Wo Shi Ying Yu Lao Shi 2016

WO SHI YING

YU LAO SHI

我是英语老师

A CLOSER LOOK AT TEACHING ENGLISH

TO CHINESE STUDENTS (IN CHINA)

FOREWORD

This article is intended to provide a better understanding of teaching English in China. It aims to resolve a few issues in the English-teaching industry in China especially when it comes to student complaints, student refund, failed classes or demo classes, ineffective teaching method/lesson plan and even recruiting the right teacher.

The whole article is based on the author’s experience and observation and is subject for feedback and suggestions. Additionally, you may find some grammatical lapses, but hopefully, it would still be comprehensible enough.

Nevertheless, this article hopes to guide future or aspiring English teachers, passionate teachers, curriculum developers, education managers and even short-term English teachers in China in terms of providing an effective way to help the students practice and improve their English communication skills. For any comments and/or further discussion of this article, please feel free to contact the author at [email protected].

Photo and Article by Roland Adriano (2016)

I. ENGLISH AS SECOND

LANGUAGE (ESL) VS

ENGLISH AS FOREIGN

LANGUAGE

ENGLISH AS SECOND LANGUAGE

(ESL) VS ENGLISH AS FOREIGN

LANGUAGE

These 2 terminologies are greatly different especially when it comes to

language acquisition of the learners.

Many countries use English a lot in their daily conversation. In effect,

English is highly regarded as their second (official) language.

On the other hand, there are also countries where English is not

widely used. In fact, in these countries, English is used in very limited

situations.

Let’s take a closer look at these two English learning approaches.


ENGLISH AS SECOND

LANGUAGE (ESL)

English exposure and learning environment

Additionally, they start to acquire the language at a very early age that they grow up using two languages (their native language and English). Thus, making it easy for the learners to polish and improve their English communication skills.

English Proficiency

Moreover, their confidence rate is very remarkable that they can comfortably handle discussions, give directions, negotiate or make use of any functional language skill in English easily, however, with some grammatical lapses (which they either ignore or self-correct). Generally, they speak like native English speakers but still not close enough to have broad knowledge of colloquial terms, slang expressions or some technical jargon which most native English speakers use.


ENGLISH AS SECOND

LANGUAGE (ESL)

Venues for English communication

English is used almost anywhere, anytime

(at home, school, work, social gathering, public speeches, street signs,

advertisements and even official or government documents).

English is mostly used in advertisements and on tourist spots in the Philippines.


ENGLISH LEARNING IN CHINA:

ENGLISH AS FOREIGN LANGUAGE

(EFL)

English exposure and learning environment

Most Chinese who study English have very limited exposure to

English. They only use English when the situation or environment

strongly requires them to do so such as at work, sometimes at

school, job interviews or traveling abroad. Keep in mind these

situations don’t happen frequently; thus they don’t have much

practice and application of functional English skills.

Also, keep in mind, unlike in ESL-speaking countries, China uses

Chinese as its official language in all aspects of communication

including broadcast media. Use of English language in

communication is very limited.




(EFL)

English Proficiency

Considering the very limited exposure, their ability to use functional

English is very basic. There would be some who could speak as close

to ESL speakers, and it is clearly apparent these Chinese have stayed,

studied or traveled many times abroad. In most situations, Chinese

would hesitate at the beginning and may struggle to start or be in a

conversation even the topic is basic and easy.

It is also important to understand most of them are shy or hesitant to

speak up because they:

a) are either afraid of making mistakes and getting embarrassed

(face-saving culture) or;

b) grew up in an environment or society where they are not supposed

to question superiors or teachers.




(EFL)

Venues for English communication

Most Chinese use English a lot in the following places:

a) At work, especially when they are working for/with foreign companies. Additionally, their use of English is usually limited to writing emails or phone calls

b) At school, especially when they are studying in an international school or majoring in subjected related to foreign language/culture/business

c) Some job interviews, where frequency is less

d) Traveling abroad, where frequency is less




(EFL)

Chinese language is mainly used in most form of communication. Unlike in ESL speaking countries, English is widely used.


ESL AND EFL

Understanding ESL and EFL greatly determines how a teacher can create a learning environment and how curriculum developers can design lesson plans or modules effectively.

Education managers and teachers should be fully aware on how ESL and EFL learners acquire and use English, especially for functional English purposes.

The next chapter will focus on how teaching English to Chinese students can be effective, fun and exciting.

Keep in mind teaching English to Chinese students requires more than just pedagogical knowledge and skills.


II. THE ENGLISH TEACHER

1. BRIDGE THE GAP, BREAK

BARRIERS: UNDERSTAND THE

PRIOR KNOWLEDGE OF THE

CHINESE STUDENTS

The only way to understand better the prior knowledge of the Chinese

students is to know more about China, Chinese culture and history.

A huge mistake by many teachers here in China is not having sufficient

knowledge of China. Sharing foreign culture and ideas are good, but

integration with the target language won't be achievable, if the learners

can't express their ideas out of their prior knowledge. In addition,

teachers will find it difficult to integrate language points if they,

themselves, can't create realistic and concrete examples

comprehensible to Chinese students. Eg. How do you improve the

learners' understanding of hobbies and recreation such as camping,

hiking, picnic, etc when some learners haven’t experienced these

activities?





CHINESE STUDENTS

Also, understand a bit about the Chinese education.

This enlightens teachers on the learning behaviour of the students.

Keep in mind that many students got intimidated and threatened during

their primary school education since some teachers would embarrass

or scold them in the class when they make mistakes. Additionally,

many students grew up in an education system where asking questions

to their teachers or raising a point is not allowed, thus making them

quiet and less active in discussion especially when using a foreign

language.

Furthermore, understanding their education system sheds light to how

they study English.





CHINESE STUDENTS

Case example:

Choose topics which caters great interest of many students like food,

travel, Chinese holidays or hobbies (something that would greatly

interest them), then you would have them talking and as they talk you

can start figuring out what are the key areas of improvement and

proceed with the lesson and activity.

Chinese students are very much familiar with these. By integrating English learning, it would be easy for them to improve the English proficiency.



BARRIERS: THE IN TO OUT MODEL

This learning model may help teachers and curriculum developers plan

effective teaching devices or method


The In to Out Model

Possible use of English

Me (for learners who have no or very

limited English communication skills – needs to develop basic English

communication skills )

Self-introduction, job description,

education background, interests,

family, residence/hometown,

daily schedule

Society (for learners who have basic English skills – needs to improve their basic

English skills)

friends,

colleagues, neighbourhood,

people and places around, activities going on around the learner,

describing hometown, describing people and appearances,

food, other people’s job or education

background, local culture,

lifestyle, tradition and practice,

the environment Photo and Article by Roland Adriano (2016)

The In to Out Model

Possible use of English

My Country (for learners who have improved

their basic English communication skills – needs to be fluent)

Geography, history, people in history, culture, economy, places in China, overview and general description of

China

Global Community (for learners who are fluent English speakers - need to extend fluency

Understanding the world, foreign culture, complex topics





CHINESE STUDENTS

This method of expressing ideas in English is best partnered with some functional

communication skills such as comparison, description, narration, etc. For example,

students must be able to describe the following activities and be able to extend their

fluency by narrating similar personal experience.





CHINESE STUDENTS

By way of understanding their prior knowledge, it will be easy for teachers to connect English terms or phrases to what students can easily comprehend; thus, establishing connection with their prior knowledge. Furthermore, this makes teachers understand students’ responses and provide improvement even when student is struggling to express his/her ideas.

Eventually, by being able to establish a solid prior knowledge in English, teachers can easily introduce and impart foreign ideas and broaden the horizon of the students.

More importatly, this allows teachers to know and understand the students’ shortcomings, common errors and mistakes and confusing Chinglish phrases.


2. YOU ARE A NOT

TEACHER! YOU ARE A

FACILITATOR

It is important that you train the students to be independent learners as

they will find this useful as they progress further.

You don't give lectures and spend most of the time talking. Remember

the STT/TTT rule. Students may like to learn new ideas but keep in

mind, they would appreciate more if you help them improve their

functional English skills thru actual practice. Keep in mind you don't

just teach the students; make the students teach each other.

Push them beyond their limit by making them creative and innovative in

expressing their ideas from sentence construction to giving a speech.

Also, give corrections and ensure students learn from it. Later on, they

should be able to correct themselves even without any hints from the

teacher.


2. YOU ARE A NOT

TEACHER! YOU ARE A

FACILITATOR

Case Example:

Students lack oral practice or exposure to the English language. Plan

some activities which allows them to speak up and use functional

English skills. Eventually, this allows them to gain more confidence in

expressing their ideas in English. Moreover, this provides a fun and

exciting environment for them to learn!


2. YOU ARE A NOT

TEACHER! YOU ARE A

FACILITATOR

Suggested activities:

Brainstorming, Debate, Group to Class Discussion, Mini presentation by students, impromptu speech by students, role playing, group games (including board games or word games), playing video clips and listening to audio clips

Other suggestions:

1. Use Stem Sentences

2. Introduce Key phrases and do Substitution/Replacement method

4.Provide visual aids (Powerpoint slides, pictures, photos or boardwork) and less text

5. Speak (English) more and write less

6. Provide Gap-Creation/Gap-Filling Discussion


BOARDWORK: WHEN AND HOW

Boardwork is the most convenient and conventional kind of visual aid. It can make or break a class. Know what or when to write. Also, ask whether the board writings are overwhelming or would drawings be more interesting.


2. YOU ARE A NOT

TEACHER! YOU ARE A

FACILITATOR

Lastly, add some humour

Being too serious in class gives an intimidating and threatening

atmosphere which makes learners uncomfortable and uneasy. This will

totally affect their performance since they are going to be less

participative and conversational. On the other hand, being too

humourous, light or casual might make the students feel less serious

in the class. Put a balance. Understand the kind of society and

environment the learners have grown up in.

Example: A learner is quiet in the class, but may be very talkative outside of class with other learners. Possible reason: The learner feels intimidated with the teacher that he/she doesn’t want to speak for the fear of making mistakes and being scolded.


3. CONCLUSION: BE A PUP

(PATIENT, UNDERSTANDING AND

PASSIONATE)

This sums up everything and the capability of the teacher to exhibit

the right character and create an effective and fun learning

environment goes down to these 3 very important characteristics.

Patience is THE virtue.

Your patience will be greatly challenged by students especially who

either NEVER understand your lesson, no matter how hard you

explain, or by students who MISUNDERSTAND you and come up

with answer you don’t expect. And when your patience is running out

- take a break, take a deep breath, SMILE. Go through it over and

over.


3. CONCLUSION: BE A PUP (PATIENT,

UNDERSTANDING AND PASSIONATE)

Understand the students.

There is no problem or trouble or hard student. There are problem

teachers or hard-headed teachers. And why do the students find it

difficult to learn? Simply because the teacher doesn’t understand these

students and doesn’t know how to teach them. Know the students

strengths, weaknesses, needs and wants, then re-align your teaching

method.

Chinese students have different backgrounds. They come from different lifestyle, different society and environment. A bit of personalised approach to teaching by understanding them leads to effective teaching plans.


3. CONCLUSION: BE A PUP

(PATIENT, UNDERSTANDING AND

PASSIONATE)

Passion for sharing ideas and helping is what makes someone a good teacher.

When someone wants to teach for a living, give him/her a chance. When he/she still thinks teaching is fun and extends an extra mile in making the students happy and well-informed despite all the challenges, then there’s passion. But if during the long-run, the teacher thinks “teaching pays the dues” or “teaching gives me some beer-money”, then ask where the passion in teaching is. When this happens, the result will reflect on the students’ feedback, which eventually will affect the business.

For schools, learn how to train teachers, keep the good ones and weed out the ineffective ones.

For teachers, understand what the students want and what they have been going through in order to provide quality education.


ABOUT THE AUTHOR

Roland Rainier Z. Adriano comes from the Manila, Philippines, a country where English is regarded as second (official) language. He majored in BA English Language and Applied Linguistics at Far Eastern University, Manila, Philippines.

Currently, he works for a big English training centre in Shanghai. He is actively engaged in providing effective and fun learning environment for Chinese students. He believes teaching Chinese students practical and functional English communication skills thru the integration of teaching core sentence patterns/key phrases and fun-filled task-based activities is a very effective way for them to understand, acquire and apply the language. He has been teaching ESOL (English to Speakers of Other Languages) for a total of 7 years. He also has been recognized as a top teacher and has received commendations from people he has worked with.

During his leisure time, he enjoys photography and sharing stories in different colours. He is happily married to a Shanghai local and a proud dad of a 3-year old Filipino-Chinese son.


Wo Shi Ying Yu Lao Shi 2016

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