By Dick Tibbets - University of Macau, Macau, China
This is a fascinating study and so much rings true that I go along with all that I've managed to read so far.
On the Chinese side there is the view of education as the ingesting of information and lack of emphasis on the synthesis of information to create and advance. There is the xenophobia that assists the belief that one can teach a neutral English that allows learners to absorb information but not evaluate any of the values and attitudes associated with that information. There is the view of teaching as a job that is done between certain times with little thought of being more than a figurehead in front of the class and there is the inability of many teachers, in spite of official statements of aims, to move beyond the stage of reading the textbook to their students - pure information transmission that makes no attempt to involve learners and, when students already have the textbook, makes no attempt to come to terms with a new reality. This isn't a problem of Chinese teachers alone; I've come across plenty of Western presenters at conferences who read from the handouts they have given their audience while displaying the same words with Powerpoint on the screen behind them. But experience in Chinese schools and colleges lead me to believe that "teacher holds the book" is a very common scene in the classroom.
The article also brings to the fore the inability of the Chinese administration to evaluate teaching except in terms that have little to do with learning and more to do with time keeping. This causes problems with foreign teachers especially because they tend to fall outside the criteria used by administrators to judge teachers and there is in consequence a bewilderment among the Chinese when it turns out that inadequate teachers have been employed but the administration is unsure even how to judge their inadequacy. The reaction described in the article is typically xenophobic - a shrug of the shoulders
followed by "well, they aren't Chinese".
I read the potted descriptions of some foreign teachers. I may have missed some but of those I read none had much in the way of TEFL qualifications or TEFL experience. The teachers described had various degrees of enthusiasm for their work and various amounts of previous classroom experience but, in the absence of any real syllabus or teaching aims, they lacked the knowledge to design and implement effective courses. I'd say the university desperately needed experienced TEFL teachers with post graduate qualifications both theoretical and practical. A team with a few TEFL MAs and DELTAS coupled with at least 10 years solid TEFL experience for each member might be able to put togetehr an effective program, though the administration might well then swipe it aside as the administration would be unable to comprehend such a program.
I will read the whole thing more carefully because I want to find signs for hope for the future. Many of the views and attitudes quoted in the article were identical to those expressed by Chinese emperors, diplomats and officials over the last three or four centuries and I believe it is these attitudes that changed China from a from an innovative civilisation with a technology well in advance of the West, a country that came within a whisker of starting an industrial revolution centuries before Britain and Europe, into a country where thinking and change are seen as risky occupations. There must be a way forward but so often I see Chinese in authority struggling to keep the status quo and effectively managing to turn the future into the past.
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