On Language Teaching Methodology in China

Teaching as a foreign lecturer in China is a doubly fascinating and challenging educational experience. On the one hand, there is the contrast between cultures that makes us particularly aware of what to say in the classroom, and how to say it. On the other hand, there is our lack of knowledge of the host culture that makes us especially curious and willing to learn. When we teach abroad, the cultural differences may lead to enhanced quality of teaching because abroad it is accompanied more often than at home by asking real questions and is followed by real learning. That is why I suggest taking a closer look at the principle of contrastivity. Another principle results from the fact that by asking questions we involve our partners - partners who set out to be learners. By answering our questions, our partners can satisfy our curiosity and teach us what we do not know. In other words, learning from each other is a manifestation of the principle of mutuality (Hayhoe, 1987).

In the following, I would like to recount some of my experiences in China and suggest some topics for future intercultural teacher training that may lead to improved results in language teaching.