1. Flipped learning in a Chinese University

This is the entrance to Jianghan University, which catered to about 20,000 students.  https://jwzx.jhun.edu.cn/main.htm

I was one of about two dozen foreign teachers teaching ESL at Jianghan University in Wuhan, China.  I had been in China for five years, but this was my first semester to have the dual roles of teacher and student. (Of course, as a teacher, we should always be learners.) During that fall 2019 semester, my principal challenge was my sluggish internet which had affected a group project and I feared being an undependable participant in the course. This resulted in anxiety, which I both countered and contributed to by downloading and hoarding considerably more resources than I needed. Storing masses of information on my external hard drive goes against my minimalist lifestyle.  There is something about hoarding information, reflective of collecting books, that is counter-intuitive in the information age, but holding information in a tangible form is incredibly comforting for me. Little did I realize that the textbook and required readings would be an essential component for integrating formal education. (1.13)

For this assignment, we were asked to find a problem within an institution and solve it. I was pumped about this project. I love problem-solving! The dean had presented a task that I could marry with this assignment and, voila, it would be a win-win.  She had asked me to redesign a course for her and make it more reflective of the Chinese culture.  This led me to examine the content in my own course more closely and make some necessary changes (1.2).

I felt a little embarrassed that it had not been more of a priority for me since I had already noticed the privilege that had been assigned to me as a foreign teacher.  In fact, most schools insist that English teachers hold a passport from England, The United States, Australia, or Canada. This creates a problem since not all Canadians are fluent in English and some people from other countries have impeccable language skills. When I had first arrived in China, I naively thought that everyone would want to move to a Western country like Canada.  

I recalled the Communication, Culture, and Colonialism course that I took at SFU and revisited my determination to promote diversity. So many of our values are a result of what has been communicated. (1.13) The dichogamy of ESL learning consists of English language books, often written in English-speaking countries with content depicting causations and western culture, or ESL books written in China but not representative of informal conversation. (1.2) Recognizing the importance of relevant content to motivate the students (2.3) this concept of making the material more "Chinese" while using effective English ignited my innovative side and I tried to conceptualize what this would look like.

When I saw the requirements for assignment 3, there was no question about what I would do, and I jumped at the chance to use it to solve a real problem. Yes! Relevant content makes a difference for a student. (1.13) I was motivated by the question that arose during a group project on motivation, “How do you entice students to learn a different language and culture, while at the same respecting the culture of the learner?” (1.2)

This was not the first time that I asked myself this question. I always ask my students to choose an English name. I was a little shocked when one of the more advanced students told me quite definitely that she wanted to use her Chinese name because that is who she is.  I was taken aback partly because Chinese students have been taught to be obedient, and I understood this better when I wrote a paper on Confucianism (1.2) but also because I could understand her point.  I explained that from a practical perspective, if she had an easily recognizable name, then it would be easier for English-speaking people to remember.  But for me, it underlined the need to have Chinese culture included in the English lesson. 

My Chinese students reported that they felt “embarrassed” or “weird” speaking English together outside the classroom.  At the same time, teachers at the staff meeting recounted that they couldn’t keep students off their cell phones in class and that they would hide the phone in their desks and send messages to each other on WeChat. Looking at the importance of student forums in MDDE 601, inspired me to suggest using WeChat to promote conversational English as homework and I used Assignment 3 to devise a teaching plan that would introduce flipped learning with WeChat English conversations to discuss Chinese culture. 

I had to investigate some concepts, after all, I was really a Communication Major and my teaching skills were acquired on the job (1:12). It was time to do some reading and research and integrate some theory into the lessons. (1.13) I learned about flipped learning, and bloom's taxonomy, and used that knowledge to develop a flipped course that would greatly benefit my students. I really wanted to develop a program that addressed their mythology, their philosophers, and their customs. Besides, I found it much more interesting than learning grammar. 

I felt very proud of including older student helpers and providing the structure that the students needed. The fact that so much of the program could be done before class and that could be brought to the classroom for discussion was perfect for adjusting the program the following semester. 

I had been on spring break between January 17th and February 17th, 2020. I had heard stories of a weird strain of pneumonia, and it added to my resolve to take a break from Wuhan and travel to Cambodia for a month. Wuhan was locked down on January 23rd. It was a scary time for me and for my students and for the teachers that were left in this city. I was getting daily updates and spent a great deal of time stressing about how everyone was doing. My family and friends in Canada added to my angst because I knew they were worried about me. Further, people at the school where I worked in Cambodia got the flu and I was horrified that I had brought the coronavirus to Cambodia.  I returned to Vancouver on February 7th after being told that the schools in Wuhan would not be opening for some time and they were trying to evacuate the teachers at the university. I was physically and emotionally drained. 

When I was told that we would be teaching the students online for the following semester, it gave me a positive focus. Thank goodness that I had brought that hard drive with my work.  I used what I had learned in this course as well as what I had put together for assignment 3. I was so relieved that I had a basis for transitioning to online lessons.  Using WeChat, as outlined in the plan, I was able to start the program and provide lessons. As in my original proposal, we use student helpers. Having the conversation online worked so well.

Although we used the original workbooks in class, we managed to keep the content relevant by incorporating questions and encouraging students to speak about what was relevant for them. (2.3) It was sometimes frustrating to try and get them to speak and many were not taking it as seriously as I had hoped. However, as time went by, they began to become quite focused. This assignment provided a very good foundation to switch this program online.

The program continued as an online course in the fall and I spend a fair amount of time polishing it. As a matter of fact, many of my students have learned the benefit of learning using this new method. When I ask for feedback at the end of the last semester, they said that they missed seeing me in class, but they loved speaking in WeChat too. 

I hope to continue teaching in this way since I am a big believer in these more student-focused lessons. I still have to incorporate more of their culture into the lesson to increase engagement.  

Nothing is perfect. When the plan was rolled out, I wanted someone to recognize that this was based on my proposal, but I suspect that the credit went to the department head. 

All this is a little distressing because I  know that men often get credit for work that women do, and that women have gone through history with little recognition.  This male privilege is balanced somewhat by the knowledge that as a white person, I am privileged. For example, if I were Chinese, I would never be able to teach at the university unless I had higher credentials.  

And, I realize that even when people don't verbalize it, they are often appreciative. The important thing is to dig within ourselves and know that we are making a positive contribution.  The most important thing for me is to make sure that my students are feeling supported in their learning.