In recent years, the rate of Chinese immigrants to the United States has been increasing. Chinese parents desire that their Chinese-American children learn Chinese as a second language. The purpose of this study is to examine the effects on four American-born Chinese children when the researcher, as an instructor, employed whole language instruction with predictable materials in teaching Chinese as a second language. The teaching tenets and strategies were based on the principles of the whole language approach: child-centered curriculum; the integrity of listening, reading, writing, and speaking; a whole-to-part process; and the interaction of language activities both socially and personally. Three types of data were collected: (1) classroom observation by means of the observer's field notes and after-class notes of children's behaviors; (2) interviews with the children; and (3) content analysis of children's written work during the study period. Results show that predictable materials and a whole language approach can be effective in teaching bilingual children to read, write, speak, and listen in their second language, Chinese. (Contains 29 references.) (Author/SM)