Teaching Philosophy
I started teaching in my second year of grad school when I was studying Linguistics at the University of North Carolina at Chapel Hill. My research background in Chinese phonology equipped me with theoretical competence in teaching Chinese as a foreign language. In my teaching, I employ innovative and authentic cultural materials to stimulate students’ interest and construct the language learning with global perspectives by exploring current topics such as climate change, trade war, racial stereotypes, and gender inequality.
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As language and culture are tightly intertwined, I try my best to incorporate the target language’s culture appropriately so students can more fully understand the language. I strongly believe that language learning should go beyond rote memorization of grammar and language rules. Furthermore, learning can be maximized when students are taught how to use the language in a variety of culturally realistic contexts rather than simply memorizing grammar. Due to this, integrating culture into lessons is one of my main teaching philosophies, as well as creating a judge-free learning environment. For example, I teach classical poems and Chinese calligraphy biweekly to all levels of classes. Students are thrilled to appreciate the traditional art forms and recognize prosodic patterns or vocabulary that we learned in class within the poem recitation and calligraphy practice. I also use authentic materials such as level- and age-appropriate Chinese movies, popular songs, commercials and news that use target grammar points to explain the usage context better.
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If a teacher can stimulate a student’s interest then they will want to learn more about the subject matter. I employ various teaching techniques in class including collaborative learning and using multimedia materials. In order to maintain student interest and sustain the long-term endeavor of learning a second language, I take utmost care in being innovative and creative in designing and implementing programs/activities tailored to young learners today. For example, I design purposeful interactive activities implemented with the target language. These activities include the school field trips to local Chinese restaurants and supermarkets after “Shopping” and “Dining” units, and scavenger hunts after we learn about giving directions. It gives them the chance to practice using the language in real life situations while being engaged and having fun. I also create more opportunities for students to present their work in front of their peers, teachers, college students, and professors. To be more specific, the Novice level students make presentations on their favorite Chinese food while their friends and teachers are tasting the dish they made prior to the class and judging their presentation skills. The Intermediate level students make presentations on their research projects in front of college students and professors, and gain valuable feedback from the guests. Every year, a selected group of students perform Chinese music at the Lunar New Year Assembly and their calligraphy work are exhibited on campus as well. Students are excited to show what they have learned to people who do or do not know this language. They get extremely motivated when their work or projects are viewed and appreciated by the community. I often take my students to Chinese classes at local universities (Duke and UNC) and the Chinese cultural events nearby. When they are exposed to a wider Chinese-spoken community, they are usually impressed by how fascinating this multicultural society is.
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I expect my 21st-century learners to be smart with the technology, and to be sensitive with what is happening around them. In addition to online learning tools such as Skritter, Kahoot!, Quizlet, and EdPuzzle, students also learn how to turn their electronic devices into Chinese mode and learn how to write a research paper in Chinese using accredited online resources. I also encourage them to make audio and Vlog assignments and share them with people in their family and community. Technology is not a distraction, but an instructional tool that can benefit the learning in my classroom.
Outside of the classroom, I advise three student clubs/organizations at DA: the Asian American and Pacific Islander (AAPI) Affinity Group, the Chinese Club and the Overseas China Education Foundation (OCEF) Club. I share my intercultural experiences with Asian American adolescents. I encourage them to raise their voices, to challenge the public values, to embrace the similarities and differences, to accept all types of acculturation, even alternation.
As a result of my effective pedagogy, my students’ participation and performance at NC Chinese language contests have been extraordinary. Student enrollment in DA Chinese program is also steadily growing. More and more students are willing to participate in global exchange and capstone programs in China. In summer of 2018, five students attended the China exchange program by staying with host families for one week in Beijing and visiting Xi’an and Shanghai for another week. This upcoming summer, fourteen students will go visit Beijing and Chengdu for the service-learning and cultural immersion capstone program.
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On the first day of their school year, I always ask my students “Why are you here? Why do you take Chinese?” The 9thgraders’ answers are usually “because my parents want me to.” After years of studying, their answers have changed to “it is not an easy language but it is such an amazing culture.” Today I ask myself “Why are you here? Why do you teach Chinese?” The answer is in the daily world news headlines. It is in the manual of a happy life. It is in every student’s eyes.