HOLISTIC ENGLISH AT Sun Yat- sen University Spring 2010 (Zhongshan)
The EFL “Revolution” began at Sun Yat-sen University in the spring 2009 semester with approximately 600 post-graduate, non-English majors, in the Humanities, from 24 Provinces and representing 120 undergraduate institutions. It continued in the fall 2009 semester with 700 post-graduate, non-English majors in the Sciences, from 28 Provinces and representing 195 undergraduate institutions. We now chronicle implementation of the Holistic English Program at Sun Yat-sen University in the spring 2010 semester with 650 post-graduate, non-English majors from Business and Humanities, from 26 Provinces and representing 201 undergraduate institutions.
HE Matriculates to the Ivy League?
USTC is to be congratulated on the establishment of the EPC as it is the first facility of its kind in mainland China. It is ironic that the EPC does not exist in any famous comprehensive university or foreign studies university where 2nd language teaching is paramount, but exists in a science and technology university that is not even under the Ministry of Education The Ministry of Education should take note of this facility that represents true reform in English teaching rather than mere lip service and throwing money at new equipment purchases. Unfortunately Holistic English does not fit the psycholinguistics laboratory mentality and will not be matriculating to China’s Ivy League.
An analysis of the continuing implementation of Holistic English at Zhongshan University (Sun Yet Sen University) a top tier institution. This article is Chapter 11 in a new book to be published in November 2010 titled, “Of the Students, By the Students, and For the Students.” The forward is by XIA JIMEI, PhD, Director of the Faculty of English Education, Sun Yat-sen University, Director of Collegiate Foreign Language Education Institute, Sun Yat-sen University, Vice-Chair of the National Advisory Committee of ELT.
Holistic English vs. Traditional Oral English
This article presents a three semester comparative analysis of post-graduate consumer/student satisfaction between traditional oral English teaching methods and Holistic English, at Sun Yat-sen University. This article is Chapter 13 in a new book to be published by Cambridge Scholars Publishing, London in November 2010 titled, “Of the Students, By the Students, and For the Students.” The forward is by XIA JIMEI, PhD, Director of the Faculty of English Education, Sun Yat-sen University, Director of Collegiate Foreign Language Education Institute, Sun Yat-sen University, Vice-Chair of the National Advisory Committee of ELT.
First Day Student Culture Shock
Holistic English is so different from the traditional Chinese English learning curriculum that students actually experience culture shock on the first day of class. This article is their story, told in their own words and is Chapter 5 in a new book to be published by Cambridge Scholars Publishing, London in November 2010 titled, “Of the Students, By the Students, and For the Students.” The forward is by XIA JIMEI, PhD, Director of the Faculty of English Education, Sun Yat-sen University, Director of Collegiate Foreign Language Education Institute, Sun Yat-sen University, Vice-Chair of the National Advisory Committee of ELT.
Mute English: The Latin of China
“Mute English” (ME) is a unique Chinese phenomenon ignored by linguistic scholars but derided by Chinese students. It is a communicative language taught as if it were a dead language, like Latin. We explore the origins, as well as the cause and effect of this phenomenon. This article is Chapter 2 in a new book to be published by Cambridge Scholars Publishing, London in November 2010 titled, “Of the Students, By the Students, and For the Students.” The forward is by XIA JIMEI, PhD, Director of the Faculty of English Education, Sun Yat-sen University, Director of Collegiate Foreign Language Education Institute, Sun Yat-sen University, Vice-Chair of the National Advisory Committee of ELT.
China EFL: The Four Great Lies
At any given moment there are twice as many Chinese learning English as there are citizens of the U.S.A. English instruction begins in kindergarten and continues into postgraduate study, for both English majors and non-English majors. Everyone in China must study English. Local variants of English such as Chinglish and Chinese English are discouraged as inappropriate. Students are placed under extreme pressure to “master” English. National English competency exams are a predicate to further study or employment. China employs more than 150,000 native English speakers to teach English in its schools. Some programs encourage Chinese learners of English to locate foreigners on the street and run up to them and yell “Hello” in the foreigner’s face. This crazy approach is predicated upon the belief that the only way to improve your English is to engage with a native English speaker. Teaching English as a Foreign Language in China is predicated upon 4 GREAT LIES. This article is Chapter 1 in a new book to be published by Cambridge Scholars Publishing, London in November 2010 titled, “Of the Students, By the Students, and For the Students.” The forward is by XIA JIMEI, PhD, Director of the Faculty of English Education, Sun Yat-sen University, Director of Collegiate Foreign Language Education Institute, Sun Yat-sen University, Vice-Chair of the National Advisory Committee of ELT.
China EFL: What Is Holistic English?
The Holistic English Program replaces oral English learning with conversation English experience; replaces teachers with facilitators; replaces set phrase or speech pattern memorization with language acquisition; develops self-confidence, intrinsic motivation and develops autonomous learners and creative thinkers; replaces graduates who are unable to produce comprehensible English with those who can. Nova Science Publishers.
Colleges and universities throughout Mainland China must develop a new management strategy that increases economic efficiency while simultaneously improving the quality of the educational product being delivered to the student/consumer. (2008, 4th Quarter) Education in China: 21st Century Issues and Challenges, Nova Science Publishers, New York
China EFL: Holistic English: The Revolution Has Begun, but the Long March Lies Ahead
The Holistic English Program is all about language acquisition rather than language learning. It replaces the Oral English learning classroom with a conversation English acquisition experience in a system where English is conventionally taught in 4 separate and disjointed classes.
Reports from participating colleges and universities; CIB at Shenyang Normal University, Guangxi University, Xinyang Agricultural College, Xinyang Normal University, Xinyang Vocational College, and Yang En University.
CHINA EFL: A Market Driven Model: PetroChina Embraces Holistic English Program
An analysis of the implementation of Holistic English at the largest corporation in the world and the reasons for the failure. This article is Chapter 9 in a new book to be published by Cambridge Scholars Publishing, London in November 2010 titled, “Of the Students, By the Students, and For the Students.” The forward is by XIA JIMEI, PhD, Director of the Faculty of English Education, Sun Yat-sen University, Director of Collegiate Foreign Language Education Institute, Sun Yat-sen University, Vice-Chair of the National Advisory Committee of ELT.
HOLISTIC ENGLISH: A Revolution – Not an Evolution
An analysis of the initial 3/09 implementation of Holistic English at Zhongshan University (Sun Yet Sen University) a top tier institution. This article is Chapter 10 in a new book to be published by Cambridge Scholars Publishing, London in November 2010 titled, “Of the Students, By the Students, and For the Students.” The forward is by XIA JIMEI, PhD, Director of the Faculty of English Education, Sun Yat-sen University, Director of Collegiate Foreign Language Education Institute, Sun Yat-sen University, Vice-Chair of the National Advisory Committee of ELT.
An analysis of the implementation of Holistic English at the Center for International Business at Shenyang Normal University. This article is Chapter 8 in a new book to be published by Cambridge Scholars Publishing, London in November 2010 titled, “Of the Students, By the Students, and For the Students.” The forward is by XIA JIMEI, PhD, Director of the Faculty of English Education, Sun Yat-sen University, Director of Collegiate Foreign Language Education Institute, Sun Yat-sen University, Vice-Chair of the National Advisory Committee of ELT.
What Chinese industry has been around for at least 30 years; targets children; bleeds over $2 billion from the Chinese economy annually; employs more than 1.0 million Chinese and approximately 250,000 foreigners; provides no nutritional value; contributes little or nothing to the development of a better off harmonious society; and puts more than 5.0 million defective products into the stream of commerce every year? This article is Chapter 4 in a new book to be published by Cambridge Scholars Publishing, London in November 2010 titled, “Of the Students, By the Students, and For the Students.” The forward is by XIA JIMEI, PhD, Director of the Faculty of English Education, Sun Yat-sen University, Director of Collegiate Foreign Language Education Institute, Sun Yat-sen University, Vice-Chair of the National Advisory Committee of ELT.
China EFL: What Does Reform Mean?
What the Chinese mean by reform does not compute with the realities on the ground. Nova Science Publishers (In Press).
China EFL: Foreign Teacher Needed
The problems relating to the attitudes and quality of many of the teachers coming to work in China starts with the recruitment process, in which the jobs advertised are often presented as a way of traveling and getting paid. Nova Science Publishers.
China ESL: An Industry Run A Muck?
In 1862, under the Great Qing Dynasty, the first English Language School was officially opened by the Chinese Government to train ten men for the newly created diplomatic corps. Now, China annually recruits 100,000 ‘Foreign Experts’ (FE) to teach English as a Second Language (ESL) with an accompanying 10 billion Yuan price tag. (2003) Progress in Education Vol. 12 Ch. 3, Nova Science Publishers.
China EFL: The Unqualified, Teaching (sic) the Unmotivated, in a Hostile Environment
This article launches a frontal assault on the current EFL teaching program in China that recruits unqualified people to teach (sic) EFL in China to unmotivated students who, for the most part, are assigned to English classes against their will and are expected to acquire English in a hostile environment. (2007) Frontiers in Higher Education, Ch. 11, Nova Science Publishers
EFL/ESL Teaching in China: Questions – Questions – Questions
This article raises numerous fundamental issues which appear to have been overlooked by China in its exuberance to embrace EFL/ESL teaching as China rushes to join the new world order and partake of its share of the global economic pie. This article establishes a solid and fundamental legitimization for asking the politically incorrect, controversial and sensitive questions but leaves their final resolution to the language teachers, graduate students and linguists who have the inherent fundamental duty to seek the answers. (2007) Frontiers in Higher Education, Ch. 10, Nova Science Publishers.
China EFL: Programming Human Robots
Throughout China it begins in the middle schools, the teaching of set phrases or speech patterns. Students lacking in a general English foundation are provided texts containing set phrases or speech patterns for memorization, often without meaningful context. Their Chinese English teacher of English teaches in Chinese because the teacher lacks adequate grounding in general English and their English is so poor they are incapable of teaching in English. Nova Science Publishers.
A look at case examples of grade inflation in universities and the impact it will have. Nova Science Publishers.
China EFL: Why Chinese Universities do not Provide an English Speaking Environment
There is a new expression in vogue on Chinese university campuses. “We must create an English-speaking environment.” This statement is usually uttered by a Chinese administrator using Putonghua. Chinese administrators are under the false impression that the creation of an English-speaking environment simply requires providing an opportunity for oral English output. (2008, 4th Quarter) Education in China: 21st Century Issues and Challenges, Nova Science Publishers, New York.
The phrase English Corner commonly applies to informal periods of instruction in English held at schools and colleges in China. These sessions are sometimes lead by native Chinese teachers or less often by teachers who are native speakers of English. The emphasis in these sessions is on improving the oral English skills of the participants. Nova Science Publishers.
China EFL: One Reason for Midnight Runners
It is not uncommon for foreigners teaching English as a Foreign Language in China to pull a midnight runner. A midnight runner is simply when a foreign teacher disappears in the middle of the night without explanation and not due to accident, illness, injury, death or kidnapping. By stealth, and usually right after pay day, the foreign teacher packs his/her bags, waits until everyone is asleep, and leaves without a trace, no forwarding address or any word to anyone. Nova Science Publishers.
The Journey to Nowhere on the Information Highway
Westerners working in China are subject to Chinese laws but understanding exactly what is prescribed or proscribed is difficult to ascertain, particularly when Chinese laws are viewed with western eyes and understanding. Nova Science Publishers.
A look at the culture shock English teachers experience and document in internet forums. Nova Science Publishers.
China EFL: Corporate Training and Holistic English are not Compatible
Although “English Fever” is running rampant throughout China and is said to be “market driven”, the rush to institute English learning nationwide is not meeting market needs. Nova Science Publishers.
English as a Foreign Language: The Modern Day Trojan Horse?
Throughout China, the National language, Mandarin, is spoken by only 53% (Yan 2005) of the Chinese population while most primary schools, all middle and senior-middle schools, colleges and universities have mandatory English instruction. English Today, Volume 21, Issue 04, Oct 2005.
China and Chinese, or Chingland and Chinglish?
One of top ten most cited articles in English Today.
This article does not pretend to provide a solution to any pressing social, economic or political issue, nor does it rely upon any prior academic research for its suppositions. Instead, it is an attempt to spark public interest, analysis and debate on what may be the defining moment in the shaping and development of the new China as “Chingland,” with “Chinglish” as its national language. “Modernization” was one of the buzzwords of the recent 16th National Congress of the Communist Party of China. However, use of this term appeared to consistently imply “Westernization”; there appeared to be a lack of clear differentiation (and appreciation of the difference) between the two terms. It is the perception of this lack that sparked the authors’ interest in the subject matter of this article. English Today, Volume 19, Issue 02, Apr 2003.
A great deal has been written and said about various approaches to the successful methodology for teaching English as a foreign/second language in China. Entire professional Journals are devoted to the subject, such as Teaching English In China, and Foreign Language Teaching and Research Press, to name a couple. But no matter how much is written, and no matter what teaching method is employed; the bottom line is that the average Chinese student learns to orally communicate in Chinglish i.e. Mandarin sprinkled with English or English with Mandarin induced syntax. English Today, Volume 19, Issue 04, Oct 2003.
Chinese University Diploma: Can its International Image be Improved?
China is mass-producing university graduates like a modern factory assembly line produces consumer goods. Educating a Nation of 1.3 billion people is a monumental task beyond belief. As with any production process, educating China is not without its problems and defective products do occur. Without adequate quality assurance the end product may be unacceptable in the marketplace. Such is the case with so many diplomas from Chinese universities and colleges; they just do not garner the international respect and admiration to which they aspire. Nova Science Publishers.
China’s EFL/ESL Goals and Objectives
Most of us begin studying English at 12 or even younger. By the time we graduate from the university, we have studied English for over 10 years. However, the result is awful. Many students can say nothing but some simple phrases. Even for some English majors, writing an article in English also means nothing other than making countless mistakes. English Today, Volume 20, Issue 03, Jul 2004.
Can you get a First Class Education at a Third Tier College in China?
Awarded first prize in Henan Province competition Certificate No. CG0536, 2003. 5
Few students in Chinese 3rd tier colleges are currently receiving a first class education. Unfortunately this means that they do not develop their full potential and consequently do not contribute fully to China’s society. A paradigm shift in teaching methodologies is needed to ensure that students are taught effectively. More appropriate texts should be adopted. Active participation needs to be emphasized, making students responsible for their own learning. Students need to be introduced to computers and while at college, become fully computer literate. It will be difficult to move away from traditional teaching and assessment methodologies but change is essential for 3rd tier college students to receive a first class education and be competitive in the limited job market. (2004) Progress in Education Vol. 13 Ch. 2, Nova Publications.
It is undeniable that England has given the modern global community – English as the international language of commerce, British common law, contract law and maritime (Admiralty) law. Whether by accident or design, the effect of these contributions on the world is a fundamental destruction of individual ethnic customs, social structure and culture. There appears little or no dissent amongst linguists for the proposition that language and culture are inseparable. English Today, Volume 23, Issue 01, (2007) .
With an appreciable increase in the use of movies or captioned films to teach English as a foreign language in China, the authors embarked upon a four-year experiment to determine the efficacy of using English language movies to teach business to Chinese students. It became clear that a cavalier use of movies is an abuse of the use of movies since the appropriate use of movies requires many elements: 1. Typical movies that are educational, informative and entertaining is the first condition in successful movie teaching; 2. A functional workbook to the movies for the students to prepare before watching the movies is the second condition for effective teaching through movies. 3. Various classroom activities to induce/elicit timely and optimal output from students is the last but most important condition to create an acquisition environment for communication. Activities such as dubbing, story retelling, acting, discussing, debating, role playing, etc are but a few proved very effective techniques the teacher can employ to engage the students. English Today, Volume 23, Issue 02, Apr 2007.
Chinese Business Institute Students Speak Out
At an institution of higher learning in one of China’s richest coastal cities, the college students are invited to make their complaints known. The students’ complaints registered in this report clearly demonstrate that they are keenly aware of the necessary elements of a quality education. Their concerns track with the concerns expressed in published articles on applied linguistics. (2007) Frontiers in Higher Education, Ch. 12, Nova Publications
China EFL/ESL JOBS: A Case of False Advertising
China has an established advertising law designed to prohibit misleading advertisements. The purpose of the advertising law is to protect those intended to be effected by the advertisement in question. Many commercial web sites, both inside and outside China, regularly advertise to recruit EFL/ESL teachers for employment in China.
As the global community shrinks through state of the art communications and transportation systems and the global economy becomes more interdependent; the need to communicate with Chinese, in their native language, has increased significantly.
BEST IP PROTECTION IS THROUGH EDUCATION, NOT MORE ENFORCEMENT ACTIONS
China needs a comprehensive educational program to inform the public about the new IP protection scheme rather than increasing the prison population. TESOL Law Journal: January 2006 Vol 1.
STUDENTS’ LACK OF INTELLECTUAL PROPERTY AWARENESS
Intellectual Property Protection remains a hot topic in China. The West applies constant pressure on China for more enforcement and China responds with increased enrollment in law schools, retention of more prosecutors and an annual increase of prosecutions and convictions. Yet, IP violations remain on the increase. We first addressed this issue back in 2006, Best IP Protection is Through Education, Not More Enforcement Actions, TESOL Law Journal: January 2006 Vol 1. We now explore the extent of IP knowledge with 350 post-graduate students at one of China’s top ten universities, Sun Yat-sen, Guangzhou.
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