The research question addressed in this capstone is, what teaching methods or strategies are effective in terms of teaching the target language, Chinese, as well as teaching other content areas through the target language for kindergarten students in a Chinese immersion program. The motivating factor for this capstone is the scarcity of existing research about specific teaching methods in this type of schools in the United States. The author looks for the effectiveness of Units of Inquiry learning model by documenting students’ response and reaction for multiple activities or projects. She tries to find out whether such learning model generates a longer lasting memory. She discusses whether the complexity of a Chinese character or a weak corresponding English-Chinese meaning is a challenge for beginner learners. She also addresses the uniqueness of Mathematicrelated language in Chinese and its influence in developing kindergarten students’ number sense
