Subject Spotlight: Learning Mandarin in a New Way

Have you ever wondered how our expert teachers plan and deliver lessons that help students reach their full academic potential? Last time we posted our Subject Spotlights series of Business, English A, English B, Chemistry, Physics, Drama, CS, Geography, Music, ESS maths and History. Now let's see how our teaching Mandarin makes a difference to our students!

This time we interviewed Ms Julia Zhu, Head of Senior School Mandarin, who gave us some insights into the Mandarin studies at our college.

Q: Could you please introduce yourself and your teaching background?

I have over 10 years of experience in teaching Mandarin. I studied Chinese Language and Literature at Soochow University for my undergraduate degree, and after obtaining my Bachelor of Arts, I successfully enrolled in Beijing Language and Culture University for my graduate studies, ultimately earning a Master’s degree in Education. 

During my graduate studies, I actively participated in Chinese teaching practices at Beijing Language and Culture University and Tsinghua University, taught in summer Chinese camps at Harvard University and Columbia University, and worked on grading for the HSK (Advanced) speaking and writing assessments. This experience not only increased my interest in teaching Mandarin but also gave me a sense of accomplishment from teaching. In 2009, I joined Dulwich College Suzhou, where I gained rich experiences in international school education and witnessed the development of Dulwich over the past decade.

Q: Could you briefly introduce the courses you teach at Dulwich College Suzhou?

The Mandarin curriculum for Year 7, 8, and 9 at Dulwich College Suzhou consists of three different levels of courses: Mandarin as a Foreign Language (MFL), Mandarin as a Second Language (MSL), and Chinese as a Native Language (CNL). 

In the initial stage of the MFL, the teaching focuses more on the development of listening, speaking, and reading skills. Later, students are required to write and input Chinese characters. It is recommended that students in the MFL practice the skills learned in class within the broader Chinese community. In this course, the classroom instructions transition gradually from English to Mandarin.

In the MSL, the language used in the classroom by both teachers and students is Mandarin. The focus of students' learning is to further develop their communication skills as well as their reading and writing abilities, enabling them to understand and analyze increasingly complex written and spoken materials, and to appreciate the subtleties and varied styles of practical text language in various forms.

In the CNL, students focus on further developing their skills in analyzing and evaluating various Chinese literary and non-literary texts, as well as enhancing their analytical and creative writing skills. We strongly encourage students in the CNL to read a wide range of Chinese books, magazines, and newspapers to enhance their ability to understand different literary and non-literary texts. These three levels of the Mandarin curriculum lay a solid foundation for the IGCSE.

The Mandarin curriculum for Year 10 and 11 is more targeted at preparing students for the IGCSE and is similarly divided into Mandarin as a Foreign Language, Mandarin as a Second Language, and Chinese as a Native Language courses. At the same time, the courses in these two Years also facilitate a smoother transition to IB DP Mandarin studies.

In Year 12 and 13, students primarily have two choices for Chinese courses: Chinese A (Language and Literature) and Chinese B. The Chinese A (Language and Literature) course mainly explores the relationship between literary and non-literary works and language, fostering students' critical thinking and cultural awareness through analysis of works and understanding of socio-cultural contexts. This course emphasizes the development of students' reading, comprehension, and expression skills, encouraging independent thinking and communication. 

The Chinese B course further develops students’ ability to communicate in Chinese through the study of language, themes, and texts, while also enhancing their conceptual understanding of how language functions. Students choose the Chinese course that best suits their current proficiency and future academic and career plans.

Q: Thanks for that introduction! Please tell us about a unit or lesson that you taught recently. 

Taking the Year 13 IB Chinese B course as an example, when studying the topic of science and technology under the theme of human inventions and creations, students combined individual research with group collaboration to discuss the extent to which science and technology influence our lives. They provided numerous examples of technological developments, ranging from everyday applications to cutting-edge technologies that have not yet been widely implemented, and they discussed the pros and cons of technological advancements from various perspectives, as well as their personal thoughts on the development of technology.

During this process, students presented the results of their research and discussions with a combination of text and images, complemented by lively presentations. Collaborative research on real-life examples allowed students to engage more deeply and express their thoughts on practical situations appropriately in Chinese.

Q: What strategies did you use to support students’ learning in Mandarin? (Given our students' international backgrounds, how can we further support them in their learning journey?)

We integrate the Chinese language and culture into our teaching. In the classroom, we help students better understand the cultural connotations of Chinese by explaining the history and cultural stories behind the language. During certain traditional Chinese festivals, we introduce students to the origins, history, evolution, and cultural customs of the festivals through school assemblies and other school-wide activities, while also providing them with opportunities to participate in and experience folk activities. This way, students not only gain an understanding of Chinese culture and strengthen their grasp of the language but also enhance their cross-cultural understanding.

At the same time, being in China - a natural environment for authentic Chinese language - we strive to integrate teaching content with real-life contexts across all level courses. We create communication tasks such as role-playing, speeches, and rule-making in authentic contexts, along with language and cultural practice activities, allowing students to learn through collaboration, grow through practice, and develop their overall language skills and cross-cultural communication abilities. This also enables students to personally experience and understand Chinese culture, igniting their interest in learning Chinese.

In our daily teaching, we also make an effort to closely track students' learning styles and characteristics, adjusting learning plans and teaching methods as needed. We encourage open communication and active learning, engaging in positive interactions with students and providing timely feedback and assistance with their questions.

Q: Beyond subject learning, how did these trips and the Mandarin course prepare students to Live Worldwise?

Learning Chinese is crucial for achieving the school's vision of 'Live Worldwise.' Through studying Chinese, children can cultivate cross-cultural understanding and respect for different cultures, broaden their global perspectives, learn about Chinese culture, and promote cross-cultural communication and international awareness. Mastering Chinese is not only about learning a language; it also expands diverse thinking, develops interdisciplinary skills, and helps children achieve comprehensive development in language, culture, and history.

Looking toward future learning and development, studying Chinese not only provides children with broader opportunities for growth but also equips them with a stronger global awareness and cross-cultural capabilities. This aligns with the school's goal of cultivating students with a global perspective as part of the 'Live Worldwise' vision, supporting them in better integrating into a globalized society in the future.

Q: What can students do to continue improving their Mandarin learning beyond the classroom?

From the school's perspective, we provide students with extracurricular activities that include Chinese language skill practice, cultural expansion, and Chinese debate.We also recommend Chinese reading materials and audiovisual resources, creating situations for Chinese language communication in daily life, and encouraging students to engage with and use Chinese in various ways.

Of course, helping children learn Chinese effectively relies on collaboration between home and school. We hope parents will support students in practicing their Chinese skills in real-life environments and participating in Chinese community activities, while also fostering a home atmosphere that encourages learning Chinese and engaging with Chinese culture. Through practical experiences and interactions in daily life, children can achieve a more comprehensive mastery of Chinese, enhancing their language skills and deepening their cultural understanding.

Thanks to Ms Julia Zhu for introducing her recent units and explaining what Mandarin learning is like at Dulwich College Suzhou.