Trans-cultural Issues for Teachers of English in China

“It is impossible to overemphasize the importance of Confucius to Chinese civilization. The imprint of the sage has been stamped firmly on the way of life of the nation for 24 centuries. The habits and customs of Chinese daily life today still sway to the teachings of the philosopher who laid down the precepts of filial piety, obedience and duty.”

Culture Shock! China by Kevin Sinclair and ‘Iris’ Wong Po Yee, 1999

The following materials contain what are clearly stereotypes. Stereotypes are useful because they are simplistic representations of the truth, much more true than false. They are dangerous when they cause us to perceive the objects of the stereotype with impaired understanding. The one absolute truth about China is that it is never any one way, or one thing. There are excellent teachers in China, curricula are changing, and teacher trainers are undertaking new ways of doing things. However, old ways die hard. These stereotypes are useful for us to understand why we sometimes wonder if, as Pink Floyd said, “Is anybody out there?”

George Wildman, 2002

Contrasting Teaching/Learning Styles

Confucian Western

1. Teacher-centered 1. Student-centered

2. Teacher is the all-knowing expert. 2. Teacher is a facilitator of learning.

3. All must conform to tradition. 3. All strive to discover something new.

4. The written word is sacred. 4. Multi-media and no-media learning.

5. Memory work is the highest level 5. Memory work is the lowest order of learning. It shows a grasp of the of learning – lays a foundation for wisdom of elders. analysis, synthesis, creativity.

6. The test is the ultimate measure of 6. The test is an instructional tool. learning. Students’ concern is what Used to teach, to give feedback, will be on the test, in order to excel. evaluate the effectiveness of teaching.

7. The individual exists to serve the group. 7. Group serves the individual.

8. Criticism is the best motivator. 8. Praise is the best motivator.

Contrasting Language Teaching Methods

Grammar-Translation Method Communicative Language Methods

1. What is language? 1. What is language? a. rules and forms a. ideas and feelings b. reading, translating emphasized b. all skills, L, S, R, W c. Language must follow rules. c. Language can be fun, unpredictable.

2. How does student learn language? 2. How does student learn language? a. Passively – by listening to the teacher a. Actively – by using it for and reciting rules. real communication. b. Only the mind/intellect is involved. b. Whole person – body, mind, emotion c. All students are the same. c. Students are individuals and learn All perform the same tasks. in different manners and at different speeds. d. Success is defined by memorization of d. Success defined by use of words, rules, texts and forms. imagination and non-language

knowledge to express ideas and feelings.

3. How should teachers teach? 3. How should teachers teach?

a. Be center of attention at a lectern a. Focus on learners’ needs/interests following text page-by-page. and respond to them. b. Context is not important. b. Present context. c. Drinking tea and reading is enough, c. Use a variety of methods as only one method. needed to insure students learn. d. Perfection is the standard. d. Errors are tolerated, as long as communication occurs.

The Chinese Teacher-Student Relationship Model

1. The teacher is the expert. The student is an empty vessel. The teacher reads from the book, while the students listen. The students attempt to take notes of everything said, in anticipation of being tested.

2. Any body of knowledge is finite and can be mastered if the student listens. Even English can be taught in Chinese. Everything comes directly from the book and there is only one right answer.

3. It is the duty of the students to copy the masters. The most learned person is the onewho can most avidly quote and/or imitate the master. The result is what would be“plagiarism” in the other world; ten or twenty students often hand in virtually identical papers.

4. The teacher is always the expert. He/she is always right. Students do not challengeteachers, do not express alternative viewpoints, do not even ask questions for clarification in class—they wait until after class and ask questions individually.

5. Students learn by memorizing the material presented by the teacher. They don’t ask questions. Students very much dislike being asked questions –especially questionsthat ask for analysis, synthesis, criticism, personal opinion or creativity. Socratic technique is viewed as harassment. Students express no imagination, and often seem unable to pretend, simulate, or act roles (even with scripts).

Whether we are Chinese citizens or native speakers of English, we have a responsibility to attempt to bridge this cultural chasm, because as Edward Sapir points out in “TheSapir-Whorf Hypothesis”, “It is an illusion to think that we can understand the significant outlines of a culture through sheer observation and without the guide of thelinguistic symbolism….Language is a guide to ‘social reality’….Human beings do not live in the objective world alone, nor alone in the world of social activity as ordinarilyunderstood, but are very much at the mercy of the particular language which has becomethe medium of expression for their society. “

Language in Culture, ed. Harry Hoijer, 1954.

Questions:

1. How accurate are the stereotypes? What personal anecdotes or observations do you have regarding the English-Chinese dichotomy?

2. Do you personally believe it is necessary for students to adapt their learning styles, at least while studying English and related subjects, e.g. international business, world

history, or market economics?

3. What, if any, accommodations can you make in your teaching style to facilitate your Chinese students’ learning style? Should you make accommodations?

4. Are there any “tricks of the trade” you can, or do use to move your Chinese students toward acceptance of western teaching methods?

5. Where can we go to find information and specific methods to use?