Personal Statement

 

With strong academic training in international relations and two-years working experience as a teaching assistant in the Chinese Studies Program at UCSD, teaching Chinese as a foreign language has not only been an especially joyful experience in my life, but has been a personal “diplomacy” for me, which is more influential, deeper, and closer to people’s hearts and needs.  Driven by the delight of teaching and experiencing cross-cultural interactions, I decided to devote myself to playing a role as the first window, showing students the marvelous richness of the Chinese language and culture.  Pursuing further graduate study, focusing on Chinese linguistics and pedagogy, is one of the most important steps equipping me to be a professional Chinese language teacher.

After advancing my understanding of international affairs and working as a reporter, I soon realized that the career I want to be engaged in does not merely have to do with formal interactions in order to achieve the power or benefits to a country, but a profession that is more closely linked to humanistic concerns. For new students who study Chinese, a Chinese teacher not only plays the role as an agent introducing them to the beauty of Chinese language and culture, but may also contribute to their first impressions about China.  I would be very proud if what I did in my TA sessions can inspire the interest of students toward China and Chinese culture, encourage them to visit China or Taiwan for further language study or tourism, and eventually to choose their jobs in fields related to China.

Crucial Training on Pronunciation and Grammar

In the process of teaching Chinese as a second language, I have developed a strong belief that a good knowledge of pronunciation, intonation, and grammar are crucial components of language learning.  Correct pronunciation, early on, is the most important goal in beginning the process of learning the Chinese language. Inaccurate pronunciation would result in future difficulties in grammatical learning and the understanding of the whole language context.  Besides, because of the differences in the age, environment, and motivation of learning Chinese, non-native speakers need to acquire a foreign language by means of following some syntactic rules.  However, I have found that the linguistic differences between Chinese and English, such as with relative clauses, the “ba” construction, and verbal conjugation have also become obstacles for non-native speakers in learning Chinese. That is why I hope to enhance my knowledge of linguistics and provide students with effective acquisition methods for Chinese pronunciation and grammar.   

Cultural aspects

In my point of view, teaching Chinese is not merely teaching a language. Complete second language acquisition cannot be accomplished without obtaining the knowledge of the target culture and being familiar with the cultural differences between China and other countries.  Different from Western people, Chinese people are accustomed to express their humbleness in daily communications such as giving gifts and treating friends to dinner.  How to assist students in acquiring communication skills that are culturally appropriate has already become one of my concerns in Chinese language teaching.

Cultural interaction has also pushed me to think what languages and cultures mean to human beings.  I was impressed by the joy of my students when I brought red envelopes, spring festival couplets, and lanterns to my TA sessions in order to share with them the history and the customs of the Chinese New Year.  Language and culture exchanges have turned out to be a most useful tool in promoting reciprocal understanding and cooperation.

Study Plan

My previous study in the Graduate School of International Relations and Pacific affairs at UCSD provided me with a broader and deeper perspective toward international politics, economics, and cultures. It has become one of my strong points in language teaching since a comprehensive language acquisition cannot be achieved without obtaining the knowledge toward these aspects. It also made me discover the significant influence and unique pleasure deriving from teaching Chinese as a foreign language. After working with Professor Ping Hu and Professor Samuel Cha in the Chinese Studies Program at UCSD, I came to a deep understanding that a qualified Chinese teacher not only needs enthusiasm for education, but also requires solid training in linguistics and pedagogy. Hence, I hope to return to the U.S., which is one of the biggest markets for teaching Chinese as a foreign language in the world. This will reinforce my professional training in this field by studying in a graduate program with outstanding faculties focusing on Chinese linguistics and pedagogy. 

Specifically designed for students who intend to teach East Asian languages at a university level, the M.A. program in Language Pedagogy provided by Department of East Asian Languages & Literatures at Ohio State University fully satisfies my demands for professional training and future career planning.  I look forward to Professor Jianqi Wang’s guidance toward language pedagogy, second language acquisition, and computer-assisted language learning (CALL) skills.  As a specialist of Chinese pedagogy, Professor Wang has endeavored to design and develop better learning tools and individualized learning strategies for students learning Chinese.  Working with Professor Wang would not only strengthen my knowledge toward foreign language education, but also give me an opportunity to develop an effective learner-centered method of teaching Chinese.

After acquiring solid training from the graduate program, I look forward to being a professional Chinese teacher in colleges serving as the bridge to promote mutual understanding between Chinese and other foreign cultures.  Teaching Chinese as a foreign language is not only a wonderful career for me, but also an opportunity to enrich my life.