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ARE ALL NATIVE ENGLISH SPEAKERS COMPETENT TO TEACH ESL?
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Roger



Joined: 19 Jan 2003
Posts: 9138

PostPosted: Mon May 19, 2003 1:30 pm    Post subject: Reply with quote

I have on several occasions shared with readers my most intimate conviction that there absolutely is no scientifically-relevant need for native English teachers in a foreign country such as China EXCEPT TO TRAIN CHINESE ENGLISH TEACHERS - and, perhaps, to give preschoolers a first touch and a firm grounding in the English tongue. In most other cases - primary schools, middle schools as well as corporate classes and adult training we are a dessert not digested well.

We are mostly used in conversation classes, most of which do not function. Our Chinese students have not received the right immersion in the English language to study on their own, to correct their fossilised mispronunciations. Chinese students up to university level are hooked to their teachers, not to the language; they do what he or she expects them to do, not what their own mind should tell them to do. They have no initative and no personal curiosity. They have in fact not learnt English, they have memorised English vocables, and to some extent, the grammar rules. Most of them cannot communicate because their thinking has not been developed. They speak Chinese using English words. They do not understand standard English because of the grammar involved.

Their English pronunciation has been drilled into them through chorussing and by reading anything that comes their way aloud, reading unthinkingly just to practise pronunciation - even when they do not know how to pronounce a word!

Their teachers do not display any enthusiasm for English, and so few learners develop a genuine interest in the language. Few care to communicate in nonverbal ways - reading and writing. Books are not high on their agenda. English, apparently, is all about making foreign noises, not about communicating about things that have, perhaps, never been mentioned in Chinese books or periodicals.

The idea that native speakers should be used exclusively to practise spoken English has for eight long years been striking me as esoteric, crazy, whimsical.
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Bertrand



Joined: 02 Feb 2003
Posts: 293

PostPosted: Tue May 20, 2003 2:44 am    Post subject: Reply with quote

[quote="Minhang Oz"]
On Bertrand's observations however:
I'm a professional. I currently teach 16 hours a week over four days. I get less than half his salary, but imagine it goes as far, and supports a comparable standard of living. I save 70% of my income without trying to. This is my second China stint, and I'm here because I like living and working here. I still have a permanent, well paid job on hold at "home" which involves 24 classroom hours a week, and as much again in marking, meetings, extra duties etc. Probably the kind of KFC fast food English outlet you mention does many exploitative things to its employees , but I've got no intention of working for them. I don't think many of the posters here intend to either.
So Bertrand, sometimes we need to paint with a broad brush, but the situation on the mainland is much more complex than your portrayal.
And you may be in Hong Kong, but remember, "Yi ge Zhong guo"

--------------------------------------------------------------------------------------

Hmm, well I can't read Pinyin without tones now, can I? There is simply too many minimal pairs (as I'm sure you know).

Anyway, sounds like you arte doing fine so fair play to you. China can be Hell or Heaven depending if you are working for EF or not respectively.

Yes, I'm sure the situation is complex there; it is, after al, the only state in the world where everything is complex (such as trying to get on a bus or trying to go to the bank - though Mike Tyson would do well there).
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Minhang Oz



Joined: 23 Apr 2003
Posts: 610
Location: Shanghai,ex Guilin

PostPosted: Tue May 20, 2003 3:53 am    Post subject: Reply with quote

Bertrand, it sounds like you had a memorable time on the mainland, for all the wrong reasons. And now you're a happy chappie in Honkers. Your comments on EF are echoed many times in these pages, and hopefully readers now are very aware of the pitfalls. But blaming the home of a quarter of humanity for your failure to master the public transport and banking systems is a bit lopsided. And I think you can work out some toneless pinyin, just like most Shanghaiers understand [and speak] toneless Putonghua. You, and the rest of Hong Kong understand what it says, you just don't want to believe it.
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American Friend of China



Joined: 19 May 2003
Posts: 23

PostPosted: Wed May 21, 2003 8:30 am    Post subject: Reply with quote

Regarding the comment from the author "Dragon" who wrote that "They probably just want to take our innocent young Chinese girls away."

Two points to make here:

(1) You shouldn't discriminate against all foreign-Chinese married couples. If the foreigner came to China only for the purpose of finding a Chinese wife and/or met his wife through the internet, then, yes, you are right, woe be to him. But if the relationship was a natural true love relationship because the foreigner lived in the same place for a long time, then you shouldn't discriminate against that. For example, I have lived in the same city for more than three years, and my wife and I didn't marry until after we knew each other for one and a half years. And I didn't come to China for the purpose of finding a wife. It was a natural unplanned thing. So, you shouldn't put a stereotypical label on all foreign-Chinese boy-girl relationships.

(2) Not all Chinese girls are innocent. Of course, there are many Chinese girls who are the most wonderful people in the world. But there are also many who are far from being innocent. For example, I've seen and heard of many cases where girls intentionally attach themselves to married men and pressure the man to divorce his wife, breaking up families, including families with a child. These aren't just things that happen in T.V. dramas on CCTV-8. It is actually a widespread occurrance in urban China. And also, at many work places, there are girls who "play ball" with the bosses in order to get promotions or pay raises. I know of cases at the airports, where about 40% of female airport employees do this, even though some of them already have husbands or boyfriends. And then, of course, there are the bath houses, massage parlors, and KTV centers. Are you suggesting that these businesses' revenues are entirely legitimate? So basically, the point here is that no society is perfect, and China has both good girls and bad girls.

So, I would avoid placing stereotypical labels on mixed race couples, because that is actually a form of racism.
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struelle



Joined: 16 May 2003
Posts: 2372
Location: Shanghai

PostPosted: Thu May 22, 2003 7:12 am    Post subject: Reply with quote

Quote:
I wonder, out loud, how many ESL teachers in China understand Stephen Krashen's theory about learning vs. acquisition, or have even heard about it?


The school I work at incorporates this theory heavily, and it provides a useful overview for how to teach EFL. Related to the theory, we teach English in 'lexical chunks' of communication, as opposed to the more traditional chunks of de-contextualised grammar structures.

Generally, what we try to do is activate the schemata the students have, and prepare them for the input they receive. After they receive the input, students are cued to work with it (extend it), and do a series of activities that store the input into their long-term memory. Students also analyze the text they just read or listened to, and pick out a series of sentences and phrases

For example, say they read an elementary-level text about different buildings that make up a neighborhood, and a person who lives near them. They may come across a few new words and patterns in the text such as:

"It is convenient to ... <verb>.... in Shanghai"
"I can go by ..... <form of transport> .... to the ..... <building> .... "

Through follow-up activities, students can use their own creativity to fill in the blanks and make use of these lexicons. Using the second example:

"I can go by bus to the library"
"I can go by bicycle to the cinema and watch 007"
"Can you go by subway to the Jing Mao Tower in Pudong? Yes."

Or, students can even combine lexicons!!

"(It's convenient to [go by taxi to many places] in Shanghai)"
"(It's convenient to [go by bicycle to school] in Shanghai) because [I can't go by subway]."

The idea is that by teaching language in lexical chunks, there is an immediate communicative purpose. There are literally hundreds of lexicons, and they can be suited to various contexts.

Towards the higher levels of learning, the process of learning and combining lexicons becomes more unconscious as the forms are complicated. For example, students are presented a text where an employee successfully completes a job interview and they have to negotiate a contract with their employer. In their own experience, they already know how to negotiate (they may not know that English word, however). A role-play is set up, to first see what negotiations lexicons they already know, and surprisingly, they know a lot. But feedback later shows that they only negotiate on one item and use the same old tactics. The don't know cross-negotiating, so we can teach a lexicon involving 'given that':

"Given that you're willing to [A], is it possible to [B]?"
"Would you be willing to [B], given that [A]?"

Thus, "Would you be willing to pay me 10,000RMB a month, given that I only have 2 weeks vacation time in this contract?"

or, "Given that you're willing to sign a 3 year contract with us, is it possible for you to work in our Guangzhou office?"

The answer of course being, "No, because of SARS."

All kinds of creative examples abound, and students have fun with this. Sometimes the negotiations break down, and I've heard things like, "You're a stingy boss!" or "You're wasting my time!"

Clever students can see the link between lexicons and grammar forms, i.e. 'go' takes the preposition 'by', and 'given that' expresses a condition.

What is most interesting is that students discover a grammar rule AFTER they read a text and come across a pattern imbedded within the meaning of the text. This is in contrast to traditional EFL methods that teach the grammar from first principles, with little or no meaning.

The thrust of Krashen's theory is that for students to learn a foreign language effectively, the input must be meaningful to them. Using the above examples, students have lots of experience with transportation in their daily life, so new English input will stick like glue, given the meaning. And this all leads to faster results!

I apply the same principles when learning Chinese, for example, using the 'convenient' lexicon as above:

"Zai ...<place> , .... <verb + noun > ... hen / bu fangbian>

"Zai Shanghai, mai dongxi hen fangbian"
"Zai xiao dian, mai Ke Le (Cola) hen fangbian"
"Zai nong cun, qi ze xing che bu fangbian" (not convenient to ride bikes in the countryside)

Quote:
The Chinese Minister of Education obviously does not understand it, if he has heard about it, because Chinese English majors graduate having learned ESL but not being able to communicate in ESL. The problem is all that teaching in a "hostile" ESL environment.


Maybe not a 'hostile' environment, but from what I've seen, many Chinese students have a strong passive vocab and grammar having learnt a lot about the language in middle school, but they don't have an active command of it. When speaking in natural settings and informally with friends, etc. they mostly use Chinese. Since the context of the English they know is in an artificial environment (the classroom), then that's the meaning they attritubite to it. Hence an artificial English environment.

The key to getting past this is to introduce English in its natural spoken element, and encourage learners to apply the above principles to give meaning to their learning.

What complicates the issue, however, is that in China, English learning is not ESL but instead it's EFL. Teaching ESL assumes that the learner is already in a native language environment, such as when they immigrate to a Western country and learn English as a *second* language. In China, the prevailing language environment is not English, but primarily Chinese. So English is then taught as a *foreign* language.

For me it's easy to apply the above principles to Chinese because I'm already in the country and there is no shortage of opportunities to practice. But for Chinese EFL students, they don't have this environment, hence the classroom must simulate a native environment as closely as possible.

Simulating a native English environment in the classroom is WAY easier said than done, and has presented by far the biggest challenge in my teaching career. Students want to rely on grammar-translation, a huge setback, since it slows down natural fluency a lot. So at the beginning of class, I need to design warmer activities that lower this filter and 'change the channel from Chinese to English' as a student aptly put it!

All of the above points to an underlying issue of the power structures of language (I teach this to my advanced studnets). Chinese are extremely keen to learn English, especially kids, to the point that it takes priority over their own language. One headmaster of a primary school in a small town told me on a recent bicycle trip, "My students want to learn English more than they want to learn Chinese." But I wonder: are the reasons for learning English their own, or is it for economic motives in the near future? If someone waves dollar bills under your nose, even the most difficult languages can be learnt.

If English becomes more than just a foreign language but a 'second' language in China, that would greatly improve the environment for learning it. On the other hand, it may make the need for EFL teachers obsolete Smile

Just some thoughts on the matter,

Steve
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smarts



Joined: 24 Feb 2003
Posts: 159
Location: beijing

PostPosted: Thu May 22, 2003 8:00 am    Post subject: Reply with quote

Most Chinese probably couldnt give a hoot if the native speaker is a qualified teacher or not.

The best EFL teachers are bilingual English / Chinese teachers.
Thats reality.
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Minhang Oz



Joined: 23 Apr 2003
Posts: 610
Location: Shanghai,ex Guilin

PostPosted: Fri May 23, 2003 7:18 am    Post subject: Reply with quote

Well, Smarts' down to earth remark certainly put an end to that promising linguistic debate. Talk about being a pimple on the great arse of education!
However, it begs the question.
What if somebody doesn't know what the hell they're doing in either language?
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chinasyndrome



Joined: 17 Mar 2003
Posts: 673
Location: In the clutches of the Red Dragon. Erm...China

PostPosted: Fri May 23, 2003 8:46 am    Post subject: Reply with quote

[quote="Minhang Oz"]

Quote:
What if somebody doesn't know what the hell they're doing in either language?


Ask Sunaru. First hand experience. Wink
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ESL Guru



Joined: 18 May 2003
Posts: 462

PostPosted: Sat May 24, 2003 12:26 am    Post subject: Reply with quote

Probably spoken by a bilingual who does not know what a meadow muffin is.

Teach in the target language and forget about the bilingual meadow muffins! The comment is pure uninformed trash unsupported by and contradictory to all of the current research.

Probably does not even know one end of the cow from the other.
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