Comparison of Chinese and American Classroom Teaching [5]
论文作者:LI Zhao-zeng,论文属性:短文 essay登出时间:2009-03-31编辑:黄丽樱点击率:10981
论文字数:2704论文编号:org200903312239467878语种:英语 English地区:中国价格:免费论文
关键词:hierarchyegalitarianismclassroom teachingESLEFL
be adopted considering the students assimilation.
Learner-centered approaches are warmly welcomed both by Chinese teachers and students, but the American ESL teachers entering Chinese classrooms, where teacher-centered classrooms are the norm, should also be prepared for inevitable feelings of isolation. Teacher/student relationships are more formal than friendly, and it is typical for American teachers to be viewed as “teaching machines” that are needed during class time, and then largely ignored when that function is done.
American ESL teachers should try to pay more attention to their own behavior: dressing well, having detail lesson plans, not sitting on the desk. Keep in mind that a casual air would be enough reason for disliking teachers, which would have negative effects on the class. With a patient attitude and non-confrontational diplomacy, the American ESL teachers can make steps towards acceptance over time.
American ESL teachers should also pay more attention to the Chinese students learning styles and strategies that are quite different from American’s. “They have grown up in cultures where student participation was not encouraged, perhaps even discouraged” (ibid). To encourage Chinese students to respond to the teacher and ask questions, a better
strategy is to pay close attention to subtle bidding cues, such as eye contact, a smile or a slight move of the head toward the teacher. This less overt type of bid may have a meaning similar to raising hand of American students, which may mean that they know an answer or have an opinion on a subject. ESL teachers should try to encourage students to have confidence in themselves and change them little by little.
Both American and Chinese ESL/EFL teachers should know that “different countries have educational systems that vary not only in terms of what is taught, but also how it is taught and how students are expected to learn and demonstrate their understanding of course material.” (Wurzel, 1995; Susan Bosher, 2003)
7. Conclusion
It is hard to tell all the cultural differences between these two largely influenced countries by these examples. And it is also important to note that China is rapidly changing; therefore, it is dangerous to assume that the experiences of these informants can respect all of China. The suggestions in this paper may be valuable for both American and Chinese ESL/EFL teachers and students, but they should not lose interest to maintain their own styles or try their own teaching strategies in the different teaching environment.
References:
Chan K. & Chan, C.. 2005. Chinese Culture, Social Work and Education and Research. International Social Work, 48(4): 381-389.
James H.Robinson. 1993. Confucian Orthodoxy Meets ESL: Teaching Across Academic Cultures. Minne-WI TESOL Journal, 11: 21-37.
John Baker. Student Collaboration in the ESL/EFL Classroom. Available from:
Susan Bosher. 2003. Addressing Cultural and Linguistic Diversity in the Classroom: Becoming Cultural Competent. Minne-WI TESOL Journal, 21: 55-73.
Wurzel, J. S. & Fischman, N.K.. 1995. A Different Place: The Intercultural Classroom. Newtonvile, MA Intercultural Resource Corp, 83. Comparison of Chinese and American Classroom Teaching*
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