Reading
Teaching Chinese Language at the University of Reading and Beyond
My teaching experience in Reading spans multiple institutions, including the University of Reading, Reading College, and Reading Chinese School. Between 2018 and 2020, I developed, delivered, and optimized a wide variety of Mandarin Chinese courses, working with learners of all ages and backgrounds — from university students to adult learners and primary school children. These experiences significantly shaped my understanding of inclusive, engaging, and adaptable teaching practices, especially during the critical transition to online teaching at the start of the pandemic.
Teaching at the University of Reading — Institution-Wide Language Programme (IWLP)
At the University of Reading’s Department of Languages and Cultures and the International Study and Language Institute (ISLI), I was responsible for designing and teaching Mandarin Chinese courses at three different levels — Level One, Fast Track, and Level Two — within the IWLP. These courses catered to students from various academic backgrounds, making differentiated instruction and flexible teaching materials essential.
To support my students’ learning, I created comprehensive schemes of work, weekly interactive PowerPoint slides, homework sheets, listening practice materials, and innovative revision aids, including vocabulary randomisers, character practice sheets, and interactive games like Bingo and vocabulary quizzes. I also developed extensive assessment materials, including both in-person and online exams, and was involved in designing and optimizing assessment strategies to align with the university’s academic standards.
I was grateful to receive consistently positive feedback from students, who shared comments such as:
“You made learning Chinese so interesting.”
“You helped me learn so many characters I didn’t believe I was able to.”
“I have seen massive progress in my Chinese from the last term.”
“You are the best Chinese teacher I have ever had.”
“You have absolutely great linguistic and pedagogical knowledge.”
These reflections from students affirm my belief in active, student-centered learning and motivate me to keep exploring innovative ways to teach Mandarin.
Adapting to Online Teaching During the Pandemic
From March 2020, with the outbreak of the COVID-19 pandemic, I successfully transitioned to fully online teaching via Blackboard Collaborate and Zoom, maintaining high attendance rates and active student engagement.
I created extensive digital learning materials and explored interactive tools and software to maintain an engaging classroom environment. I paid special attention to online interaction and collaboration, designing revision activities and exam preparation sessions that kept students motivated and confident during a challenging time.
In addition to developing new assessment formats suitable for online take-home exams, I attended a wide range of Technology Enhanced Learning (TEL) training courses at the Centre for Quality Support and Development (CQSD) at the University of Reading, covering topics such as:
• EMA Online Marking and Feedback
• Using Apps to Facilitate Student Engagement
• Designing & Creating Engaging Online Courses
• Inclusive Design: Accessible Learning Materials
• Blogs, Wikis, Journals, and Discussion Boards for Learning Activities
These experiences have strengthened my digital pedagogy and shaped my continuing interest in inclusive and accessible online education.
Cultural Programmes and Community Engagement
Alongside language teaching, I co-organized Chinese New Year intensive learning programmes for both staff and students at the University of Reading, introducing them to Chinese language and culture through interactive and creative workshops. These events were an excellent way to bring Chinese language learning to a wider university community and foster intercultural understanding.
Teaching at Reading College
From October 2019 to July 2020, I taught a 30-week Chinese initiation course at Reading College’s Department of Modern Foreign Languages, introducing beginners to Mandarin Chinese and Chinese culture. I also contributed to taster lessons and designed a comprehensive teaching and learning programme, optimized to maintain student engagement over the long term.
This role allowed me to gain further experience in teaching adult learners and developing materials suitable for students from non-academic backgrounds, which informed my understanding of differentiated and practical language teaching.
Teaching at Reading Chinese School
Earlier, in 2018, I worked at Reading Chinese School, where I developed and taught both an adult beginner course and a Year 4 primary school course. This dual teaching role gave me valuable insights into working with very different age groups and learning needs.
I designed beginner-level learning programmes for adults and primary learners, focusing on building strong language foundations through interactive and age-appropriate activities. I also co-organized major community events such as Chinese New Year celebrations and the school’s 40th Anniversary, fostering cultural engagement and community connections.
Reflections and Impact
My teaching experiences across University of Reading, Reading College, and Reading Chinese School have shaped me into an adaptable, creative, and reflective educator, capable of teaching a broad range of learners in various contexts — in-person and online.
I have developed a strong commitment to:
• Inclusive and differentiated teaching that addresses diverse student needs.
• Engaging, student-centered materials and methods that make learning enjoyable and effective.
• Innovative use of technology to enhance learning and teaching, especially in online environments.
• Community outreach and cultural programming to broaden the impact of language teaching beyond the classroom.
These experiences have laid a solid foundation for my current research and teaching interests, including neurodiversity in language learning, inclusive teaching strategies, and embodied cognition approaches.
