As a Ph.D. student in Arizona State University, I had the privilege of learning from exceptional teachers who demonstrated the transformative power of passion for their disciplines, enthusiastic support for active student engagement, and a genuine respect for human diversity. They have inspired creative and independent learning, thus changing my belief of teaching. A well-taught course has the potential to shape students’ future career choices, lifestyles, and life paths. Recognizing the impact I can have on my students’ lives, I am committed to putting in the effort to ensure that their learning experiences are as enriching as possible.
ASU has provided me with the opportunity to be a highly adaptable educator. I’ve instructed a course and led two tutorials in Chinese, collaborating with fellow graduate assistants in the role of a Teaching Assistant. Inspired by the teachers who influenced me and drawing from my own teaching background, I prioritize (1) student-centered learning, (2) interconnectedness of language and culture, (3) critical thinking and adaptability, and (4) lifelong learning.
First, I prioritize the practical application of Chinese in their daily lives, recognizing that many of my students will either travel or pursue studies in Chinese-speaking environments in the future. During the instruction of “Lesson 12 Dining,” for example, I utilized a menu from a Beijing-based Chinese restaurant and printed images for each dish as teaching materials. The objective is to provide students with an authentic experience of what a Chinese menu looks like when ordering food in a restaurant. Additionally, I organized the students into two groups: one group assumed the role of customers, while the other group took on the roles of waitstaff, creating a simulation of the ordering scenario in a Chinese restaurant.
Second, language learning goes beyond mere linguistic proficiency; it involves a nuanced understanding of cultural intricacies intertwined with the language. As language learners, students are also learners and communicators of culture. Therefore, I accent weaving Chinese culture into my class. For instance, I introduce students to the significance of mooncakes, family reunions, and traditional legends, enhancing their comprehension of Chinese language and culture by inviting them to celebrate the Moon Festival. This approach expands students’ global perspectives and underscores the symbiotic relationship between language and culture, thereby enhancing the overall learning experience.
Thirdly, I argue that language learning plays a pivotal role in nurturing crucial skills such as critical thinking and adaptability, which are indispensable in our globalized world. My objective is to empower students with the capacity to engage in critical thinking, adapt to diverse linguistic contexts, and communicate effectively in a multicultural society. In teaching Chinese, I actively encourage students to delve into the analysis of Chinese characters, aiming to develop not only language skills but also analytical thinking. Furthermore, I often have them watch Chinese videos with different accents. In this way, students acquire the ability to adapt to various Chinese dialects and regional differences, thereby enhancing their communication proficiency with a diverse array of Chinese speakers. This approach places a strong emphasis on language proficiency while concurrently fostering essential skills, ultimately preparing students for success in our interconnected world.
Additionally, I promote the adoption of a mindset centered on lifelong learning, highlighting that the acquisition of language is a continual journey. In my Chinese language instruction, I illustrate this concept by emphasizing the perpetual process of discovering and learning new Chinese characters throughout one’s life. I also recommend some Chinese learning websites to them so that they can continue learning Chinese after graduating. This encourages students to perceive language acquisition as an enduring adventure, cultivating a sustained connection to the language and a dedication to continuous personal growth.
In summary, this teaching philosophy, shaped by my educational experience, is grounded in the belief that second language education is a crucible for personal and intellectual growth. As a student, I cherish the excellent qualities I’ve learned from my outstanding teachers and prepare myself to become an educator. As an educator, I see my role as that of a facilitator and a source of inspiration, creating an environment where students can discover their potential, appreciate culture, and develop the lifelong learning mindset and the skills necessary for success in a globally interconnected world. My dedication to this philosophy is a testament to the fulfillment I find in the challenging yet rewarding field of second language instruction.