Teaching English in China-2

8/13/2019 Teaching English in China-2

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Teaching EFL in the

Peoples Republic of China

Jordan Blen, Kim McGovern & Julia Schulte

English 724: Teaching English !road"r# Shih

Ma$ %4, 2%


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Introduction

Since the 'eo(le)s *e(u!lic o+ hina -'*. re/o(ened its doors to the 0est in %17,

thousands o+ +oreign instructors have ste((ed in to teach English as a 3oreign anguage -E3. at(u!lic schools, universities, (rivate language institutes, and com(anies# 5n the ne6 millennium,hina)s entr$ into the 0orld Trade rgani8ation and success+ul !id to host the 2 Bei9ing0inter l$m(ics has +urther accelerated e++orts to e(and and re+orm English language teaching(rograms in !oth (u!lic and (rivate sectors -;u, 22< iu, 27.< it is estimated that toda$, over4= million hinese citi8ens are enrolled in English courses not onl$ +or educational and(ro+essional advancement !ut +or (ersonal enrichment in an increasingl$ glo!ali8ed 6orld-Gri++ith and ;o!!s, 2=.# >onetheless, large/scale shi+ts in teaching (hiloso(hies and (racticescontinue to challenge educators and students ali?e -@uo, 2.# This re(ort eamines the role anddevelo(ment o+ English language learning and teaching in the '*, 6ith a +ocus on instructionalmethodologies, current teaching o((ortunities, and common challenges that English teachers

ma$ +ace 6hen living and 6or?ing in hina# 3ollo6ing a geogra(hical, demogra(hic, economic,and (olitical overvie6 o+ contem(orar$ hina, this (ro+ile 6ill e(lore:

Aarieties o+ English taught and s(o?en in hina#

The role o+ English and its relationshi( to education (olicies and (ractices#

Em(lo$ment in+ormation#

iving and 6or?ing in the '*#

ultural traditions#

Teaching a((roaches, methods, and techniues in hinese E3 contets#

ross/cultural insights and im(lications +or E3 classroom instruction#

Background Information -entral 5ntelligence genc$, 2%.

ocation:

East sia#

0ater !oundaries include the East hina Sea, Korea Ba$, Cello6 Sea, and South hina

Sea#

Border countries include +ghanistan, Bhutan, Burma, 5ndia, Ka8a?hstan, >orth Korea,

K$rg$stan, aos, Mongolia, >e(al, 'a?istan, *ussia, Ta9i?istan, and Aietnam#

0orldDs +ourth largest countr$#

limate: "iverse climate ranging +rom tro(ical in the south to su!/arctic in the north#

dministrative "ivisions:

2 (rovinces -including Tai6an.< = autonomous regions< = munici(alities governed !$

the State ouncil#Government:

ommunist state since %141#

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hinese ommunist 'art$ controls eight smaller (arties#

The >ational 'eo(le)s ongress ->'. is the highest organ o+ state (o6er in hina#

'rinci(al eaders:

'resident ;u Jintao // head o+ state# State ouncil 'remier 0en Jiao!ao // head o+ government#

The State ouncil and ommunist 'art$ entral ommittee su!mit (olic$, !udgetar$,

and (ersonnel recommendations to the >' +or a((roval#Econom$:

Since the %17Ds, the closed, state/run econom$ has !een moving to6ard a more o(en

mar?et/!ased econom$#

5n 21 the econom$ had an #4F gro6th rate#

G"' (er ca(ita is a!out H,=#

G"' -o++icial echange rate. is 4#7= trillion#

Echange rate: % I#S# dollar H# renmin!i#

'o(ulation:

%#4 !illion (eo(le#

4 (ercent o+ the (o(ulation is ur!an#

i+e e(ectanc$: 74 $ears#

3ertilit$ rate: %#7 children !orn (er 6oman#

Se ratio: %#% male+emale#

ities:

a(ital: Bei9ing#

ther ma9or cities: Shanghai, Tian9in, Shen$ang, 0uhan, Guang8hou, honging, ;ar!in,

hengdu#Ethnic Grou(s:

;an is the ma9orit$ grou( and ma?es u( 1%#=F o+ the (o(ulation#

== ethnic minorit$ grou(s include Manchu, ;ui, Miao, Ti!etan, Iighur, Mongol, and

others#*eligions:

"aoism -Taoism. and Buddhism are the main religions#

hristianit$, 5slam, and 'rotestantism are the smaller religions#

anguages:

Mandarin hinese -or 'utonghua., s(o?en !$ 7F o+ the (o(ulation, is the (rominent

dialect and (rescri!ed medium o+ instruction and government -;u, 22.#

Ti!et, Mongolia, and >a Li use their o6n languages +or dail$ communication andeducation#

Seven main dialect grou(s include Bei+ang -+rom 6hich 'utonghua is derived., 0u

-Shanghaiese., Liang, Ke9ia -;a??a., Gan, Min -;o??ien., and Cue -antonese. -;u,22.#

5n contrast to Tai6an and ;ong Kong, 6hose 6riting has retained traditional characters,

the '* uses a sim(li+ied orthogra(h$ -;u, 22.< romani8ed (in$in re(resentations o+

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Language Education Policies and Practices

Since the 'eo(le)s *e(u!lic o+ hina 6as +ounded in %141, a central governing !od$controlled !$ the hinese ommunist 'art$ has !een res(onsi!le +or national education (olic$,management, and (lanning in (rimar$, secondar$, and tertiar$ institutions# The Ministr$ o+

Education -ME., ?no6n as the State Education ommission !et6een %1= and %11, o(eratesin con9unction 6ith the government/run 'eo(le)s Education 'ress -'E'. to design and im(lementcurricula, tet!oo?s, s$lla!uses, and eaminations# Since the late %1s, (artial decentrali8ationo+ the school s$stem has allo6ed +or greater regional autonom$ in develo(ing teaching materials,determining teaching a((roaches, and managing sta++, !udgets, and +acilities# Even at village andneigh!orhood levels, education o++icials 6ho are lo6er on the administrative hierarch$ no6 havemore authorit$ to (romote enrollment, im(rove cam(us grounds, and ensure the smootho(eration o+ local schools -see Ta!le %.# >onetheless, schools in 6ell/+unded metro(olises suchas Shanghai remain in+luential centers o+ (edagogical research and +orerunners o+ innovation#'ilot (rograms that succeed in Shanghai, such as %st grade E3 instruction and senior secondar$com(etenc$ eams, tend to !e ado(ted !$ other schools across the nation -;u, 22.#

Table 1. Educational dministration in the PRC

!istor" of English Education in China

're/ultural *evolution

Bar!arian as a 3oreign anguage -damson, 24. has !een used to descri!e the lo6l$status o+ English during the %th and earl$ %1th centuries, 6hen (idgin English !ecame essential +orcommunicating 6ith Euro(ean traders, o++icials in Macau, and the ever/encroaching British# Kno6nas compradoresand )linguists), ill/regarded hinese !usiness agents in Guang8hou -anton.+unctioned as translators +or +oreign visitors, 6ho 6ere +or!idden +rom learning hinese# Moreover,!oth (arties 6ere relegated to a corner o+ Shamian 5sland to minimi8e +oreign in+luence on hineseculture# The status o+ English !egan to im(rove at the height o+ Euro(e)s 5ndustrial *evolution, 6henhina ac?no6ledged the need to gain access to 0estern science and technolog$ and engage in

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international di(lomac$# 5n %H%, the +irst +oreign language school 6as o(ened in Bei9ing< !$ %1,English language instruction at universities had !ecome more common(lace in cities near east coasttrading (orts# 3rom the 5ntellectual *evolution in the earl$ 2th centur$ until the esta!lishment o+the 'eo(le)s *e(u!lic o+ hina in %141, English literar$ courses 6ere (rimaril$ taught at universitiesto e(lore 0estern (hiloso(h$# Tet/!ased instruction that em(hasi8ed the Structural ((roach and

Grammar/Translation methods (revailed in (u!lic institutions# nl$ at missionar$ schools, in 6hichinstructors used the "irect Method to teach language +unctions in the contet o+ realistic discourse,did English learners reach higher levels o+ oral (ro+icienc$ -Sun, %11H< damson, 24.#

s the ne6l$/+ounded 'eo(le)s *e(u!lic o+ hina strengthened (olitical and ideological ties6ith the ISS* !et6een %141 and the mid/%1=s, English lagged +ar !ehind *ussian languageinstruction# 5n order to increase di(lomatic activit$ and strengthen social and economic develo(ment,ho6ever, English anguage -E. courses made an o++icial come!ac? in %1=7# The Ministr$ o+Education !egan 6or?ing in tandem 6ith the ne6l$/+ounded 'eo(le)s Education 'ress -'E'. to(ioneer the countr$)s +irst/ever uni+ied English s$lla!us tied to locall$ (u!lishedtet!oo?s# 5n+luenced heavil$ !$ Soviet (edagog$, linear s$lla!uses in E courses at secondar$schools +ocused on translating and memori8ing 6ritten tets that es(oused the virtues o+ socialism,

moral res(onsi!ilit$, and hinese ommunist 'art$ lo$alt$# B$ the %1HDs, intensive reading,grammar anal$sis, and (ronunciation (ractice using the (honetic al(ha!et had !ecomecommon(lace# lthough the udiolingual Method 6as introduced to hinese classrooms during this(eriod, techniues such as mechanical drills to rein+orce memori8ation o+ +eatures indecontetuali8ed tets -Sun, %11H< ;u, 22.#

ultural *evolution

Inder the leadershi( o+ Mao @edong in %1HH, the Great 'roletarian ultural *evolution!rought an end to centrali8ed education o+ an$ ?ind as schools 6ere shut do6n +or t6o $ears-damson, 24.# long 6ith school/a++iliated intellectuals, mem!ers o+ the ME and 'E' 6ereeither sent to 6or? on +arms or assigned to other t$(es o+ manual la!or< +oreign languageteachers and other intellectual t$(es 6ere o+ten harassed or (ersecuted, rumored to !e s(ies or+lun?e$s o+ 5m(erialism -(#%.# English 6as one o+ man$ su!9ects that sto((ed !eing taught#>ot until Mao o(enl$ regretted not learning English earlier in li+e did E return to the schoolcurriculum in %1H1# Even !e$ond Mao)s (ivotal admission, most English (u(ils did little morethan recite (atriotic slogans or com(lete grammar eercises such as the +ollo6ing (oliticall$/charged )to have) ver! con9ugation activit$ -Sun, %11H< damson, 24.#

Fill-in-the-Blank Exercise During the Cultural Revolution

5 ha#ea hammer# Cou a s(anner# She a sic?le# ;e has$a hoe#

5 hairman Mao)s 6or?s# M$ !rother hashairman Mao)s 6or?s#

0e all hairman MaoDs 6or?s#N

-Shaani 'eo(le)s Education 'ress, %17, as cited in damson, 24, (#%%7.

Moderni8ation

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3ollo6ing Mao)s death, English en9o$ed a high o++icial status as "eng Liao 'ing (avedthe 6a$ +or moderni8ation, (romoting international trade, di(lomac$, and uni+ied educationalre+orms# lthough a reinvigorated national (olic$ma?ing !od$ made +oreign languagemandator$ in school s$lla!uses, most English classes continued to !e conducted inMandarin# oined B English -@uo, 2. !$ native hinese instructors, traditional

instruction involved anal$8ing language +eatures in short (assages consisting o+ sim(levoca!ular$ and technical terms< students memori8ed structural rules and +acts in order tomani(ulate 6ord order and mor(holog$# earning aboutEnglishN -@uo, 2. at the e(enseo+ listening and s(ea?ing (ractice (roduced a generation o+ learners 6ho later +orgot man$reading and 6riting s?ills that the$ had learned in school# The monotonous GrammarUTranslation Method !egan to +all out o+ +avor in the earl$ %1s as o((ortunities +orinternational communication and travel a!road increased# Students sought to im(rove their orals?ills, voluntaril$ attending evening English classes at !oth (rivate and (u!lic institutions# 5n(u!lic schools, English language (ro+iciencies im(roved +or t6o (rimar$ reasons: %. Englishcourses 6ere no6 o!ligator$ at the 9unior secondar$ school level< 2. English Matriculation Testscores carried more 6eight in >ational ollege Entrance Eams, ?no6n collouiall$ as the

gaokao-)tall test).# English immersion (rograms de!uted in the mid/%1s, 6ith man$(ro+essional college courses taught in English# Best/selling English version tet!oo?s, such asongmanDsNew Concept English, em(hasi8ed reading, s(ea?ing, and listening com(etence#lthough grammar no6 +unctioned as a su((orting elementN rather than an organi8ing(rinci(leN o+ tets -@uo, 2., lesson units nonetheless continued to lac? to(ical continuit$#Teaching techniues shi+ted +rom e(laining grammar to (ara(hrasing tets, +ocusing on ?e$6ords, set (hrases, and sentence (atterns in recorded short stor$ (assages# istening to audiota(es narrated !$ native English s(ea?ers, reading aloud, and learning chun?s o+ (assages !$heart !ecame common (ractice# Bilingual teaching came into vogue< ho6ever, lessons 6ere(rimaril$ conducted in Mandarin mied 6ith English (hrases and sentences#

s the '*)s economical and technological e(ansion reuired increased negotiation6ith international authorities and (olitical leaders, English evolved into the chie+ medium +orcross/cultural communication# B$ the mid/%11s, the English Matriculation Test carriedsigni+icant 6eight in college entrance eamination scores# Be$ond the high school level, (assingollege English Test -ET. Bands 4 and H !ecame (rereuisites +or o!taining universit$degrees# Because most students entered higher education 6ith a !asic ?no6ledge o+ English(ronunciation, grammar, and voca!ular$, universit$ s$lla!uses +ocused on strengtheninglistening and 6riting s?ills# Man$ courses +or intermediate learners 6ere no6 taught (rimaril$in English# 5n s(ite o+ curricular re+orms intended to (romote integrated language s?ills, theneed to (ass strings o+ standardi8ed English eams +reuentl$ com(elled teachers to +ocus ontest (re(aration at the e(ense o+ course content# Ecessive +ocus on 6ritten eams !ac?+ired, insome res(ects, (roducing high/score, lo6 a!ilit$N -@uo, 2. students 6ho 6ere una!le to useEnglish in authentic, meaning+ul echanges# lassrooms remained teacher/centered< good(u(ils 6ere e(ected to listen uietl$ and ta?e detailed notes#

Glo!ali8ation

Since the late %11s, additional government school re+orms have em(hasi8edcommunicative com(etence in cross/cultural interactions and in academic echanges# lthoughE3 national certi+icates earned !$ scoring 6ell on tests give universit$ a((licants an advantage

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in the highl$ com(etitive selection (rocess, the$ are not longer hard criteria +or degree/see?ers#ccording to @uo -2., current national course o!9ectives call +or hel(ing students achieve +ullcom(rehension and criticall$ evaluate tets +or attitude, tone, and argument# To(ic/!ased unitscommonl$ address local li+est$le issues and cross/cultural diversit$ using readings +romauthentic English 9ournals and !oo?s# 'er+orming interactive activities and 6riting comments,

summaries, and outlines in English ta?e center/stage in modern instruction# n ideal E3 teachercreates a student/centered environment using communicative techniues to !uild linguistic?no6ledge -@uo, 2.< in turn, teachers should !e assessed +or their a!ilit$ to e++ectivel$+acilitate student interaction# Even though man$ instructors continue to !e evaluated !ased ontheir (er+ormance as ?no6ledge transmitters, hinese educational institutions have also come toem!race content/, to(ic/, and tas?/!ased models o+ learning# Students are encouraged to assertthemselves during class discussions !$ sharing ideas and ta?ing stances on de!ata!le issuesESTs. are on hand to +acilitate the use o+ authentics(o?en and 6ritten English#

Current EFL standards and language learning hurdles

hina has !een descri!ed as an E(anding ircle countr$ in 6hich English is taught as a+oreign language -Kachru, %11.# lthough mandator$ English instruction !egins in third grade -iu,27., 6ell/+unded ur!an (rimar$ schools o++er English classes to +irst graders# English (ro+icienc$levels !egin to (la$ a critical role in students) lives during the last $ear o+ 9unior secondar$ school,6hen national eam scores determine 6hether students 6ill gain entr$ into high schools -akaseniorsecondar$ schools. and tertiar$ institutions -orta88i & Jin, 24< @oninsein, 2.# B$ ninth grade,all children enrolled in government schools have studied English +or at least seven $ears# Students6ho move on to high school must com(lete at least t6o additional $ears o+ English coursescorres(onding to (ro+icienc$ levels or 1# To uali+$ +or universit$ or college studies, ever$ highschool student must also (ass thegaokao, a signi+icant (ortion o+ 6hich is designed to measurecom(rehensive English language s?ills< scores not onl$ determine one)s choice o+ school and ma9or!ut remain the sole criteria +or universit$ admission -@oninsein, 2.#

Be+ore nation6ide educational re+orms 6ere im(lemented in the earl$ 2s, the MEreuired onl$ that li!eral arts and high tech0T/related -@haoiang, 22, (#2HH. ma9ors in ?e$universities (ass standardi8ed ollege English Test Bands 4 or H# Toda$, all universit$ students must(ass at least one o+ these rigorous eams, 6hich reuires high/intermediate to advanced level 6rittenand oral English s?ills# ;igh E3 com(etenc$ standards +ollo6 degree/holders through graduate and(ost/graduate studies# 5n 2%, +or eam(le, the ME advised all universities and colleges in the'* to use English as a medium o+ instruction +or su!9ects such as in+ormation technolog$,!iotechnolog$, +inance, +oreign trade, economics, and la6 -Kam, 24.# Since then, content/!asedEnglish 5nstruction has e(erienced ra(id gro6th at universities and secondar$ schools, 6ith ma9or(romoters in Bei9ing, Shanghai, Guang8hou, and other large ur!an centers -;u, 21.# Ta!le 2(rovides a summar$ o+ minimum English language reuirements in (rimar$, secondar$, and tertiar$education institutions#

ngoing (edagogical challenges that hina +aces in the 2%st centur$ include un6ield$ classsi8es, a some6hat rigid educational (olic$ that +ails to consider the needs o+ culturall$ andsocioeconomicall$ diverse learner (o(ulations, discrete/(oint national eams, limited educationalresources, and (oor teacher training#

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Table 2. The EFL Path to cademic %uccess in PRC %chools and &ni#ersities-;u, 22< @haoiang, 22< iu, 27< @oninsein, 2.

%tudent ge Range Educational Le#el English Re'uirements

Kindergarten

/= Optional Mainl$ in develo(ed areas#

Eleentar! "chool

H/

1/%%

Grades %/2

Grades /=

Optional: Mainl$ in develo(ed areas#

Reuired: 'ass English level 2 +or (romotion#

#unior "econdar! "chool

%2/%= Grades 7/1 Reuired: 'ass English level = +or graduation#

"enior "econdar! "chool

%=/% Grades %/%2Reuired: 'ass English level or 1 +orgraduation#

$niversities and Colleges

%/22 undergraduate

Preadmission: 'ass >ational ollege EntranceEam -gaokao.

Reuired: 'ass ollege English Test -ET. Band4 or H#

Reuired: +ter (assing ET Band 4 or H, ta?e

Su!9ect/Based English -SBE. courses#

Optional: +ter (assing Band 4 or H, stud$dvanced English#

22/2 graduate Preadmission: 'ass national graduate Englishtest#

Reuired:Stud$ a +oreign language, English

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S3SI M TES graduate Jesse Bar?in had this to sa$ a!out the eam/oriented culture o+learning in hina: "es(ite government ho(es to incor(orate more T into the classrooms,the realit$ is that there is a ver$, ver$, ver$, ver$ heav$ em(hasis on teaching to the test< andin the districts that +avor some T methods, there are man$ o!stacles, not the least o+ 6hichare class si8e o+ H/(lus students, and com(laints +rom (arents 6ho can)t see the !ene+it o+

6asting time on role (la$s -etc. at the e(ense o+ learning grammar that 6ill hel( 6ith thetestN -(ersonal communication, March 2H, 2%.#


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(re+erred#

'ass an English test +or graduation#

24/2H doctoral (rograms Reuired: 'ass tests in t6o +oreign languages#

The '*)s 2% im(lementation o+ an earl$ English education (olic$ has !een met 6ithharsh criticism !$ (rominent educators and scholars such as Jun iu -27., 6ho contends thatthe ME)s !elie+ in a critical (eriod +or language acuisition +ails to account +or other social,(s$chological, and environmental +actors that merit attention# 5n his stud$ o+ E3 (ro+icienc$levels in rural and ur!an 9unior high schools, iu -27. +ound no signi+icant (ro+icienc$ gainsamong students 6ho !egan learning English in third as o((osed to +i+th grades# ;e suggests that

given the '*)s limited resources, education (olic$ma?ers should (ut more energ$ intoeamining local attitudes to6ard English, streamlining curricula and s$lla!uses, reducing classsi8es, increasing resources, and im(roving the ualit$ o+ instruction and teacher training# Mostrecentl$, hina)s (ush +or English/medium instruction has raised some e$e!ro6s amongs?e(tical educators -;u, 21., (articularl$ in a nation 6here students) and teachers) dail$e(osure to authentic s(o?en English is minimal to noneistent# lthough intended to increaseEnglish (ro+icienc$, hinese/English !ilingual education has !een critici8ed on the grounds thatit hinders rather than (romotes (rogress, slo6ing do6n the (ace o+ teaching and learning !$unrealisticall$ demanding master$ o+ com(le, s(eciali8ed conce(ts in an un+amiliar language-;u, 21.#

Emplo"ment Information

(rgani)ations

Aolunteer Service rgani8ation -AS. (laces English language teachers in teachertraining colleges in the 6estern (rovinces Shaani and Gansu# ssignments are +or t6o $ears andvolunteers train other teachers, teach English courses, and develo( materials# The central goal is+or volunteers to im(rove the teaching methodolog$ o+ local English teachers# The$ do this !$leading teacher trainings and !$ teaching English courses +or teachers using methodolog$ thatthe students 6ill use 6hen the$ !ecome teachers# 'lacements are in locations that are generall$

under resourced and are lac?ing in s?illed English language teachers# ll volunteers receive (re/service and in/service training as 6ell as Mandarin learning o((ortunities# Aolunteers must havethree (revious $ears o+ (ro+essional teaching e(erience and +or some (lacements a masterDsdegree is reuired# AS (rovides housing, a modest living allo6ance, medical care, and air+areto and +rom hina -htt(:666#vsointernational#org.#

'eace or(s (laces English language teachers at colleges in the 6estern (rovinceso+ Gansu, Sichuan, and Gui8hou# Aolunteers serve +or t6o $ears and receive a living allo6ance,air+are, medical care, and housing# Aolunteers teach English courses, (artici(ate in English

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http://www.vsointernational.org/http://www.vsointernational.org/


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corner, and conduct teacher trainings +or middle school teachers# Most volunteers are as?ed toteach s(ea?ing, listening, or 6riting courses +or English ma9or students 6ho are (lanning to!ecome English teachers# Aolunteers are also e(ected to create their o6n secondar$ (ro9ects in6hich the$ contri!ute to their college communit$# ll volunteers com(lete a (re/service summertraining (rogram in hengdu in 6hich volunteers are (re(ared +or living and teaching in hina

and attend Mandarin language classes# "uring their t6o/$ear service, volunteers must attend t6oin/service training con+erences# The hina (rogram onl$ reuires volunteers to (ossess a!achelorDs degree !ut additional teaching e(erience, training, or degrees are (re+erred#Aolunteers receive a si thousand dollar read9ustment allo6ance u(on success+ul com(letion o+t6o $ears o+ service -htt(:666#(eacecor(s#gov.#

The English anguage 3ello6s (rogram is associated 6ith the Inited States "e(artmento+ State and Georgeto6n Iniversit$# 3ello6s 6or? at hinese colleges +or a!out % monthscovering one academic $ear# 3ello6s in this (rogram have !een (laced at colleges all over hinaincluding Bei9ing, hengdu, 0en8hou, and Guilin# "e(ending on the college, +ello6s are as?edto teach a variet$ o+ coursed including English +or s(ea?ing, reading, 6riting, and listening, as6ell as linguistics, teaching methodologies, merican culture, and merican literature# Some

schools 6ill also as? +ello6s to give seminars or lectures on cam(us, as 6ell as (artici(ate inetra/curricular English activities such as English corner# The$ can !e as?ed to (rovide teacher/training sessions +or colleagues or other teachers in the region# 3ello6s are (rovided 6ith a livingallo6ance, medical care, air+are, and housing# There is a (re/service training, and +ello6s areencouraged to (artici(ate in regional con+erences during their $ear o+ teaching# ((licants arereuired to have a masterDs degree in TES and at least t6o $ears o+ teaching e(erience#3ello6s receive a t6ent$/+ive thousand dollar sti(end u(on com(letion o+ the $ear o+ teaching-htt(:el+#georgeto6n#edu.#

(nline *ob Postings

"aveDs ES a+V has a se(arate hina Board +or 9o! (ostings, most o+ 6hich +eature 9o!s at(rivate English language schools +or (rimar$ and secondar$ students-htt(:666#eslca+e#com9o!schina.# Jo! hina -htt(:666#9o!china#net. and !road hina#com-htt(:666#a!roadchina#org. have lin?s to listings +or (rivate language schools, cor(orations, andindividuals see?ing one/on/one instruction# The ES Jo! 'ro9ect site -htt(:66#esl9o!(ro9ect#com.has a 9o! !oard that +ocuses on East sia and has man$ o((ortunities in hina, including (u!lic and(rivate schools# mong the more re(uta!le (rivate language institutions that hire $ear/round are the0all Street 5nstitute -htt(:666#6allstreetinstitute#com. and English 3irst -htt(:666#e+#com#cn.#0ith !ranches across hina, English 3irst o++ers candidates under the age o+ == +ull/time, $ear/longcontracts, an air+are sti(end, (re/ and in/service training, and accommodation assistance# nother(lus: modern teaching +acilities include high/tech eui(ment, li!raries, and u(dated in/housetet!oo?s# 3ull/time salaries o+ %2,= *MB (er month a((ear generous relative to those atgovernment schools< ho6ever, 6illingness to 6or? long and un(redicta!le hours is a must#'o(ular 6e!sites +or high school and universit$ listings include the hina TE3 net6or?-htt(:666#chinate+l#net. and hinaJo! -htt(:666#china9o!#com.# San 3rancisco StateIniversit$ -S3SI. M TES graduate >eal Jacuns?i used the hinaJo!#com 6e!site to secure a$ear/long -27/2. universit$ E3 teaching (ost at the Shandong 5nstitute o+ Business andTechnolog$ in Cantai -(ersonal communication, (ril 1, 2%.# s is t$(ical 6hen 9o!/hunting+rom a distance, the entire a((lication (rocess 6as conducted online and over the (hone#

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http://www.peacecorps.gov/http://elf.georgetown.edu/http://www.eslcafe.com/jobs/chinahttp://www.abroadchina.org/http://ww.esljobproject.com/http://www.wallstreetinstitute.com/http://www.ef.com.cn/http://www.chinatefl.net/http://www.chinajob.com/http://www.peacecorps.gov/http://elf.georgetown.edu/http://www.eslcafe.com/jobs/chinahttp://www.abroadchina.org/http://ww.esljobproject.com/http://www.wallstreetinstitute.com/http://www.ef.com.cn/http://www.chinatefl.net/http://www.chinajob.com/


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Mem!ers o+ TES can access u(dated listings +rom 6ell/esta!lished higher educationinstitutions through the organi8ation)s 6e!site at htt(:666#tesol#org


13/27

@ visa, commonl$ issued +or da$s, allo6s teachers time to a((l$ +orE(erts) erti+icates, Green ards, andor Tem(orar$ *esident 'ermits# eaving hina,ho6ever, 6ill invalidate all a+orementioned documents and reuire starting the (rocess ane6+rom outside the countr$ -Wiang & 0ol++, 2.# lthough em(lo$ers and education authorities+reuentl$ ta?e care o+ such legalities 6hile teachers are !us$ doing 6hat the$ have !een (aid to

do -Gri++ith & ;o!!s, 2=., man$ !e6ildered e(atriates have +ound themselves +illing outrene6al +orms in ;ong Kong or Macau !e+ore returning to their host institutions to resumeteaching# The '* has a vast and o+ten (er(leing net6or? o+ +oreign a++airs and management6or?ers, 6hich ma$ contri!ute to interde(artmental miscommunication -Wiang & 0ol++, 2.#The governing !od$ +or hina visa matters is the Entr$ & Eit dministration under the 'u!licSecurit$ Bureau -'SB.# *egulations are (u!lished online athtt(:666#shanghai#gov#cnshanghainode21%1inde#html#

Since +oreign teachers in hina are notorious +or reneging on contract agreements due toculture shoc?, lac? o+ teaching e(erience, multi(le 9o! o++ers, or all o+ the a!ove, school o++icialsma$ 6ithhold 6ritten guarantees o+ em(lo$ment until teachers have arrived on cam(us# Someinstitutions reuire that E3 teachers undergo (ro!ationar$ (eriods lasting +rom t6o to ten6ee?s# 'ros(ective teachers are also advised to !e6are o+ the )hinglish +actor) -Gri++ith & ;o!!s,2=.# n a((lication res(onse reading, )0elcome to our school) ma$ signi+$ a (ragmaticall$

a6?6ard +orm o+ re9ection rather than enthusiastic acce(tance# +ter !eing (romised 6or?, teachersma$ +ind that school administrators +ail to ?ee( in contact 6ith them# lthough Gri++ith and ;o!!s-2=. attri!ute this !ehavior to a lac? o+ English s?ills and +ear o+ losing +ace, other teachers !lamedisorgani8ation and a hierarchical structure that (laces +oreign instructors at the lo6 end o+ theinstitutional totem (ole#

%helter

t universities, +oreign teachers are commonl$ (rovided 6ith the !est accommodation oncam(us# ollouiall$ ?no6n as )'anda ;ouses,) 6hich ma?e re+erence to e(atriates that aretreated li?e (am(ered (andas, living conditions range +rom modern, com+orta!le, and

technolog$/+riendl$ to dar?, s(artan, and heatless# t 6orst, em(lo$ers 6ill renege on oralagreements to secure or assist ne6l$/arrived teachers 6ith housing arrangements#

13

Case in *oint(

+ter learning that @he9iang Iniversit$ administrators 6ould not assist them in rene6ing theirvisas during their =/month assignments, Jessie and "avid Jimene8 had to leave the '* to get

reuired (a(er6or? done# lthough the cou(le made a (leasant vacation out o+ the ordeal !$com!ining !ureaucratic red ta(e 6ith a sightseeing tri( to Thailand, the$ re(ort +eeling deceived!$ an elusive dean and (oorl$ in+ormed +oreign a++airs o++icials -(ersonal communication,March 21, 2%.#

Be *re*ared(lthough @he9iang Iniversit$ Business English teachers Jessie and "avid Jimene8 6ere(romised housing on cam(us, the$ arrived in ;ang8hou 6ithout having received contracts orlodging con+irmation# 0hile a(artment hunting, the$ learned that tenants must normall$ sign%/ to 2/$ear leases and visit the (ro(ert$ registration o++ice to con+irm that the o6ner)s nameis on the deed# T6o 6ee?s into teaching, the dean o+ the !usiness school as?ed the cou(leho6 the housing search 6as going# nce settled into their ne6 a!ode, Jessie and "avid6ere con+ronted !$ a ;ang8hou (olice o++icer 6ho noti+ied them that +ailing to register their

residence 6ith the (olice de(artment could !e grounds +or arrest -(ersonal communication,March 21, 2%.#
http://www.shanghai.gov.cn/shanghai/node23919/index.htmlhttp://www.shanghai.gov.cn/shanghai/node23919/index.htmlhttp://www.shanghai.gov.cn/shanghai/node23919/index.html


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-ork !ours

The teaching schedule is one o+ the !iggest di++erences !et6een teaching at a (u!licuniversit$ and a (rivate language school# 'u!lic universit$ teachers t$(icall$ 6or? a %7/% 6ee?semester in the +all and s(ring, 6hich adds u( to an average o+ 4 6ee?s o+ teaching (er $ear# t(rivate schools, teachers 6or? u( to 4 6ee?s in a $ear# This 6ill de(end on the (rivate schooland can var$, !ut (rivate schools 6ill almost al6a$s have teachers 6or? signi+icantl$ more6ee?s during a $ear# t (u!lic universities, teachers can e(ect to 6or? %H/2 hours a 6ee? inthe classroom# t (rivate schools, teachers t$(icall$ 6or? more than 2 hours a 6ee? in theclassroom, !ut the eact amount can var$# nother di++erence is that at (rivate schools, it iscommon +or teachers to 6or? on the 6ee?ends, 6hile at (u!lic schools it is almost neverreuired# Sometimes, due to a holida$ on the (u!lic school calendar, teachers 6ill schedule ama?e/u( class on a 6ee?end, !ut this does not ha((en +reuentl$# 'rivate schools and (u!licschools give teachers vacation time on national holida$s, !ut it should !e ?e(t in mind thattraveling around the countr$ during these times is much more di++icult !ecause ever$one hasthese da$s o++ +rom 6or?# Bu$ing train and !us tic?ets during national holida$s !ecomes moredi++icult and e(ensive# So, +or (rivate school teachers 6ho are (lanning to travel on nationalholida$s, !e6are o+ these challenges# 3or (u!lic school teachers 6ho have several 6ee?s o++ inthe 6inter and summer, traveling is much easier -Mavrides, n#d#.#

%alar" and E.penses

t (u!lic universities, +oreign teachers can e(ect to !e (aid !et6een *MB and4=*MB a month# Man$ universities 6ill (rovide housing +or +oreign teachers !ut might as?that teachers (a$ +or or s(lit the costs o+ internet, (hone, electricit$, and 6ater# Salaries at (rivatelanguage schools are t$(icall$ in the 4*MB to H*MB range (er month# 'rivate schoolso+tentimes 6ill not (rovide accommodations, and the +oreign teacher 6ill need to (a$ rent andmonthl$ !ills -Murth$, n#d#< Turner, n#d#.# Some universities and colleges 6ill consider (a$inghigher salaries to teachers 6ho can (rove that the$ have !een (u!lished -Jessie Jimene8, (ersonalcommunication, March 21, 2%.#

14

)eads $*+0hile teaching at @he9iang Iniversit$, Jessie and "avid Jimene8 6ere ta?en a!ac? !$ amidstream change in salar$ structure# The dean in+ormed them that one/third o+ thecou(les) salaries 6ould !e calculated according to the num!er o+ scholarl$ articles thatthe$ had (u!lished, and another one/third 6ould !e determined !$ student vote -JessieJimene8, (ersonal communication, March 21, 2%.#


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5n Jul$ 21, the State dministration o+ 3oreign E(ert ++airs -S3E. released ne6salar$ guidelines +or +oreign instructors in the '*, ta?ing into account costs o+ living in ur!an,develo(ing, and underdevelo(ed regions -see Ta!le .# Guidelines are !ased on education,

e(erience, ran?, and (lace o+ em(lo$ment# lthough the average monthl$ salar$ range is 4to *MB, salaries in smaller cities ma$ dro( to $uan (er month# Because the renmin!iis considered a non/converti!le currenc$, em(lo$ment contracts should include s(ecial(ermission to convert a (ercentage o+ one)s salar$ -maimum 7F. into dollars# 3or a su!stantial+ee, the Ban? o+ hina is one o+ the +e6 +inancial institutions that 6ill ma?e de(osits into I#S#!an? accounts -Gri++ith & ;o!!s, 2=.#

Table ,. %FE Foreign Teacher %alar" /uidelines 0R1B2

rea

Teacher

Categor"

,e#eloped East

Coastal reas

B,e#eloping Central

reas

C&nderde#eloped

-estern reas

'ro+essor -'h". %%, to %=, 1, to %2, , to %,

ssistant 'ro+#-M or 'h".

H,7 to %%, H,4 to 1, =, to ,

ecturer;#S#Teacher 6ith =/$rsX e(-BM.

4,2 to 7,H 4, to 7,2 ,H to H,=

TeachingSta++;#S#Teacher 2/$rsXe( -B.

,= to 4, , to 4,= , to 4,%

Source: Salaries +or +oreign English teachers in hina -21.#"oreign teachers guide to li!ingand working in China-htt(:middle?ingdomli+e#comguide+oreign/teacher/salar$#htm.

Li#ing in the PRC

E.patriate Life

5n !ig east coast cities, +oreign teachers 6ill have a much easier time ad9usting to li+e inhina# 5n Shanghai, +or instance, there are a!out , +oreigners living in the cit$# 0hile li+e6ould !e easier in some res(ects in these cities, it might also !e more di++icult to e(eriencehinese culture# 0ith so man$ e(atriates around, +oreign teachers might s(end most o+ theirtime 6ith other e(atriates as o((osed to ma?ing +riends 6ith local hinese# There are also man$6estern amenities, +oods, and stores in these cities 6hich +oreign teachers might +reuent instead

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o+ e(eriencing a more hinese 6a$ o+ li+e#5n smaller inland cities, +oreign teachers 6ill +ind ad9usting to li+e in hina much

more challenging# 5n some cities, there 6ill !e ver$ +e6 or no other e(atriates# 5t might !e easierto ma?e +riends 6ith local hinese in these cities since the$ might +ind the +oreign teacherintriguing# There 6ill !e +e6 6estern amenities, +oods, and stores in these cities and the +oreign

teacher 6ill need to live as the local hinese do -Borg, n#d#.#

Censorship

5n+ormation and communications are o+tentimes censored !$ the hinesegovernment# The government censors (rint (ress, cell (hone tet messages, online chat rooms,!logs, movies, e/mail, and internet sites# Man$ (o(ular +oreign 6e!sites such as T6itter,3ace!oo?, and CouTu!e are commonl$ !loc?ed !$ the government# The ommunist 'art$em(lo$s thousands o+ (eo(le and !an?s o+ com(uters ?no6n as the Great 3ire6allN to scan the

internet loo?ing +or in+ormation that the government deems ina((ro(riate +or citi8ens toaccess -0ines, a3raniere, & ns+ield, 2%.# 0hile man$ +oreign 6e!sites such as the >e6Cor? Times are not !loc?ed, some articles on the site 6ill !e !loc?ed !$ the government# Somesites such as 0i?i(edia and (hotosharing 6e!sites 6ere !loc?ed regularl$, onl$ to !e un!loc?ed+or small stretches o+ time# "uring times o+ social unrest censorshi( increases#

Food

i+e is a !anuet in hina< man$ +oreign teachers 6ill +ind themselves invited togatherings involving co(ious amounts o+ +ood and drin?# t large +acult$ !anuets, high/ran?ingschool o++icials and instructors 6ill encourage male teachers to 9oin them in toasts includinglimitless re+ills o+ bai#iu, a shar( liuor 6ith a strong a+tertaste# lthough o++ering to (a$ one)so6n share o+ the ta! is considered to !e in (oor taste, 6restling the !ill +rom the 6ait sta++ and

6inning the right to (a$ +or ever$!od$Ds meals demonstrates good6ill and a++ection# t (rivatedinner (arties in hinese homes, guests should arrive 6ith small gi+ts o+ 6ine, chocolates, or+ruit as to?ens o+ a((reciation# "iners should !e (unctual< i+ dinner starts at 7: (#m#, the +ood6ill !e read$ to eat at that time# +ter a meal, guests should heed signals that a visit is over, as itis common (ractice to arrive, eat, and de(art 6ith (recision# Ta!le etiuette in hina di++ers +romthat o+ the 0est< slur(ing, !ur(ing, and s(itting out un6anted !its are uite acce(ta!le!ehaviors# Men ma$ smo?e incessantl$ in social settings, including restaurants< ho6ever,to!acco use among 6omen is +ro6ned u(on -Gri++ith and ;o!!s, 2=< Eagan and 0einer,

16

5 6as in hina during the Ti!etan (rotests and riots in 2 and the government tried to !loc? allne6s stories +rom +oreign 6e!sites or television stations on the event throughout hina# Thegovernment also monitored email more closel$ during this time# The hinese government read oneo+ the emails o+ a +ello6 'eace or(s volunteer and contacted the 'eace or(s to uestion thema!out her activities# 5 had visited Ti!et 9ust 6ee?s !e+ore the riots and visited 6ith an merican

+riend living in hasa# Months a+ter the riots ended, she told me that cell (hone and internet usehad !een interru(ted !$ the government during the unrest in hasa#N -Jordan Blen, (ersonal


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27.#3ood (oisoning is (erha(s the greatest health ris? encountered !$ visitors to the

'*# lthough +ood (re(aration standards in ma9or cities have im(roved, sanitar$ conditions inman$ hinese eateries and mar?et(laces +all short o+ 0estern e(ectations# 3oreign visitors areadvised to eat onl$ 6ell/coo?ed meat and vegeta!les, drin? !oiled or !ottled 6ater, and avoid

eating s?ins or rinds o+ +ruit -Eagan and 0einer, 27.#

Predictable +uestions and Polite Con#ersation

lthough individual hinese students have !een ?no6n to avoid the s(otlight in E3classroom contets -Sno6, 2H., +oreign teachers can e(ect to !e stared at and singled out on adail$ !asis# 'eo(le 6ho loo?, s(ea?, or !ehave di++erentl$ +rom the norm are li?el$ to !e as?eduestions (erceived !$ 0esterners as delicate or !lunt, such as: ;o6 much mone$ do $ou ma?eY"o $ou have childrenY###6h$ >TY and 0h$ are there so man$ guns in the Inited StatesY

-0einer, *#, Mur(h$, M#, & i, #, %117< 'at McKen8ie, (ersonal communication, (ril %,2%.#0hether raised in casual conversation or during class time, essa$ (rom(ts and tal?ing (oints

should !e chosen care+ull$# "ue to lingering resentments dating !ac? to earl$ 2th centur$con+licts, discussions a!out Ja(an ma$ generate derogator$ comments +rom students ->ealJacuns?i, (ersonal communication, (ril 1, 2%< htt(:666#chinese/culture#net.# *e+erring toTai6an as an inde(endent state or countr$, (raising the Ti!etan se(aratist movement or Iighurnationalism, or critici8ing "eng Liao 'ing or the current hinese government are li?el$ to generateeither smoldering silence or one/sided arguments -htt(:666#chinese/culture#net.# The %11Tiananmen Suare (rotests and (ersonal thoughts on religion or censorshi( are also !estavoided# >ational or regional !iases can also (u88le relativel$ disinterested outsiders# 5n man$areas, an individual 6ho is not a +ull/!looded$anma$ !e considered un6orth$ o+ '* citi8enshi(-Eagan & 0einer, 27.# 'raising Bei9ing 6hile in Shanghai or Shanghai 6hile in Bei9ing is li?el$to generate un+lattering remar?s +rom residents o+ either cit$ -htt(:666#chinese/culture#net.#

n the other hand, the '*)s one child (olic$ is a (o(ular classroom discussion to(ic thatis covered in secondar$ school tet!oo?s -damson, 24.# om(uter 6oes, +ood, entertainment,local +estivals and heroes, hina)s technological achievements, school (ressures, career goals,(hilanthro($, ur!an develo(ment, and +amil$ li+e are sa+e and (o(ular classroom conversationstarters -'at MacKen8ie, (ersonal communication, (ril %, 2%.#

,iscrimination

3oreign teachers o+ color ma$ con+ront discrimination in the 9o! mar?et# School o++icials)reluctance to hire +rican nationals, +or eam(le, has ostensi!l$ !een attri!uted to their non/native/li?e accents# ;o6ever, all +oreigners are advised to !race themselves +or some irrationalreactions to6ard (eo(le 6hose a((earance sets them a(art +rom the mainstream hinese(o(ulation -Wiang & 0ol++, 2.# lthough 6omen are unli?el$ +ace harassment ormistreatment in (u!lic, sacred !uildings such as mosues in Eastern and entral hina havedress code reuirements +or +emale visitors# vert homoseualit$ is o++iciall$ +ro6ned u(on inthe '*, and !oo?s and movies addressing non/traditional seual orientation have !een

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routinel$ !anned# lthough ga$ !ars are tolerated in ma9or cities, )social order) la6s areinter(reted as (ermitting im(risonment o+ homoseuals -Eagan & 0einer, 27, (#72.#

Cultural Traditions

Traditional Values

on+ucianism, Buddhism, and "aoism +orm the three main (illars o+ historic hinesethought, and much o+ hinese tradition and culture is sha(ed !$ the in+luence o+ these three(hiloso(hies#

The on+ucian tradition stresses calm, social order, strong leadershi(, clear hierarchies,and moral eam(le# Eagan & 0einer -27. note that this cultural tendenc$ to authoritarianleadershi( -and (arenting. st$les means most hinese have gro6n u( e(ecting to !e told 6hatto do, micromanaged, and discouraged +rom criticising su(eriors###E++orts to !oost hina)sinnovative ca(acit$ !$ shi+ting to6ard educational s$stems that encourage critical thin?ing arestarting to change this among $oung hinese, !ut such change comes slo6l$ -(#41.# Theon+ucian reverence +or learning is a large +actor !ehind hina)s literac$ rates, 6hich is amongthe highest in the develo(ing 6orld -and in ur!an areas among the highest in the 6orld., and!ehind her gro6ing (ro6ess in engineering, math, and science -Eagan & 0einer, 27.#Students are generall$ eager to learn and hard6or?ing, as 6ell as res(ect+ul o+ teachers# Students)admiration +or educators etends to their eagerness to hel( +oreign teachers !oth on and o++cam(us# 5n school, students commonl$ tid$ u( the classroom or erase the chal?!oard# S3SI MTES graduates Jessie Jimene8 and >eal Jacuns?i +ound that students 6ent a!ove and !e$ondthe call o+ dut$ to hel( in times o+ need# 0hile teaching in Cantai, >eal routinel$ recruited astudent to hel( him haggle over the cost o+ (rinter toner -(ersonal communication, (ril 1,2%.# ne o+ Jessie)s students saved the da$ !$ acting as an inter(reter 6hen ;ang8hou (oliceread Jessie the riot act a!out +ailing to register her residence -(ersonal communication, March21, 2%.#

Both hinese inter(retations o+ Buddhism and local hinese traditions o+ "aoismencourage sel+/restraint and distrust o+ (assion, es(eciall$ in (u!lic# This ma$ contri!ute to0estern descri(tions o+ hinese +aces as Zinscruta!le,D !ut once acclimated, a 0esterner should!e a!le to read the generall$ more su!tle cues o+ moods and emotions on hinese +aces#

Gro6ing out o+ on+ucian ideals and other hinese traditions, the im(ortance o+ +amil$o!ligations is central to hinese culture# The (hiloso(her Jose(h >eedham descri!ed the hineseas having a Zcourt$ard vie6 o+ the 6orld#D >eedham o!served that the hinese ta?e meticulouscare o+ their homes and inner court$ards -6hich are vie6ed as interior to their homes., !ut thin?nothing o+ dum(ing gar!age in the alle$ immediatel$ outside# ;uman relations are a++ected !$ asimilar mentalit$< those )inside the court$ard) -+amil$, close +riends, classmates, close colleagues.tend to !e ver$ close and have stronger connections and commitments to one another than theircounter(arts in the I#S# ->eedham, %1=4.# 3rom the 0estern (ers(ective, there is generall$

18


19/27

remar?a!le little regard among hinese (eo(le +or those )outside the court$ard#) 'hrases such aswailairen-outsider. and waiguoren-+oreigner. attest to this us/and/them sensi!ilit$# 3rom thehinese (ers(ective, 0esterners )treat strangers li?e +riends and their +amil$ li?e strangers#)

T6o other cultural +actors that +oreigners must !e a6are o+ in order to +unction 6ell inhinese societ$ areguan%iand mian&i# uan%imeans )connections) and re+ers to the 6e! o+

relationshi(s !ased on mutual +avors and o!ligations individuals are involved in# Throughout theadvent o+ ommunism, the !est 6a$ to create an o((ortunit$ +or $oursel+ 6as to ?no6 someonein a (osition o+ (o6er 6illing to hel( $ou# 'eo(le o+ authorit$ 6ho ma?e good decisions, o++ergood advice, and hel( others 6hen the$ are a!le are revered# This is the ?ind o+ (o6er that auniversit$ (ro+essor, doctor, or senior !usiness(erson can have< the$ are in a (osition to hel((eo(le im(rove their lives, in return the$ 6in li+elong lo$alt$ and reci(rocation 6hen needed#(ian&iroughl$ means sel+/res(ect or (ride, !ut is most o+ten translated as )+ace#) Saving one)so6n and others) +ace is another 6a$ in 6hich grou( integrit$ and harmon$ are maintained# s in0estern cultures, 6hen $ou em!arrass, (ut do6n, insult, or demean a hinese, es(eciall$ in+ront o+ other (eo(le, $ou have made them lose +ace# To o++er criticism 6ithout ma?ing the other(erson lose +ace, it is im(ortant to !uild u( trust and good6ill, to !e clear as to the !ene+its o+ the

criticism to the other (erson, and to give the +eed!ac? (rivatel$#

1odern Values

5n the (ast = $ears, ommunism has overlaid another set o+ attitudes, !elie+s, andactions over these traditions, adding a disci(line and +ocus that has allo6ed hina to uic?l$resha(e itsel+ into a +orce in the modern 6orld -Eagan & 0einer, 27, (#44.#

;istoricall$, hina sa6 itsel+ as 6holl$ sel+/su++icient and the outside 6orld as havingnothing to o++er# Mao)s hina made a strong !rea? 6ith that insular (ast and Mao tried to(osition hina as the leader o+ the develo(ing 6orld and to !uild glo!al ties# ater, Mao)sultural *evolution once again cut hina o++ +rom the outside 6orld# Toda$, !oth the nationalistand the internationalist traditions coeist in hina< hina is etremel$ concerned 6ith ho6 man$glo!al organi8ations it 9oins !ut tends to send +ormal, (oliticall$ connected national/levelre(resentatives 6ho !ecome +rustrated 6ith countries and grou(s that o(erate more +lei!l$eal Jacuns?i also too? advantage o+ the a!ilit$ to designhis o6n tas?/!ased s$lla!us# >eal)s +avorite 6e!sites included in?s 2 ove-htt(:666#lin?s2love#com. +or romantic themes and 0i?i ;o6/to manuals-htt(:666#6i?iho6#com. +or meaning+ul hands/on activities -(ersonal communication, (ril 1,2%.#

(ral Communication Instruction

'* (olic$ma?ers see? to ensure that students graduate +rom tertiar$ institutions 6ith theall/around a!ilit$ to use English -Ministr$ o+ Education: ;igher Education "ivision, 24, in'eng, 27, (#2H2.< ho6ever, 0estern/!ased communicative techniues intended to +or6ard theME)s am!itious o!9ectives are o+ten met 6ith resistance in hinese classrooms# 'eng)s -27.stud$ o+ intermediate through advanced students at a ?e$ universit$ in Guangdong +ound that

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+ear o+ ris? ta?ing, com(eting, and losing +ace adversel$ a++ected universit$ students)6illingness to communicate -(#2=%. in activities reuiring oral interaction# orta88i and Jin-%11H., 'eng -27., and Sim(son -2. contend that hina)s strong on+ucian traditionsociali8es students into !eing disci(lined, diligent, and o!edient to authorit$ +igures# 5nconventional classroom contets across the curriculum, teachers re(resent sole sources o+

?no6ledge 6hile students remain (assive $et attentive reci(ients and transcri!ers o+in+ormation# 5n addition to (rotecting +ace, mian&i, the 6ides(read cultural conce(t o+guan%i,inter(ersonal connections, o+ten e(lains students) (re+erences +or ?ee(ing (eace 6ith classmatesand !ehaving modestl$ rather than voicing individual o(inions -'eng, 27< Sim(son, 2.#

Tolerating am!iguit$, !elieved necessar$ +or develo(ing communicative com(etence,causes discom+ort +or man$ hinese students -*ao, 22< 'eng, 27.# Cu -%14, (#7.illustrates the on+ucian need +or clarit$ and certaint$ 6ith a uote +rom the master himsel+:Sa$ $es, 6hen $ou ?no6< sa$ no 6hen $ou don)t# Both cases indicate $our ?no6ledge -(#2=2.#The need +or single correct ans6ers to uestions e(lains, in (art, students) (re+erences +ore(licit grammar instruction -'eng, 27.# Standardi8ed high school and college entrance eams,6hich (rimaril$ re6ard grammatical and leical ?no6ledge, also contri!ute to learners)

(reoccu(ation 6ith +ormal (er+ection and relativel$ dismissive attitudes to6ard oral 6or? andinteractive games -'eng, 27< *ao, 22.#>ative s(ea?ing English teachers are o+ten hired to teach onl$ one (ortion o+ an English

language (rogram# +tentimes an English (rogram 6ill have hinese +acult$ teaching the nuts/and/!olts grammar/heav$ courses, and then the native s(ea?er 6ill teach onl$ the oral EnglishcoursesN -Jesse Bar?in, (ersonal communication, March 2H, 2%.#

Reading and -riting Instruction

lthough the ma9orit$ o+ +oreign E3 teachers at (u!lic and (rivate institutions arerecruited to teach cross/cultural oral communication s?ills, an increasing num!er o+ e(atriateshave !egun teaching hinese students 0estern rhetorical conventions in academic reading and6riting courses# 0hen stud$ing di++erences !et6een native/English/s(ea?ing ->S. and native/hinese/s(ea?ing -S. teacher criteria +or rating essa$s com(osed !$ hinese test/ta?ers, ;am(/$ons and @hang -2%. discovered that cultural di++erences determined 6hether structure andcontent 6ere negativel$ or (ositivel$ assessed# 3or eam(le, >S raters (erceived one/sentence

21

Man$ students in hina understand oral Englishto mean reading or re(eating Englishaloud# The$ are un+amiliar 6ith using the English language to communicate ideas 6ithothers# 0hile teaching at a universit$ in Gui$ang, Gui8hou, 5 sometimes struggled to getstudents to communicate 6ith each other in English during grou( or (air 6or?# Some

students came +rom middle and high schools in 6hich their English teachers rarel$ s(o?eEnglish in class and rarel$ as?ed their students to use English# ther students adhered tothe traditional !elie+ that interacting 6ith the teacher, and not +ello6 students, 6as the onl$6a$ to learn# s a result, man$ students seemed !e+uddled 6hen 5 as?ed them to s(ea?6ith a (artner in class# Though 5 modeled the activit$, had students model the activit$, and(rovided reasons +or doing the activit$, students (re+erred to 6rite s(eeches, (ractice themon their o6n, and then recite them 6hen called u(on !$ the teacher# -Jordan Blen,(ersonal communication, (ril 2=, 2%.


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(aragra(hs as insu++icient< ho6ever, single/sentence (aragra(hs are encouraged in hineserhetoric -(#%7. to em(hasi8e (oints or to ma?e transitions# ontent assessment (roved more(ro!lematic# 0hereas S raters did not o!9ect to emotion/!ased moral and ideological themes!ere+t o+ evidence, >S assessors e(ressed resistance to essa$s that lac?ed o!9ectivit$ or +actualevidence to su((ort arguments#

'lagiarism has also !een cited !$ native/English/s(ea?ing teachers ->ESTs. as anongoing (ro!lem in student 6riting -3lait8, 2< Sno6, 2H< Sim(son, 2.# s Sim(son-2. o!serves, co($ing 6or?s o+ others is standard (ractice in hina)s culture o+regurgitation -(#7.< in contrast to +ormal 0estern 6riting conventions that mandate citationand (ara(hrasing, attri!ution in hinese essa$s ma$ !e vie6ed as unnecessar$ and a sign o+insu++icient stud$ -(#7.# "uring test time, co($ing ma$ sim(l$ indicatedes(eration# ccording to 'at McKen8ie -(ersonal communication, (ril %, 2%., ShantouIniversit$ E colleagues have related stories o+ students memori8ing entire essa$s ver!atim(rior to ta?ing English (ro+icienc$ eams# Jessie Jimene8 +ound that even lo6/sta?es activitiessuch as 6riting auto!iogra(hical (aragra(hs rendered a high (ercentage o+ (lagiari8ed 6or?-(ersonal communication, March 2, 2%.# Sno6 -2H. urges +oreign teachers to recogni8e

that (olicies governing co($ing others) 6ords and ideas sim(l$ re+lect contrasting educationalnorms and e(ectations# ;e advocates a((roaching the issue 6ith cultural sensitivit$ 6hilee(licitl$ modeling acce(ta!le 0estern/!ased uotation and citation techniues#

arge class si8es and learners) general aversion to (eer revie6 can undermine6riting instructors) attem(ts to im(lement the (rocess a((roach in hinese classrooms# lthough'at MacKen8ie introduced (eer editing and multi(le dra+ting to her students at ShantouIniversit$, the activit$ +ell +lat, !ecause the students don)t res(ect each other li?e the$ 6ould ateacher -(ersonal communication, (ril 1, 2%.# Moreover, 6ith over % (a(ers to correctand three essa$s to assign during each term, 'at +ound that time and curricular constraints(revented her +rom im(lementing additional dra+ting (hases or holding student/teacher 6ritingcon+erences# 3rom a di++erent (ers(ective, >eal Jacuns?i)s !usiness students en9o$ed themista?e correction as(ect o+ recursive 6riting and (eer editing 6hen dra+ting resumes andcover letters, (articularl$ !ecause the class o+ students 6as highl$ motivated to ma?e goodim(ressions on (ros(ective em(lo$ers -(ersonal communication, (ril 1, 2%.#

The 3ame /ame

5)m 3ree8ing 6as ho6 a +reshman at the Shandong 5nstitute o+ Business and Technolog$introduced hersel+ to >eal Jacuns?i)s class -(ersonal communication, (ril 1, 2%.# Ele(hant,Echo, Genius, and 3at at 6ere some other curious names that students at the institute and at@he9iang Iniversit$ -Jessie Jimene8, (ersonal communication, March 21, 2%. !rought into >ealand Jessie)s Business English classrooms# lthough +ree8ing ele(hants and +at cat geniuses cangenerate interesting voca!ular$ activities, the$ might not hel( students get 9o! intervie6s 6ith0estern +irms# >eal added a (ersonali8ed $et tact+ul com(onent to a mass renaming activit$ !$having the entire class scan (hotos and articles inPeoplemaga8ine and choose their +avoritecontem(orar$ names to use in >eal)s class#

Foreign Teacher cculturation

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The issue o+ acculturation in hina 6ill li?el$ !e a challenging one +or +oreign teachers#5n a surve$ o+ the con+licts +oreign E3 teachers encounter in hina, Sim(son -2. cites0ongDs -2. three stages o+ acculturation e(erienced !$ 0estern teachers in a +oreigncontet to e(lain some o+ the teacherDs di++iculties#

The +irst stage is called Baggage BroughtN 6hich re+ers to the (rior e(erience

and e(ectationsN o+ the 6esterner# s a result o+ this baggage, teachers and students encounterdi++iculties 6ith each other# 0estern E3 teachers o+ten com(lain that their students lac?motivation -i, %114., do not (artici(ate -0edell, 2< 0ong, 2< Cu, %14., cheat morecreativel$ than the$ learn -0ong, 2., demand s(eci+icright ans6ers +rom the teacher, and usego/!et6eens to con+ront their teachers -i, %114.# hinese studentsD +rustrations caused !$0estern methods include having too little time +or (racticing English in the classroom, too littlecontact 6ith the teacher outside o+ class, and an ina!ilit$ to share ideas 6ith teacher !ecause o+the studentsD lac? o+ o((ortunities, sh$ness, or (erceived +utilit$ in discussing (ro!lems 6ith theteacher# Students also com(lain that +oreign teachers are disorgani8ed, ignorant o+ (ro(ermethods +or teaching literature, use 6rong teaching methods in s?ills classes, tal? aimlessl$ inclass, and generall$ do not have much ?no6ledge -0ong, 2.#

5n order +or +oreigners to move (ast the +irst stage o+ acculturation, the$ can tr$several techniues to hel( them re+lect on their )!aggage#) Some o+ these techniues include6riting their o6n language auto!iogra(hies, listing 6hat the$ consider to !e good teaching(ractices, ta?ing the B5 surve$ themselves -'eacoc?, 2%., and o!serving ho6 hineseE3 teachers teach# The$ can also tr$ o!serving ho6 other 0estern E3 teachers teach,conducting action research or ethnogra(h$ research# ther ti(s are giving anon$mous teacherevaluations to the students or as? trusted students +or their overall o(inions, ha!ituall$ re+lectingon the da$Ds occurrences so as to learn, and develo(ing mentoring relationshi(s 6ith othere(erienced E3 teachers# The net stage is called ;and "ealtN 6hich re+ersto the a6a?ening stage in 6hich E3 teachers start to understand the realit$ and constraints o+the local contetN -Sim(son, 2, (#=. in hina# The realit$ that +oreign teachers +ace is onein 6hich hina has (reserved culture mainl$ !$ one mode: the transmission o+ received 6isdom-"u, %11.# hinese students are neither e(ected nor taught to !e creative in their learning!ecause creativit$ causes inter+erence 6ith the transmission o+ ?no6ledge# hinese teachers aretransmitters, hinese students are mimic?ers, and the hinese eams are the 9udges o+ 6ho is the!est mime# The hinese culture o+ regurgitation e(lains, to some etent, 6h$ students co($other (eo(leDs 6ords or ideas ver!atim, 6ithout citing the originators# hinese studentDs +uture-high school, college, graduate school, stud$ing overseas, 9o! o((ortunities, +ields o+em(lo$ment, to name a +e6. is !ased on his or her results on highl$ com(etitive standardi8edtests# There+ore, scoring 6ell in these eams is the real o!9ective +or most students, even i+ it isnot the teacherDs o!9ective -'eacoc?, %111.# The cultural institutions o+faceandguan%ie(lainto some etent hinese studentsD the lac? o+ (artici(ation, cheating, and the go/!et6eenN -i,%114.# The last stage is called 3ertile SoilN 6hich re+ers to theemerging, (ersonal, and (ro+essional issuesN in 6hich the 0estern teacher !egins to negotiatedecisions in a more culturall$ sensitive and (ro+essionall$ (roductive 6a$# "uring this stageeither +oreign teachers change to suit the hinese culture, hinese teachers and students changeto suit the +oreign a((roaches or !oth sides com(romise and +ill the ga(s !et6een the t6ocultures# There is com(romise through dialogue, o!servation, and colla!oration# The !ene+its o+this com(romise include greater English resources, a !roader s(ectrum o+ e(eriences to dra6 on6hen considering the students needs, greater e(osure to di++erent teaching methods -Cu, %14.,

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and develo(ment o+ !etter E3 materials -Tarno(ols?$, 2.# 0ong)s -2. advice +or0estern teachers in this last stage include having regular o++ice hours so that those 6ho are toosh$ to tal? in class can still see? guidance, to (rovide a su((ortive environment +or ris?/ta?ingand h$(othesis/testing in the classroom, and to (rovide +eed!ac? (hrased as encouragementrather than criticism# Teachers should not e(ect students to volunteer ans6ers to uestions, !ut

as? students the uestions directl$# 3inall$, teachers should incor(orate 0estern culture into theirlessons to teach language !ut also to raise the studentsD a6areness o+ 0estern educational andsocietal ideals in a non/con+rontational 6a$ -0ong, 2.#

Liao -21. advocates +or an Eclectic Model o+ English teaching in hina# Liao -21.argues that an eclectic a((roach to ET com!ines the strengths deriving +rom the traditionalteaching, communicative language teaching and contet a((roach in order to suit the currentET contet in hinaN -(#277.#

Lifest"le4 Food4 and Entertainment /uides in the PRC

sia E(at -htt(:666#asia(at#com.

it$ 0ee?end -Bei9ing, Guang8hou, Shanghai:htt(:666#cit$6ee?end#com#cn. M$ Bei9ing -htt(:666#m$!ei9ingchina#com.

Shanghai/ed -htt(:666#shanghai/ed#com.

Shanghai E(at -htt(:666#shanghaie(at#com.

That)s Bei9ing Maga8ine and 6e!site -htt(:666#thats!9#com.

That)s Shanghai Maga8ine and 6e!site -htt(:666#thatssh#com.

hina "ail$ 6e!site -htt(:666#chinadail$#com#cninde#html.

Conclusion

English currentl$ ran?s among the to( three core su!9ects in the '*)s generalcurriculum# s the nation)s school s$stem continues on the (ath to decentrali8ation ands(eciali8ation, some o+ hina)s most (rominent educators (redict that local and regional(olic$ma?ers and teachers 6ill have stronger voices in develo(ing curricula and materials that!etter suit their local cultures o+ learning -;u, 22< damson, 24.# The demand +or +oreignE3 teachers in (u!lic and (rivate educational institutions has !een accom(anied !$ an increasein +unds +or recruitment, language education research, and colla!orative (ro9ects in curriculumand materials develo(ment# >onetheless, e(atriates ma$ +ind that the gro6ing need +or E3e(erts has led some schools to ma?e in+lated claims o+ modern methodologies, high/techteaching and learning +acilities, and handsome com(ensation (ac?ages# 0hether due to culturaldi++erences or intentionall$ vague !usiness (ractices, an a((arent lac? o+ communication among

school administrators, +oreign a++airs coordinators, and teachers in areas o+ salar$ and schedulinge(ectations 6ere cited as ongoing sources o+ +rustration +or most E3 instructors intervie6ed+or this (ro+ile# n the other hand, the ver$ same intervie6ees e(ressed enthusiasm a!outteaching in hinese classrooms and 6ere (articularl$ im(ressed !$ students) charm anddiligence# 5+ given a chance, the ma9orit$ 6ould li?e to return to hina to teach, armed 6ithne6+ound ?no6ledge o+ ho6 to more e++icientl$ navigate their 6a$ through the '*!ureaucrac$# 'at MacKen8ie advises (ros(ective E3 teachers to go 6ith an o(en mind# Things

24
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are going to !e di++erent than the theories and scenarios $ou studied in school# Be read$ to havean adventure -(ersonal communication, (ril %, 2%.#

References

damson, B# -24.# China's English: / history of English in Chinese education0;ong Kong: ;ong KongIniversit$ 'ress#

sia: hina: government -21.# 1ra!el Document *ystems0 *etrieved (ril =, 2%,+rom htt(:666#traveldocs#comasia#htm#

Borg, A#'# -n#d#.#(o!ing to China to work and li!e: -asic considerations# *etrieved March %, 2%, +rom

htt(:666#transitionsa!road#comlistingslivingarticlesmoving/to/china/to/6or?/and/live#shtml#entral 5ntelligence genc$ -2%.# The 6orld +act!oo?: hina# *etrieved 3e!ruar$ %4,

2%, +rom htt(s:666#cia#govli!rar$(u!licationsthe/6orld/+act!oo?geosch#html#orta88i, M#, & Jin, # -24.# English language teaching in hina: !ridge to the +uture# 5n ;# Kam &

*# 0ong -Eds#.,English language teaching in East /sia today: Changing policies and practices-((# %/2.# Singa(ore: Eastern Iniversities 'ress#

Eagan, # & 0einer, *# -27.# Culture *hock2 / sur!i!al guide to customs and etiuette China#Marshall avendish 5nternational -sia.#

3lait8, J# -2.# 3nderstanding your international students: /n educational, cultural, and linguisticguide0nn r!or, M5: Iniversit$ o+ Michigan 'ress#

3ong, E# -21.# English in hina: Some thoughts a+ter the Bei9ing l$m(ics#English 1oday, 45-%., 44/41#

Gri++ith, S#, & ;o!!s, G# -2=.# 1eaching English abroad: 1alk your way around the world 67th ed080IK: Aacation 0or? 'u!lications#

;am(/$ons, # & @hang, B#0# -2%.# 0orld Englishes: 5ssues in and +rom academic 6ritingassessment# 5n J# 3lo6erde6 and M# 'eacoc? -Eds#.,Research perspecti!es on English foracademic purposes-((#%%/%%H.# >e6 Cor?: am!ridge Iniversit$ 'ress#

;e, "#, & i, "# -21.# anguage attitudes and linguistic +eatures in the Zhina EnglishD de!ate# 9orldEnglishes, 4-%., 7/1#

;u, G#0# -22.# English language teaching in the 'eo(le)s *e(u!lic o+ hina# 5n *#E# Silver, G#0# ;u,& M# 5ino -Eds#.,English language education in China, ;apan and *ingapore-((#%/77.#Singa(ore: >ational 5nstitute o+ Education#

;u, G# -21.# The cra8e +or English/medium education in hina: "riving +orces and loomingconseuences#English 1oday, 45-4., 47/=4#

5nternational Jo! Board -2%.#Da!e


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iu, M# -27.# hinese students) motivation to learn English at the tertiar$ level#/sian E"+ ;ournal,>-%., %2H/%4H#

Mavrides, G# -n#d#.# 1eaching English in China: Do you really need a degree and work !isa?*etrieved3e!ruar$ %4, 2%, +romhtt(:666#transitionsa!road#comlistings6or?eslarticlesteaching/english/in/china/is/degree/6or?/visa/needed#shtml#

Murth$, S# -n#d#.# 1eaching English and li!ing in China: 1he hidden and unhidden truth0*etrieved

March %%, 2%,+rom htt(:666#transitionsa!road#comlistings6or?eslarticlesteachingenglishanlivinginchina#shtml#

'eng, J# -27.# 0illingness to communicate in the hinese E3 classroom: a cultural (ers(ective# 5n J#iu -Ed#.,English language teaching in China: New approaches, perspecti!es, and standards-((#2=/2H1.# ondon, IK: ontinuum 5nternational 'u!lishing Grou(#

Wiang, >#, & 0ol++, M# -2.# hina ES: n industr$ run amuc?Y 5n 1E"+ China 1eahouse# *etrieved(ril 4, 2%, +romhtt(:te+lchina#org9o!sintro>iuand0ol++#htm#

Salaries +or +oreign English teachers in hina# -21.#"oreign teachers guide to li!ing and working inChina0*etrieved on (ril 7, 2%, +rom htt(:middle?ingdomli+e#comguide+oreign/teacher/salar$#htm#

Sim(son, S# -2.# 0estern E3 Teachers and East/0est lassroom/ulture on+licts#RE+C ;ournal,

@>-., %/14#Sno6, "# -2H.#(ore than a nati!e speaker: /n introduction to teaching English abroad0leandria,

A: TES#Sun, *# -%11H.# Teaching English in hina: !rie+ histor$#+anguage )nternational, -., H/7#Teaching Jo!s, hina -2%.#E*+ ;ob Pro#ect# *etrieved (ril 4, 2%,

+rom htt(:666#esl9o!(ro9ect#comesl9o!sinde#(h(Ycatid%#Travel "ocument S$stems -21.# hina: Government# *etrieved (ril =, 2%, +rom

htt(:666#traveldocs#comcngovern#htm#Turner, # -n#d#.#English teaching in China: Choose between a stateArun and pri!ate school# *etrieved

March %=, 2%, +romhtt(:666#transitionsa!road#com(u!licationsmaga8ineH%teachingenglish #

I#S# "e(artment o+ State Bureau o+ East sian and 'aci+ic ++airs -21.# Bac?ground >ote: hina#

*etrieved (ril 7, 2%, +rom htt(:666#state#govr(aei!gn%12#htm#0einer, *#, Mur(h$, M#, & i, # -%117.#+i!ing in China: / guide to teaching and studying in China,

including 1aiwan B $ong ong,revised ed# San 3rancisco: hina Boo?s & 'eriodicals#0ines, M#, a3raniere, S#, & ns+ield, J# -2%.# hinaDs censors tac?le and tri( over the internet# 1he New

ork 1imes# *etrieved (ril 7, 2%, +romhtt(:666#n$times#com2%46orldasiacensor#htmlYsc(%&schi&stcse#

Liao, #L# -21.# ne6 (aradigm o+ teaching English in hina: n eclectic model#/sian E"+ ;ournal,..-%., 27%/21%#

Cu, # -%14.# ultural (rinci(les underl$ing English teaching in hina +anguage learning andcommunication,@-%., 21/1#

@haoiang, # -22.# English de(artments in hinese universities# 9orld Englishes, 4.-2., 2=7/2H7#@oninsein, -2.# hina)s ST# *late# *etrieved March 22, 2%, +rom

htt(:666#slate#comtool!ar#as(Yaction(rint&id2%1272#@uo, # -2.# recent histor$ o+ teaching E3 in hina# 1E*O+# *etrieved March %H, 2%, +rom

htt(:666#tesol#orgstesolsecdocument#as(Y5"%1%&"5"%%%#

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http://www.transitionsabroad.com/listings/work/esl/articles/teaching-english-in-china-is-degree-work-visa-needed.shtmlhttp://www.transitionsabroad.com/listings/work/esl/articles/teaching-english-in-china-is-degree-work-visa-needed.shtmlhttp://www.transitionsabroad.com/listings/work/esl/articles/teaching-english-in-china-is-degree-work-visa-needed.shtmlhttp://www.transitionsabroad.com/listings/work/esl/articles/teaching-english-in-china-is-degree-work-visa-needed.shtmlhttp://www.transitionsabroad.com/listings/work/esl/articles/teaching_english_an_living_in_china.shtmlhttp://www.transitionsabroad.com/listings/work/esl/articles/teaching_english_an_living_in_china.shtmlhttp://www.transitionsabroad.com/listings/work/esl/articles/teaching_english_an_living_in_china.shtmlhttp://teflchina.org/jobs/intro/Niu_and_Wolff.htmhttp://teflchina.org/jobs/intro/Niu_and_Wolff.htmhttp://www.esljobproject.com/esl_jobs/index.php?catid=1http://www.esljobproject.com/esl_jobs/index.php?catid=1http://www.traveldocs.com/cn/govern.htmhttp://www.transitionsabroad.com/publications/magazine/0601/teaching_englishhttp://www.state.gov/r/pa/ei/bgn/18902.htmhttp://www.nytimes.com/2010/04/08/world/asia/08censor.html?scp=10&sq=chi&st=csehttp://www.nytimes.com/2010/04/08/world/asia/08censor.html?scp=10&sq=chi&st=csehttp://www.slate.com/toolbar.aspx?action=print&id=2192732http://www.slate.com/toolbar.aspx?action=print&id=2192732http://www.tesol.org/s_tesol/sec_document.asp?CID=1901&DID=11103http://www.transitionsabroad.com/listings/work/esl/articles/teaching-english-in-china-is-degree-work-visa-needed.shtmlhttp://www.transitionsabroad.com/listings/work/esl/articles/teaching-english-in-china-is-degree-work-visa-needed.shtmlhttp://www.transitionsabroad.com/listings/work/esl/articles/teaching_english_an_living_in_china.shtmlhttp://www.transitionsabroad.com/listings/work/esl/articles/teaching_english_an_living_in_china.shtmlhttp://www.transitionsabroad.com/listings/work/esl/articles/teaching_english_an_living_in_china.shtmlhttp://teflchina.org/jobs/intro/Niu_and_Wolff.htmhttp://www.esljobproject.com/esl_jobs/index.php?catid=1http://www.traveldocs.com/cn/govern.htmhttp://www.transitionsabroad.com/publications/magazine/0601/teaching_englishhttp://www.state.gov/r/pa/ei/bgn/18902.htmhttp://www.nytimes.com/2010/04/08/world/asia/08censor.html?scp=10&sq=chi&st=csehttp://www.nytimes.com/2010/04/08/world/asia/08censor.html?scp=10&sq=chi&st=csehttp://www.slate.com/toolbar.aspx?action=print&id=2192732http://www.tesol.org/s_tesol/sec_document.asp?CID=1901&DID=11103


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Teaching English in China-2