Status Quo of English Composition Teaching in ESL Classroom in Chinese Middle Schools
Chinese education has always been criticized by its examination-centered system. The system, it is claimed, is notoriously teacher-centered and authoritarian, favors learning by rote, fosters extrinsic motivation and stifles creativity. As for this aspect, it is quite different from western education which is featured with inquiry and innovation emphasizing on the active engagement, intrinsic motivation, and critical thinking. However, in the recent years, education in China has been fundamentally altered as a result of western influence ranging from its system to the very curricular content. The government and the schools are trying to avoid cultivating the kind of students who have “high scores but low abilities”. They devote to focusing more on the overall development of each student and establish the connection between knowledge in books and knowledge in use.
1. What is the status quo of Chinese education?
A brief introduction to Chinese education system
2. What leads to the differences between Chinese education and American education?
"Culture" is one of the root elements that shape Chinese education and who I am.
First, Chinese culture emphasizes on caution which makes Chinese student feel reluctant to express themselves no matter in speaking or in writing. Li (2012) noted that “British students viewed understanding as a process of sudden insight, while Chinese students believed understanding to be a long process” (p.75). Chinese are educated from a young age not to say more than they can deliver so they are quite cautious about any comments they give. This phenomenon is also in line with what Lao Tzu asserted “those who understand are not talkers; talkers don’t understand”. As a result, Chinese students are likely to wait and listen or even rote to create “deep impressions to lay a foundation for developing understanding " (Li, 2012, p. 75) so as to give a reliable reply.
Second, Chinese culture speaks highly of collective interest and relatively value less on personal opinions and feelings. As a result, Chinese students are more likely to speak and write what the mainstream like rather than their authentic ideas.
Third, "sage on the stage" is still the main teaching way. Students are used to following teachers and parents.
Supporting course: ECI 620
ECI 620 Reading and Reflection
3, What are the features of Chinese middle school students under this status quo?
Supporting course:
1. ECI 620 Reading and Reflection
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2. ECI 550
1) Adolescent Portrait
2) Social Ecology of Child and Adolescent Development---Garbarino
Ecology Theory
According to Ecology Theory of Garbarino, as we are living in a complicated ecology system, no one can escape the outside influence. Adolescents are shaped by several “worlds” surround them.
Both teachers and students come into the classrooms with their own culture and habits. We need to take them into consideration when teaching. To know about our students is the first step to teach them.
Chinese students are influenced by lots of factors, such as Chinese culture, their family, and their peers.They tend to be relatively passive, obedient to authorities and are less about their own value. Meanwhile, because of the uneven economic development in China, the socioeconomic factor plays an important role in children's development. Most of the Chinese students are extrinsically motivated. They rely on the support and guidance of parents and teachers. They also feel relatively comfortable to let others make the decision for them. As they are used to following, it is not easy for them to think critically and express themselves freely. Chinese students listen a lot, but read, speak, and write a little. They divide very clear between study and their personal lives.
ECI 620 Reading and Reflection
ECI 550 Adolescent Portrait
James Garbarino and his ecology theory
4. Voices from teachers and students on English composition teaching and learning
Chinese ESL teachers:
"It is not easy to teach writing. Students show little interest in writing. They just follow the template."
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"Students tend to deliver complicated message. However, it usually turned to be chunks of words they even didn't understand the real meaning."
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"They made similar grammar mistakes again and again. I have to spend lots of time to correct them."
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Chinese ESL students:
"English writing is for only for exams."
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"The topics of English writing are boring."
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"I don't want to share my English writing on the social media. It read like jokes."
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"Teachers care little about our endeavor. They just give us grades."
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"After I finish writing, I don't want to read it again."
Conclusion:
The current methods to teach English composition in ESL classroom in Chinese middle school are not effective and efficient. Both teachers and students are struggling with English composition in China. We need change.