Catherine Kung 龔錦霞
(Translated by Suk Lan Chan & Wai Ting)
General description and classification of Chinese educational institutes in Toronto:
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Public: a) Toronto District School Board (TDSB); b) Toronto Catholic District School Board (TCDSB).
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Private: Community organizations; churches or private institutes.
Public Schools: The above mentioned school boards offer Chinese classes in Continuing Education. The TDSB has the largest number of Chinese classes in North America, with around two hundred Chinese classes available from kindergarten (KG) to Grade 8 (G8) including Traditional Chinese taught in Cantonese/Mandarin and Simplified Chinese taught in Mandarin. The programs are typically taught after school or on Saturday mornings. There are more than ten public schools offering integrated programs during school hours (9:00am-3:30pm). In addition, there are Sunday classes, summer schools and Chinese language credit programs for high school students (G9-G12).
Both public and private schools offer Chinese classes according to their needs. The style is varied in a way that may be said to, “Let a hundred flowers bloom together.” Schools are distributed at different parts of the city. Nowadays, Chinese is even taught in Toronto’s nearby cities, proving that learning Chinese is popular and in eager demand.
As a Chinese language instructor for more than twenty years, I share my view.
The importance of the International Languages Program
The government pays much attention to the International Languages Program (ILP). Its management is similar to that of day schools, following every guideline and regulation from the Ministry of Education. Day schools practise school safety procedures such as fire and crisis escape drills; the ILP does as well. The federal government provides annual funding to the programs according to the number of students requesting classes. As long as there is demand (whenever twenty-three students request a class, it will be opened immediately), the ILP cannot be abruptly cancelled.
At present, the TDSB has more than 50 language programs of differing levels, with the Chinese program having the largest number of students. This program assures and supports Toronto’s reputation as a multicultural city. Besides helping children retain their cultural roots, it also gives all young students an opportunity to learn other languages, cultures, local customs and traditions. According to research, students who possess the ability to speak a third language perform better in English and other subjects. This helps foster young Canadians as good global citizens, facilitating ethnic harmony and helping them easily fit into society.
Curriculum content and textbooks
Different educational institutions adopt various teaching resources and textbooks. From 1993 onwards, the TDSB uses
The Generic Curriculum for International Languages-Elementary Program as the basis to plan and design its themes and teaching materials. The content uses students’ daily life environments (e.g. the CN Tower), to stimulate their learning motivation. The lower levels focus on developing students’ abilities to listen, speak, read and write. Higher levels may implement some abstract materials and moral training. Teachings about ethnic culture, traditions and values are also included.
The TDSB provides teaching materials to teachers as reference only. Teachers are encouraged to use the materials actively according to children’s abilities, differences and interests. Teachers are encouraged to use the activity approach so that students are able to have more fun and learn with a lively mind.
The trend and future of Chinese Education
A 2011 survey showed that China was no longer Canada’s largest source of immigration. Reasons for the decline may be due to the strength of China’s present economical growth, prompting the people of Hong Kong, Taiwan and China to stay in their native lands.
Chinese language programs however, are still needed for a number of Canadians including: overseas students who continue to stay and work in Canada following graduation, children of immigrants, children of exogenous marriages, and the next generations of immigrants. As the economic development of China continues to grow at a tremendous pace, more Chinese and non-Chinese will continue to work in China to conduct business, travel or join exchange programs. Therefore, learning Chinese becomes necessary for commercial and communication purposes.
When more people speak Chinese, a consumer demand is formed. Nowadays, in mainstream supermarkets and public libraries, notices are given in Chinese in addition to English. The Canadian government’s policy promulgations and statements also contain Chinese versions. In daily social occasions, whenever there are big Chinese celebrations such as Chinese New Year, you may often hear senior officials and politicians greet people by saying, “Happy New Year!” and “Congratulations!” in Cantonese or Mandarin, showing respect and understanding of the Chinese culture. All of these actions catalyze Canadians to learn the Chinese language. In years to come, Chinese language will not only be taught to Chinese, but to non-Chinese as well.
In order to accommodate the increasing number of non-Chinese and Canadian-born Chinese (CBC) learning Chinese language, the TDSB now offers beginners’ programs. The varying abilities and backgrounds of these new students have prompted a need for teaching strategies to be revised. At present, the TDSB is designing a new curriculum outline that connects its teaching theory with those of its day school programs. The
Skill Based Curriculum and Student Centre outline has been very helpful in developing students’ listening, speaking, reading and writing skills. Its purpose is to meet individual needs, encouraging educators to design their teachings according to the individual student’s age, interest, need and language ability. This is different from previous traditional, whole-class teaching methods. The outline now requires teachers to use various activities to stimulate students’ interest. When the new curriculum outline is made available, the TDSB will begin to train teachers to practise this new teaching theory, strengthening their teaching talents such as singing, recitation, dancing, drama and drawing, while teaching them craft and language games to develop teachers’ creativity and enthusiasm in teaching.
The TDSB’s
Skill Based Curriculum and Student Centre outline’s aim is to arouse the student’s motivation and ability to persist. When the student has the interest in the subject, he/she will intrinsically continue to investigate and strive for more knowledge.
The present situation of Chinese Education
We all understand that teachers and students are mutually influencing each other in the teaching process. If a teacher provides more information and interesting learning resources, using lively and varying teaching methods to stimulate the student’s curiosity, the student’s interest will grow. Therefore, teachers need to be lively and vivid, perhaps even using electronic tools (e.g. smart boards) to meet and stimulate curiosity and promote achievement.
In contrast, if the student remains stagnant, teachers will have wasted time and social resources. As Chinese language teachers on the front line, we should use these opportunities to evaluate the reasons for failure, the teaching content, its implementation, and the suitability of assessment, while asking ourselves how to increase the efficiency of language teaching.
The prospect of Chinese Education
As individuals who spend the most time around their children, parents provide the greatest influence. Besides encouraging their children to learn Chinese and join Chinese cultural activities, parents themselves should confidently speak Chinese at home and continue their own study of Chinese in order to provide a proper language learning environment for their children.
In addition, parents can participate in organizing meetings in Chinese schools with fellow parents; assist the school in the operation of their library; organize Chinese language activities within the school; and participate in Opening Day, Christmas, Chinese New Year celebrations and graduation ceremonies. These events provide a platform and encouragement for students to demonstrate what they have learnt.
Parents can also organize regular meetings with teachers, collecting information about their child’s learning performance, finding ways to praise their children (as well as their teachers) and to reflect or make suggestions to the school about what may need to be adjusted. The purpose is to improve teaching quality, maintain and encourage the student’s motivation and to improve learning efficiency. In this way, parents, through their own examples and words, show their children that they care about their Chinese language learning, encouraging them to put in more effort.
Unfortunately, few Chinese language schools in Toronto presently have parent associations. Parent associations can not only help promote Chinese language activities but also publicize them to help the problem of staff shortages. Hopefully, they will gain popularity in the future.
In the classroom, teachers and students are influenced by each other. A successful Chinese language teacher needs to possess the enthusiasm and sense of mission to teach Chinese by helping students appreciate the language and love the culture, allowing them to be proud of knowing how to be Chinese.
(Catherine Kung 龔錦霞 is a veteran teacher of Chinese, music and Early Childhood Education programs in schools and communities in Toronto, Hong Kong, Beijing and Shanghai. A graduate of Northcote College of Education (Hong Kong), Ryerson University (Toronto) and Liaoning Normal University (China), she now frequently presents and teaches in local and international conferences throughout North America, China and Taiwan.)