students who wish to master the power of several different types of rhetoric. Original Oratory requires a prepared speech to be impeccably synchronized with gestures. Oral Interpretation allows participants to manipulate their voice for various characters. Impromptu Speaking tests a speaker’s reflexes by giving him or her a one-minute warning on speech topics. Debate initiates a verbal duel between two opposing teams. Solo Acting is performing a dramatic monologue. And Extemporaneous Speaking requires the application of knowledge of current conflicts around the world to an analytical question that has to be answered in 30 minutes. This year, the SAS Puxi Forensics team took second place at the China Cup, held at the International School of Beijing (ISB), and remained the undefeated, five-year champion of APAC at Hong Kong International School. China Cup, held on January 21, was a one-day event with up to eight speeches for many participants. Highlights included an exciting final debate between ISB and SAS Puxi, the youngest member of the team winning a gold medal, and the team sweeping all three Impromptu Speaking awards. Students continued preparing over the Chinese New Year break, and flew to Hong Kong for the APAC competition on February 2. There, the same ISB versus Puxi showdown occurred

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in the final round of the debate, but resulted in a completely unanimous decision in SAS’s favor. Still clutching the team trophy awarded to SAS, members said a bittersweet farewell to six seniors, but also to Mr. Geoffrey Peake, who has coached debate for the past six years, and has been an indispensable part of the Forensics program. It seems only fitting that the debate team he coached for four years took gold at this APAC. Now that this year’s round of competitions are over, the withdrawal symptoms kick in. One debater laments that she needlessly prepares rebuttals in her mind when listening to everyday chitchat, unaware that there would be no crossfire later in the conversation. My bag feels uncomfortably light in the absence of dozens of Extemporaneous files normally held within. It could be a little disorienting to step back from such an intense, competitive atmosphere to every day life, but it seems reassuring that we have all activated and nurtured lasting skills for ourselves. As a senior, this was my last competition in high school. With four years’ worth of memories coming to an end, I still maintain that the best decision I have made in high school was to audition for Forensics. It makes me thankful for many things — for the now-permanent habit of reading the news, for the ability to carry myself a bit more confidently, and for meeting the people I will sorely miss come next year.

Medal Winners Debate: Lily Luo and Kevin Wu – First place Extemporaneous: Kevin Wu – Second place Original Oratory: Tiffany Wong – First place, Emily Zheng – Second place Impromptu: Timothy Yin – Third place Debate Speaker Awards: Lily Luo – Third place Non-Placed Finalists: Yvonne Hsiao (Extemporaneous), Emily Zheng (Solo Acting) and Johanna Xue (Oral Interpretation)

The Eagle | February 24, 2012

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Creamy pasta with bacon and mushrooms

Pan-fried chicken breast w/ cheese and tomato

Frankfurter sausage with crispy onions, sautéed potato, corn and steamed carrots

Pork teriyaki, parsley rice, sautéed bokchoy with black mushroom



Mushroom and egg tacos with condiments




Roast pork loin w/ gravy

Beef oyster sauce

BBQ chicken leg (ES chicken drumstick), roasted oregano potato, sautéed green peas

Grilled pork chops, steamed rice, sautéed zucchini




Samosas served with red rice

Spaghetti with tomato sauce

Falafel pita and hummus

Eggplant parmigiana






Blueberry muffin

Butter cake

Profiteroles au strawberry


Apple tarts



American BBQ chicken fillets

Baked sole fish fillets with ginger and leek (ES baked tortilla nachos w/ chicken breast mince, salsa, and refried beans)

Garlic pork strips in brown sauce, sautéed celery and carrot

Fish fillets with capers and cherry tomatoes (ES fish finger) Beef goulash w/ puff pastry, garlic rice, cauliflowers and carrots




Korean BBQ chicken

Chunky beef goulash

Bacon-topped pizza

Kim chi and pork stir fry (ES kim chi fried rice), steamed rice, steamed veggies

Pan fried chicken fingers with mild salsa, spinach rice, carrot and celery

Gum-boa chicken (no peanuts) (ES chicken wings), steamed rice, mixed veggies

Beef casserole, brown rice/baked sweet potatoes, mushroom and stuffed tomatoes Vegetarian





Coos coos with ratatouille


Samosas with sweet chili sauce and rice

Vegetable curry

Spinach cheese pizza






Vanilla bread pudding

Raisin oatmeal cookie

Crème caramel


Banana and peach tarts





Chicken teriyaki

Spaghetti bolognese

Roast beef

Grilled pork sausages, jacket potatoes/steamed rice, mixed vegetables

Pork goulash, spinach butter rice, broccoli and corn

Chicken mozzarella baguette melt, roasted potatoes, tomato onion salad, sautéed spinach

Spicy Sichuan fish fillet (ES breaded fish fingers)

Chili con carne served with salsa and nachos

Chicken and egg fried rice, cabbage and carrots

Chicken tacos, steamed rice, seasonal greens






Fried vegetable udon noodle

Veggie jiao zi

Cabbage rolls

Veggie burger







Coconut pudding

Lemon butter cake


Chocolate brownies

Apple and pear strudel


Eurest Food Technologies, cafeteria phone extensions: Pudong campus – 3293, 3290; Puxi campus – 2561 The Eagle | February 24, 2012

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The Eagle | February 24, 2012

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