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Why Chinese Universities Do Not Provide an English Speaking Environment

THE PROBLEM

Speak with any Chinese university Foreign Language Department administrator and they will extol the virtues of creating an English speaking environment (ESE) for the English majors. But take a close look and you will quickly discover that there is no ESE on campus.

First and foremost, Chinese university administrators do not have a clear and proper understanding of what constitutes an ESE. When most of them undertook their university education 20+ years ago, 2nd language acquisition research was in its infancy and comprised no more than one chapter in their textbooks and no continuing education is provided. There is a complete lack of knowledge about immersion or comprehensible input in a friendly environment.

There are two required elements to a proper ESE. A proper ESE is one where the students are inundated with comprehensible English input and where it is easier to communicate in English rather than in the native Putonghua. An English speaking environment is defined as: "An environment where English is the dominant language." Or, "an environment where people are compelled to speak English”.

Far too many Chinese Foreign Language Department administrators are under the false impression that an ESE is simply where the students are given an opportunity for English output. As a result they decry the lack of an ESE and immediately turn to speak to an English major in Putonghua; or they place all English majors in the same dormitory with Chinese speaking staff; or, they hold weekly English corners; or, they hire foreign teachers to “chat” with the Chinese students. Even at a school that does all of these things simultaneously, no ESE is created.

The administrators do not require the English majors to speak to them in English nor do they respond to them in English. There is a very simple explanation for this. The administrators are either unable to speak in English or their English is so poor that they do not want to”lose face” with the students. The administrators do not contribute to the creation of an ESE and they rarely do anything to improve their own English capability.

The administrators set a very bad example for the students.

When the Party Secretary assigned to the Foreign Language Department cannot speak or understand any English, all department business must be conducted in Putonghua, including all staff meetings and written communications. This militates against creation of an ESE.

The joint venture universities set up by foreign universities, in partnership with Chinese universities, are not exempt from this criticism. The foreign university brings its foreign curriculum and administration that usually requires that all courses be conducted in English. However, according to Chinese law, these joint ventures are required to have Chinese deans. The Chinese deans rarely speak English and hire their own Chinese speaking staff. Students find it much easier to communicate with the Chinese speaking staff in Putonghua so they bypass the English speaking staff. Eventually this leads to the Chineesing of the entire joint venture program.

The Chinese administrators who profess the need for creation of an ESE are often the primary impediment to its creation.

Thirty-eight out of forty Chinese university English teachers, who are supposed to teach in English, are incapable due to their own poor English, so they teach English in Putonghua. They are, for the most part, ignorant of the need to teach in the target language and many have inquired, “What does “target” mean?”

English majors ask their Chinese English teachers questions in Chinese and are answered in Chinese, both in the classroom and outside the classroom. Telephone text messages between teachers and students are also conducted in Putonghua.

The classrooms are littered with Chinese proverbs and political propaganda, all in Putonghua. One oral English classroom had two Chinese signs directly above the blackboard in the front of the room. The Chinese signs translated to:
“Do not speak in this classroom” and “If you must speak, speak in Chinese.” This was in an Oral English classroom where speaking English was the objective.

The Oral English classrooms have theater style row seating bolted to the concrete floor and students are thus compelled to speak to the back of the head of any other student they wish to engage in oral communication.

Modern five story libraries at universities with a 10% or higher English major population have absolutely no English books, or the English reading room is reserved for faculty only. There is no English speaking staff in the library.

The multi-media libraries offer English movies with Chinese subtitles.

The computer labs and sound labs are programmed in Chinese rather than English.
The lab support staffs and computer teachers do not speak English.

The campuses have no bi-lingual signage Even the sign welcoming the new freshmen English majors is all in Putonghua and the freshmen orientation is all in Putonghua.

There is no English speaking staff in the canteen, post office, logistics department, dormitories, or any other service office of which the students must avail themselves.

There is no extra-curricular access to English newspapers, TV or films.

In short, there isn’t even a token attempt to create a proper ESE within the pervasive native Chinese environment.


EXCUSES

When foreign teachers complain about the lack of an ESE or make constructive suggestions for the creation of an ESE, they are net with a set of rehearsed excuses that include:

This is China.
It is my habit to speak in Chinese.
You will be gone in one year or less.
Laughter

SOLUTIONS:

The first step to creating a proper ESE on Chinese university campuses is to provide continuing education in 2nd language acquisition to all Chinese Foreign Language Department administrators and staffs. Unless and until the administrators and staffs understand modern 2nd language acquisition theory, all other efforts at creating a proper ESE are futile.

Second, it is imperative that all Foreign Language Department administrators and staffs be required to participate in continuing English language education programs. It is both impractical and hypocritical for Chinese teachers to demand that their students improve their English while the teachers refuse to improve their own.

Third, there must be an incentive or punishment scheme so that administrators and staffs make an honest effort to understand 2nd language acquisition theory and to improve their English competency.

Fourth, schools must transform their Foreign Language Departments into little English enclaves, or at least bi-lingual ones.

Classrooms must be English friendly and configured to facilitate oral communication. All Chinese signage should be replaced with English signage and the desks should be configured to facilitate conversation.

Fifth, English competency must become an employment prerequisite for all English teachers.

Sixth, libraries must provide a diversified selection of English reading materials and English movies with English subtitles.

Without a fundamental attitude adjustment, the concept of creating an ESE is just an impossible dream.

The Second Language Acquisition Process in Immersion Contexts: Theory and Research, Smith, Samuel,
Texas Papers in Foreign Language Education, v1 n2 p119-131 Fall 1988, 1988
Abstract: Research concerning the success factors in language immersion education is reviewed, focusing on five major schools of thought. First, the traditional model for immersion research, implemented in a Montreal (Canada) suburb is examined. Then three studies of the influence of affective variables in immersion program success are examined, and it is noted that no theoretical overview of the importance of the affective aspects is known. Theorists and researchers considering the social facet of the immersion process and two works on the interrelationship between social and affective factors in the immersion setting are discussed next. Finally, Stephen Krashen's monitor model is compared with the others, and found to be the most relevant to immersion theory. A 27-item bibliography is included. (MSE)

Walking a Mile in Their Shoes: Transforming Teachers' Beliefs about English Language Learners, Grace Cho, Debra DeCastro-Ambrosetti, California State University, Fullerton, http://www.calstate.edu/ITL/exchanges/classroom/1070_transforming_pg1.html
“According to Krashen (1982), language is best acquired when the input is comprehensible (i.e., meaningful, interesting, little beyond current level) and when the learning environment is positive.”

Creating Authentic Dialog: ESL Students as Recipients of Service Learning, Stephanie Marlow, Boise State University (Boise, Idaho, USA) “An environment where authentic dialog with native English speakers occurs on a regular basis presents ESL students with the possibility to grow both linguistically and socially” . http://iteslj.org/Techniques/Marlow-ServiceLearning.html

One such administrator was bragging about how they will not answer any question from an English major unless asked in English. During this discussion the administrator received a mobile text message from an English major. The message was in Chinese. The administrator answered with a text message written in Chinese.



Shanghai Normal University. “If the students are allowed to use the English collecetion, the books will wear out quicker.”



Shanghai Foreign Studies University, the second most important English teaching university in China. No Bi-lingual signage.

"a teacher who gives up learning should also give up teaching." Review of Teacher Education in NSW, https://www.det.nsw.edu.au/teachrev/submiss/contedu.htm



On Target: Teaching in the Target Language. Pathfinder 5. A CILT Series for Language Teachers, 1991,
Abstract: The guide is designed to illustrate how it is realistic and possible to teach in a target foreign language, propose effective instructional strategies and techniques, and offer suggestions for inservice teacher workshops on the approach. It is proposed that language students need to experience the target language as a real means of communication, have a chance to develop their own built-in learning system, and bridge the gap between controlled, secure classroom practice and the unpredictability of real language encounters. The guide begins with a discussion of teacher concerns about teaching in the target language, sources of meaning other than verbal in communication, classroom techniques for providing messages without use of language, and providing messages using limited language. The second section offers specific strategies for implementation in the classroom, including simple instructions and other expressions, techniques for encouraging student participation and satisfaction, and areas in which teachers can cooperate. Specific activities are provided and illustrated. The final section gives ideas for departmental inservice workshops on teaching in the target language, including activities, and recommendations for troubleshooting in classroom communication. (MSE)

Applying the Comprehension Hypothesis: Some Suggestions, Stephen Krashen,
Presented at 13th International Symposium and Book Fair on Language Teaching (English Teachers Association of the Republic of China), Taipei, Taiwan, November, 13, 2004. http://www.sdkrashen.com/articles/eta_paper/index.html
“ The Comprehension Hypothesis also applies to literacy: Our reading ability, our ability to write in an acceptable writing style, our spelling ability, vocabulary knowledge, and our ability to handle complex syntax is the result of reading.”
Free Voluntary reading: New Research, Applications, and Controversies, Stephen Krashen
Presented at PAC5 (Pan-Asian Conference), Vladivostok, Russia, June 24, 2004, http://www.sdkrashen.com/articles/pac5/index.html
“Recreational reading or reading for pleasure is the major source of our reading competence, our vocabulary, and our ability to handle complex grammatical constructions.”

Mmmmm, where do I start? ESE//!!! There does not have to be one for the students to 'succeed'/realise success in terms of their assessment requirements and to change the 'system' to anything other than what it is will ... well ... It ain't gonna happen for a long time.

I've spoken to many different people at many different locations about creating ESEs, but they all came back with the same responses you noted. Essentially, it's not a priority and most would prefer the 'old method' of osmotic language acquisition.

Malsol! You are 100% correct in everything you stated above! My sentiments exactly. Last year I experienced everything of which you talked, plus one more. As foreign faculty, I was not invited to English Department Faculty meetings because they were conducted in Chinese!

Continuing teacher education, serious second language instruction methods, in-service trainings, requiring English on campus for everything, especially faculty meetings, etc. is a must. Plus, students arrive at college as English majors after being taught Chinglish for many, many years. The public school English teachers I met have very poor English skills. So, reform in the public schools is essential, too.

I have spoken to a few Americans who taught in public schools who said their experience was little more than the "token Westerner" -- disregarded by staff and given no real assignments. No doubt they were disregarded by the English teaching staff because that staff could not speak English!

Libraries! Yes, at the university where I taught all English materials were in the faculty section. Students had to get permission to use them, and, for most works, could not check them out.

So, no wonder so many graduate university with minimal skills.

clarrie wrote:

QUOTE:
Mmmmm, where do I start? ESE//!!! There does not have to be one for the students to 'succeed'/realise success in terms of their assessment requirements and to change the 'system' to anything other than what it is will ... well ... It ain't gonna happen for a long time.

I've spoken to many different people at many different locations about creating ESEs, but they all came back with the same responses you noted. Essentially, it's not a priority and most would prefer the 'old method' of osmotic language acquisition.

You are correct - an ESE is not required to learn English to pass the CET 4, CET 6 or TEM 4 exams.

Unfortunately those exams have nothing to do with producing comprehensible English.