IMPLICATIONS for working with THE FOREIGN TEACHER

Firstly, because Chinese people place such high value on correct social behaviors and interpersonal standards, then very rarely will a Chinese assert themselves strongly in social interactions. There is a strong tendency to conform socially and adopt non-offensive behaviors in attempts to achieve maintenance of harmony, protection of face, and avoidance of embarrassment, conflict, and retaliation in a social situation.

A Chinese will avoid giving offence or embarrassing themselves or the foreigner by criticizing their teaching or behavior, face to face. The accepted Chinese way is to pass on comments to their superior (School Director) who will then pass these to a foreign teacher colleague, who will then pass these on to the (offending) foreign teacher. Third party intermediaries maintain the system.

Foreigners however, may perceive this method as a dishonest or manipulative (a western value judgmental) way of doing things, and will not see it as being merely culturally different and a way to preserve harmony in a social setting. They will expect face-to-face suggestions and opinions, and not a seemingly circumlocutory way of doing things. How you (as their coteacher) or the school explain this to them, will determine their early acceptance of this system to help them work better, in the long run.

Secondly, because Chinese people are high in self-monitoring and Westerners less so, Chinese [and most Asian people] frown on Western displays of anger, temper tantrums, impatience and rudeness. These tend to be greeted with embarrassment and incredulity.

Whether a problem is caused by the foreign teacher, students, school management or you the local coteacher, be aware that a foreigner may react like a prima donna in public view-lacking patience and calmness. To engage such a display of emotion, telling someone to “calm down” will only have the opposite effect. You must engage the person in a paced, assertive manner, showing that you understand they are upset but “let’s work on this problem together”. Techniques such as use of Reality Therapy or Transactional Analysis are most useful here.

A RECIPE FOR AVOIDING CULTURAL & SOCIAL DISASTER

As it is not usual for Chinese people to confront others assertively, I would recommend that a third party be present, in a consultative (not a disciplinary) role. A gentler way of dealing with a situation might be to have things like this said: "I know you are concerned about this situation...I understand that this caused you/us much inconvenience; perhaps you feel that you haven't been given any respect or face here...I am embarrassed-for both of us, and feel a little disappointed...we need to clarify what happened and decide on a course of action…let’s look at how to act if such a situation occurs again…do you have any good ideas about this?...etc." in a firmly polite way, by asking the foreigner to help you understand what went wrong, by them explaining a little more about the situation.

Remember that a foreigner will not be so concerned about saving the student’s, the parents’ or the school’s face, but will be more concerned about getting at the truth of the matter. This will probably bring them into conflict with other involved parties, and require negotiation and consultation on the part of the school management, for whom the bottom line is maintaining paying students and appeasing parents.

A little bit of self-criticism also doesn't hurt if you the local coteacher were at fault. Finally, make tactful suggestions about ways of improving the situation in working together. Let the foreign teacher ask for feedback, and let them know the school understands he or she is constantly seeking self-improvement, to be the best teacher they can be.

Thirdly, because Chinese people are more reserved about public displays of emotion, (both positive & negative); commonly seen western gestures of sensitivity and support such as physical touching, patting and hugging etc. will often be misconstrued, particularly from males. You need to let male foreign teachers know that any physical contact with women and girls should be avoided. [As I received training first as a teacher and later as a psychologist, the touching thing was ingrained in me, and I made this same cultural “mistake” when I first arrived in Taiwan!].

Working with your foreign coteacher

Remembering that the vast majority of foreign teachers who come to Taiwan are not teachers at all, but merely young university graduates who are native English-speakers; putting aside the unfairness aspect of such people receiving higher salaries than local Chinese teachers of English for “teaching”; understanding that teaching demands a real set of skills, knowledge, and personality not quickly learnt in less than several months (usually 3 years of training); and remembering that new foreign teachers are heavily influenced by other experienced foreign teachers as to “game-playing” and “clowning around” in the classroom as a way to make easy money; think about the following points of action:

• Clarify each other’s expectations. If they are a newbie, they will have no idea of what to do. Outline your role as a support coteacher. Let them know that you are there to support, advise, assist, but eventually, they will need to learn quickly and “stand on their own feet”;
• Discuss your lesson plan. Let your coteacher know you would like them to think about the material, the students and their particular idiosyncrasies, and how they will teach them-with your support;
• Let your coteacher know what it is specifically, you can help them with, (in the classroom situation) before you get into the classroom, i.e. games materials; teaching and discipline techniques;
• Let the foreign teacher know that they (usually in a cram school) teach the second half of the class by themselves, so that they need to have a lesson plan devised for review, practice of vocabulary through conversations and simple role plays or activities like partner work and team games etc;
• Let them know that you are there for role-play assistance, to model a particular language function;
• Work out a system of CUES with your coteacher. CUES that you can give them, (and vice versa) in the classroom situation to indicate change of activity; such as "get ready for...", "help me with...", “now we will use the flashcards” etc... This will immeasurably help them with classroom management and discipline;
• A friendly but respectful professional working relationship is not hard to cultivate, but remember that some people are more reserved than others; and finally;
• Don't forget to complement your foreign coteacher if he or she does a good job with you. e.g. "I liked the way you... ". If you "set the stage" right, this could become a two-way process in time.

If you seem to have real (and not trivial) differences of opinion with your coteacher that cannot easily be resolved, then you should initially consult with your School Director, using the approach described earlier. They will likely discuss this issue with the foreign teacher and may speak with the Foreign Teacher Consultant (if you have one) about it. It would help if you have any situation well remembered and detailed accur-ately, as there is always more than one interpretation of any event. If, in any case mediation is required, it should be on a low-key basis.

Nevertheless, as a first step, always try to give positive and helpful feedback to your foreign coteacher. How they receive feedback depends in part on how sensitive a communica-tor you are, and what sort of relationship you have built up with your coteacher.

My personal opinion is that we should be operating in an English language teaching, speaking, and learning environment. A language is not taught in isolation from its cultural roots, so we should also be teaching something about native English-speaking life, customs and culture.

Indirectly or directly, the foreign teacher of EFL should be inculcating in students and coteachers alike, a respect for, and appreciation of, western culture and customs.

You the local Chinese teacher of EFL, would therefore benefit from developing an awareness of a "western way" of life, and of “occidental” ways of getting things done in an “oriental” environment.

In fairness to the foreign teacher staff, the school management should also “get on board” with more creative ways of negotiating and dealing with foreign teacher matters. There should be a mutual cross-cultural exchange here, but too often, with most (cram) school management I have seen, there is a complete lack of appreciation for other viewpoints such as this - and no wonder; schools are run as moneymaking concerns where the boss advocates a traditional unilateral management approach, and not as educational institutions.

Perhaps in the final analysis therefore, it is up to you, the local Chinese teacher of English, as to how you help the foreign teacher understand this "oriental” way of doing things a little more. Understanding and mutual respect works only when it goes both ways.

Regrettably, this adds yet another burden to the local Chinese teacher’s duties and roles – but no one ever said that being a devoted teacher was going to be easy. It is a life’s work; it can be a rewarding job; a self-valued vocation, and given the chance to work with people from other countries, can only enhance one’s own skills and confidence in the long run.