閱讀是避免很多這類扭曲的關(guān)鍵。擔(dān)心被帶出國(guó)的孩子逐漸失去中國(guó)特質(zhì)的父母應(yīng)該鼓勵(lì)孩子多讀為青少年寫的中文趣味圖書；重要的是，孩子也應(yīng)該看到父母在家中看書。中國(guó)應(yīng)該成為一個(gè)自然而然的、經(jīng)常談?wù)摰脑掝}。孩子不應(yīng)該一下子就沉入到———比如說，沉入到賓至如歸的 美國(guó)新環(huán)境中，而他的父母卻把注意力轉(zhuǎn)向別處，要知道，對(duì)于孩子們來說，一種表層文化上的美國(guó)化在數(shù)月之內(nèi)就能發(fā)生。美國(guó)應(yīng)該成為一個(gè)可看可摸的觀察對(duì)象（而不是不加思考的模仿），而中國(guó)則應(yīng)成為時(shí)時(shí)關(guān)心與回憶的話題�？措娪皶�(huì)有助于此，一周看一次中國(guó)電影，看完DVD影碟后，全家一起討論，將有助于孩子把自己看作是在美國(guó)旅居的人，而不是定居的移民。孩子們需要有人幫助他們來形成這樣的觀念：即把自己看成是來自海外的獨(dú)立訪客，而要達(dá)到這個(gè)目的的最好辦法，是鼓勵(lì)他們擁有自己的觀點(diǎn)，而不是僅僅去適應(yīng)周圍的新環(huán)境。思考，交談，判斷，會(huì)阻止社會(huì)對(duì)孩子的重新塑造。
    那么，把孩子帶回國(guó)以后呢？把上面的做法反過來，即讓孩子堅(jiān)持閱讀英文讀物———目的是為了獲得樂趣，而不是為了要教他什么�？从⑽碾娪�，對(duì)內(nèi)容進(jìn)行討論。當(dāng)孩子到了青春期時(shí)，鼓勵(lì)他從網(wǎng)上閱讀國(guó)外主要報(bào)紙的文章并講述出來，然后在飯桌上進(jìn)行討論。另外，對(duì)孩子極其有益的做法是，與他在國(guó)外學(xué)校的朋友和老師們保持聯(lián)系（顯然，是通過電子郵件）。
　　Reading is the key to avoiding many of these distortions. Parents worried about the fading Chineseness of a child taken abroad should encourage him to read interesting books for young readers in Chinese; importantly, the child should also see his parents reading at home. China should be a constant topic of unforced conversation. The child should not simply sink into, say, his welcoming new American environment while his parents turn their attention elsewhere: among children a superficial cultural americanization can take place within just months. America should become an object of explicit observation (not thoughtless imitation) while China remains a topic of concern and memory. Films can help; a weekly Chinese film, watched on DVD and then discussed by the family, will help to keep the child thinking of himself as a sojourner in America and not as an immigrant. Children need to be helped to form a picture of themselves as independent visitors from abroad, and the best way to do that is to encourage them tohave opinions of their own instead of just fitting into the world around them. Thinking, talking and assessing are obstacles to social remolding.
　　　And when a Chinese child is brought back from overseas? Reverse the process: keep the child reading English -- forfun,notforinstruction. Watch films in English and discuss the content. When the child reaches adolescence, encourage him to read articles from major foreign newspapers on line and relate the contents for discussion over the dinner table. And it is extremely useful for the child to stay in touch (most obviously via e-mail) with friends and teachers from his foreign school.