Chinese Language Teaching: My Original Intention and Professional Growth

Emotional Connection in Online Teaching at Confucius Institute at Boğaziçi University

Since September 2021, I began teaching online for the Confucius Institute at Boğaziçi University from Shanghai. Two semesters passed in the virtual world. Although in different places, online classes established a new form of connection between my students and me. In each class, I could feel their enthusiasm for learning Chinese language. They actively participated, spoke up eagerly, and demonstrated a strong desire to acquire knowledge along with endless creativity. Though separated by thousands of miles, our minds met in the virtual space, a communication unrestrained, free, and flexible.

Conversation practice in online class

Online/Offline students' achievement display

When I arrived in Istanbul at the end of June 2022, I was surprised to be neighbors with Anna, my Class 201 student. At the start of the semester, I spotted a familiar face from the screen among the crowd on campus, and called out the name of Can, a Class 101 student. To my delight, he recognized and answered me. Another unexpected moment occurred at a busy subway station, where Nehir, a Class 102 student recognized me. Surprise and excitement sparkled in her eyes, as if we shared a special bond. These unexpected moments gave me a sense of wonderful familiarity in this unfamiliar city.

Tempering on the Teaching Path

My journey to Türkiye made me realized that beautiful things cannot be accomplished in one action, which require time, patience, and effort to yield the precious results. My story began in October 2019, when I concluded my state-sponsored teaching assignment in Myanmar and hurried to Shanghai for a full-time post selection. Although receiving the admission notice in December, I was worried about future uncertainties, and postponed the entry to March. However, waiting just began.

After confirming my destination for the next assignment, I experienced repeated pandemic-related delays and a long wait for the visa, as if time was testing my resolve. The two-year waiting did not undermine my conviction. Instead, it tempered me on my teaching journey. During this time, I worked hard to improve my teaching skills and accumulate experience to enrich the period.

My experience as a full-time Chinese language teacher at Shanghai University exposed me to learners from diverse cultural backgrounds, ranging from absolute beginners to advanced levels. Such diversity was rich material and challenge for my teaching. At Shanghai University, I had the opportunity to develop specialized courses in listening, speaking, reading, and writing, and to design comprehensive Chinese language courses. Most of my previous teaching experiences were in homogeneous classes and countries with students of similar proficiency levels, which prompted me to reflect on and refine my teaching methods. Even more challenging was being tasked with remote teaching immediately after taking my office. I had to adapt to a new teaching environment, learn new teaching techniques, and familiarize myself with online teaching platforms. It challenged my professional abilities, and broadened my teaching perspective. I learned to respond more flexibly to students from different cultural backgrounds, and pay greater attention to individual differences. Meanwhile, through remote teaching, I acquired more methods to enhance teaching effectiveness with technological tools, diversifying and updating my teaching approaches.

The two-year waiting was not wasted, but greatly contributed to my work, and strengthened my original aspiration and pursuit when advancing as a Chinese language teacher. I feel fortunate that, thanks to the preparation, I had the opportunity to work at one of the best universities in Türkiye. Boğaziçi University boasts a beautiful campus and clever students, while Istanbul is an international city rich in history, cultural diversity, and stunning scenery. The days living and working here are valuable experience in my life.

Breathtaking scenery viewed from a ferry shuttling between the European and Asian sides of Istanbul

Continuous Exploration and Progress in Teaching

Deep understanding of local language, cuisine, and customs in advance became a powerful tool for my seamlessly integrating teaching content with real-life contexts. By topic exercises and activities closely related to local daily life, I successfully guided students to apply their acquired knowledge to everyday situations. They felt joy and a sense of achievement when discussing daily life in Chinese. They were also surprised that I, a Chinese language teacher, knew Turkish vocabulary, 80% of which was related to food. So, they called me "gurme" (food connoisseur, though actually a foodie). This became a funny topic in our class, and students developed a strong interest in Chinese cuisine. At the end of each semester, I organized a class building activity at a Chinese restaurant. We also had mid-semester picnic outings. Around the dining table and food, we had cross-cultural exchange to enhance their enthusiasm for language learning, and brought me teaching inspiration and creativity.

Enjoying a large plate of chicken together

Learn to use chopsticks

Experience local breakfast

Sino-Turkish cuisine exchange

When teaching, I am a teacher and a learner. For example, when explaining the semantics and usage of certain words, students were surprised to find that some Chinese words had exactly the same meanings and usage in Turkish. This sparked their strong interest in learning Chinese, and deepened their understanding and identification with the language. At the same time, these discoveries allowed me to continuously acquire new knowledge, delve deeper into Turkish, and broaden my linguistic horizons. By paying attention to students' discoveries and questions, I could better adjust and improve my teaching methods, making teaching more interesting and practical.

Experiencing paper-cutting and Baduanjin during break time

Challenges and Responsibilities along the Path of Chinese Language Teaching

I had worked in Türkiye for over 570 days, first teaching students, then operating the WeChat official account, learning administrative work, and planning and organizing activities. At the Confucius Institute, I was fortunate to have caring leadership and dynamic, excellent colleagues. Our team was small, but united and proactive, providing high-quality Chinese language courses and creating colorful cultural experiences. During this time, our team successfully organized large-scale events and competitions such as the "Chinese Bridge", "Sino-Turkish Forum", and "Sino-Turkish Teachers and Students Welcoming the New Year" with limited hands. After embracing new colleagues, we pooled our wisdom and efforts to tackle new challenges. Through teamwork, I hope to achieve greater personal breakthroughs, and become a mature teacher. We can jointly meet challenges, contribute to the cause of Chinese language teaching, and immerse students in the charm of Chinese culture.

Challenges and Responsibilities along the Path of Chinese Language Teaching

On the path of Chinese language teaching, each teacher faces various trials from the trivial pressures of life and external risks. Looking back on my time as a volunteer and an international Chinese language teacher, I recall the exotic flavors of various countries. We had to endure harsh living conditions. Sometimes, the simple accommodations and limited resources frustrated us. Other times, the uncertain natural and cultural environments brought risks unexpectedly.

Half a year after my arrival in Türkiye, the malicious attack on Istanbul's Istiklal Caddesi and the Gaziantep earthquake caused widespread anxiety. Although some distance from the epicenter, we still felt the fear. Fortunately, we were unharmed during these two incidents. However, experts predicted that a major earthquake may occur in Istanbul in the coming years. Living abroad with the unknown risks and challenges, we grew stronger internally. Our director's reminders kept us vigilant, and we learned earthquake survival skills to deal with sudden dangers.

Regardless of the environment or the difficulties we face, Chinese language teachers remain steadfast. This perseverance and conviction help us teach Chinese language, and drive the flowers of the Chinese language to bloom all over the world.

About the author: Feng Jieru, an international Chinese language teacher at Confucius Institute, Boğaziçi University, Türkiye.