My Growth from A Volunteer to A Professional Chinese Language Teacher

Volunteer at UK public primary school

In September 2021, I was selected and recommended by my university as a volunteer teacher to the UK. This was my first time setting foot on foreign soil, living with a host family, and standing on a podium as a teacher.

I taught at Llanharan Primary School in a small village near Cardiff, the capital of Wales. The language education context in Wales is unique compared to the other three regions of the UK. In Wales, both English and Welsh are official languages. According to the National Curriculum, students must learn both English and Welsh during compulsory education, and those aged 11 to 14 are required to study at least one modern foreign language.

As the only Chinese language teacher at the school, I had no predefined teaching objectives, syllabus, or textbooks to work with. Therefore, I designed the entire teaching framework and goals myself. Over the eight-month internship, I gave lessons based on giant panda, school, cuisine, and festival, which were developed with reference to the YCT and GCSE Chinese topic outlines, as well as academic papers. I also experimentally incorporated game-based learning, like detective game, into my class. Cultural activities included making red envelopes and writing the character "blessing" for Spring Festival, learning to use chopsticks, and practicing calligraphy with brushes.

Whenever the British children saw me, they would wave enthusiastically from afar and loudly greet me with "nǐ hǎo", "zài jiàn", or "xiè xie". The sense of achievement and fulfillment was irreplaceable. The students' passion and effort in learning Chinese language and understanding Chinese culture warmed and encouraged me. My experience in the UK enriched my teaching practice, and profoundly influenced my personal growth and career path.

Volunteer Chinese Language Teacher at Confucius Institute in La Rochelle, France

To better understand the overseas progress of international Chinese language education, I chose to postpone my graduation for one year, and worked as a volunteer Chinese language teacher at the Confucius Institute, a decision that brought both opportunities and challenges. During my time there, I taught a total of eight classes. Adult learners were reserved in class, often hesitant to speak actively, yet they disliked repetitive drills. When preparing lessons, I carefully considered their personalities, learning styles, and goals, and designed some authentic scenarios that genuinely interested them and were appropriate for their proficiency to encourage spontaneous communication. I also actively sought advice and feedback from the director and local teachers, and ultimately received positive response from my students. Additionally, I co-guided two Applied Foreign Languages majors in preparing for the 2023 "Chinese Bridge" Proficiency Competition for Foreign College Students (the 22nd session) in France, where they won the third and excellence awards, respectively.

Cultural activities were a vital part of the Confucius Institute, with at least one session held monthly. During my tenure, I co-curated, organized and implemented 18 cultural activities. In addition to the ones we hosted, such as traditional festivals, film festivals, and the Chinese Language Day, we supported the host university in organizing open days and freshman welcome events. We were also frequently invited to local communities and primary and secondary schools for cultural experiences, such as teaching children to sing the Chinese song Happy New Year, practicing martial arts fan, making rabbit lanterns, creating paper cutting works, and painting plum blossoms with ink in primary schools last year

Beyond teaching and cultural activities, I was responsible for promotion, like operating the INS account, designing posters, producing promotional brochures, writing press releases, and editing videos for the Confucius Institute.

That year was enriching and fulfilling. I made breakthroughs in teaching, and gained a lot of experience in managing and organizing cultural activities. My passion for international Chinese language education continued to grow, and I decided to become a state-sponsored teacher after graduation, dedicating myself further to this cause.

International Chinese Language Teacher at Confucius Institute in La Rochelle

As an international Chinese language teacher, despite the same environment, I shifted my focus to compulsory courses for Chinese Language majors and elective courses for students from other disciplines. Responsibilities such as tracking attendance, class management, academic affairs, tests, and make-up tests made me feel the identity transition from student to teacher.

My students were more mature and focused, with higher expectations for language learning. Therefore, when preparing lessons, I had to deeply understand course requirements and student backgrounds, communicate and coordinate with other teachers, and design systematic and professional content to effectively impart Chinese language and cultural knowledge. It right allowed me to apply the theory I gained during my graduate studies at Beijing Language and Culture University. Striving to implement its teaching principles of "teach Chinese language with Chinese" and "concise explanation & ample practice" required me to think creatively when preparing lessons. Though demanding, it was highly stimulating. I deeply appreciated the responsibilities and challenges of being an international Chinese language teacher, the great sense of achievement, and personal growth.

This experience enhanced my teaching practice, and deepened my passion and dedication to Chinese language education. I understand that the transition to a teacher's role is not merely identity change, but also responsibility and mission undertaking. I will continue to contribute to Chinese language teaching and cultural exchange between China and France.

About the author: Hu Minghui, an international Chinese language teacher at the  Confucius Institute in La Rochelle, France. She holds a degree in Teaching Chinese to Speakers of Other Languages from Beijing Language and Culture University. Previously, she served as a volunteer Chinese language teacher in a UK public primary school and at the Confucius Institute in La Rochelle. She is also one of the compilers of A Pocket Book for Winter Olympics Communication in Chinese, and A Pocket Book for Hangzhou Asian Games Communication in Chinese.