Learning Mandarin as a native English-speaking university lecturer: Bridging the Language Gap

作为一名以英语为母语的大学讲师学习中文：跨越语言鸿沟

Dr Katherine Easton

(Zuòwéi yī míng yǐ Yīngyǔ wéi mǔyǔ de dàxué jiǎngshī xuéxí Zhōngwén: kuàyuè yǔyán hónggōu)

As a lecturer in Psychology and Education at the University of Sheffield and the Director of the MA Psychology and Education in the School of Education, I have the privilege of working with a vibrant international student community. With over 7,000 international students from more than 140 countries at Sheffield, our classrooms are beautifully diverse. Many of our students come from the People’s Republic of China. Despite the high proficiency in English, I often noticed their hesitance to answer questions in class and the use of translation software to communicate with academics who don’t speak Mandarin. Despite extensive English education, many Chinese students in Higher Education (HE) experience ‘Mute English,’ where they can read and write but sometimes struggle with speaking. This issue could stem from traditional teaching methods focusing on grammar and translation, with limited emphasis on oral communication. A study by Wen and Clement (2003) delves into the cultural factors influencing Chinese students’ willingness to communicate in English. They found that an ‘other-directed self’ and a submissive learning style, rooted in Confucian traditions, often lead to reluctance in classroom participation.

A report from the Higher Education Policy Institute (HEPI) indicates that Chinese students in UK universities often face integration challenges due to language barriers and cultural differences. These challenges can lead to social isolation and impact academic performance. These insights underscore the importance of creating a supportive learning environment that encourages active engagement. My experiences and research prompted me to reflect on my own efforts — or lack thereof — to bridge the language gap.

At the School of Education, we’re proud to offer postgraduate programmes like the MA Education, MA Psychology and Education, MA languages, MA Early Childhood, MA Social Research and MSc Psychology and Education (BPS accredited), which attract students from across the globe. These programmes not only explore the philosophical, psychological and sociocultural dimensions of education, but also offer opportunities to study language, multilingualism, and intercultural communication — essential tools for inclusive and globally-minded practice. We don’t just see the transmission of knowledge as a one-way process in the School, our academics are continually learning and developing in order to support our students using evidence-based approaches and methods.

With all this in mind, I asked my department to invest in one-to-one Mandarin lessons for me last year and they kindly agreed. When I was in secondary school I took German as a language GCSE. I didn’t have a choice in the language I selected — it was German or French based on how these language options were allocated in year 7. I struggled through with absolutely no motivation to learn the language and got a grade C if I recall correctly. Having never learned more than a few phrases in any other language since this time, starting this journey at the age of 43 years felt daunting. My incredible Mandarin teacher guided me patiently through phrases, pronunciation, and pinyin, each lesson pushing me well outside my comfort zone. Every session left me exhausted, yawning through sheer mental and physical effort, my mouth forming sounds it had never produced before.

Between classes, finding practice time has been challenging amidst a busy academic schedule and as a single mum of two young girls. I would go to my lectures and practise with students in the front rows before addressing the full class. My students’ faces lit up when I attempted to speak to them, laughing and nervously correcting me as I asked them to help. After ten lessons, I’m far from conversational fluency, yet the progress I’ve made is genuinely rewarding. I can now greet my students你好 (nǐ hǎo), 你好吗？(nǐ hǎo ma?), 我很好，谢谢 (wǒ hěn hǎo, xiè xie), apologise for miscommunications or errors 对不起 (duì bu qǐ), reassure them 没关系 (méi guān xi), and signal the start or end of a class上课了 (shàng kè le) 下课了 (xià kè le).

Beyond language skills, the most significant gain from this experience has been a profound empathy and respect for any student pursuing higher education in a second language. It has reinforced my commitment to creating inclusive classrooms — encouraging quiet, brief discussions for clarity, using technology to facilitate understanding, and providing students the necessary space and time to engage comfortably. When grading, I consciously avoid penalising minor language mistakes, instead gently highlighting these as opportunities for growth. This journey has taught me that language is not just a communication tool; it is a powerful bridge to deeper understanding, empathy, and respect. I now appreciate, more than ever, the courage and perseverance it takes to study in another language. To my students — and anyone embarking on the adventure of language learning — know that every small step counts, and every effort enriches our connections with one another.

Let us always strive to meet each other halfway, learning and growing together, celebrating every brave attempt to communicate and connect. My own learning experience echoes the research strengths of our School, where colleagues explore themes such as multilingual identity, intercultural communication, and inclusive education. Researchers in the School of Education engage in diverse research about language learning and intercultural communication, for example language learning motivation in schools, second language learning among higher education students, language and intercultural communication through the arts.

If you’re passionate about making education more inclusive, or you’re curious about the role of language in shaping human connection, consider joining us at the University of Sheffield. Our programmes are designed to equip future educators, psychologists, and researchers with the insight, tools, and empathy to make a real difference in a globalised world.

Dr Katherine Easton is the Director of the MA Psychology and Education and Academic lead for Employability at The University of Sheffield. She is a social psychologist and has researched the impact of digital technology on mental health for over 20 years.

Read more: 👉 Full article by Katherine on Education Mattersh Blog