Why Chinese language education in Australia must be ‘localised’

As a Chinese teacher based in Perth WA, I often hear a common challenge from many parents during our conversations: their children have enrolled in various Chinese classes, whether online or offline, at large institutions or small ones, but the results are often unsatisfactory. After studying for a period of time, children gradually lose interest, and parents, seeing little progress, find it hard to persevere. In the end, precious learning time is lost.

Through in-depth discussions with these parents, I’ve identified two main issues at the root of the problem: directly copying Chinese teaching materials and methods from China and ignoring teaching principles in favour of economic efficiency.

The Drawbacks of Copying Chinese Teaching Materials and Methods

First, many Chinese classes directly copy teaching materials and methods from China, hoping to achieve fast teaching results through this “standardisation.” However, children in Australia face a learning environment that is very different from that in China. In China, Chinese education is driven by the pressure of exams, strict classroom discipline, and a large amount of homework. Australian children do not face such pressures. They are used to more flexible learning methods at school, and when faced with a completely different, often rigid, approach in Chinese classes, it can leave them feeling confused and even resistant.

Furthermore, the content of Chinese textbooks often doesn’t align with the cultural environment in Australia. For example, some materials are designed for patriotic education, or are texts with a historical context that may feel unfamiliar or difficult for children to understand. Even worse, these materials often lack literary value and interest, failing to engage children’s curiosity. Under such conditions, it becomes difficult for students to compensate for classroom shortcomings through a large amount of homework. This approach is in direct conflict with the educational psychology concept of “motivation-driven learning” — when students lack intrinsic motivation, their learning outcomes are significantly reduced.

As teachers, we should choose materials that are more suited to the cultural environment and interests of the children. For example, we can introduce literature that has broad appeal or even incorporate elements of modern popular culture to help children learn Chinese through content they find more interesting. In my classes, I frequently use vivid stories and interactive games to avoid the boredom of rote memorisation and repetition, ensuring that children truly enjoy the process of learning Chinese.

Ignoring Teaching Principles in Favour of Economic Efficiency

The second common issue is that many Chinese classes focus on economic efficiency at the expense of sound teaching principles, simply grouping children by age rather than assessing their actual language level. This “profit-first” approach ignores a critical reality: in an overseas environment, Chinese is not a compulsory subject, and students’ Chinese proficiency varies widely. For example, in a group of ten-year-olds, some may already be able to type and communicate using Pinyin, while others may not yet recognise all the Pinyin letters. If we place these children in the same class without targeted teaching, some will struggle to keep up while others feel bored. Ultimately, this mismatch of teaching to individual needs will only erode children’s interest in learning Chinese.

In educational psychology, there is an important concept called the “Zone of Proximal Development” (ZPD), which emphasises that teachers should provide appropriate support based on students’ current levels and potential developmental ability. This means that when grouping students, we should not rely solely on their age but should assess their actual proficiency to ensure that they are placed in a learning environment that maximises their growth. The purpose of group classes should be to foster interaction between students of similar proficiency levels, allowing them to learn from each other and improve together, rather than merely maximising income. I often recommend that parents have their children participate in some one-on-one tutoring sessions to build a solid foundation before joining group classes. This ensures that each child receives the attention they need, thus sparking their interest in learning.

Student-Centered Teaching Philosophy

In my view, teaching is not just about imparting knowledge; it is an art. Every child has their unique learning style and pace, and it is our responsibility as teachers to discover and adapt to them, rather than forcing them to adapt to our teaching methods. Whether it’s the choice of teaching materials or the adjustment of teaching methods, I always adhere to the principle of “student-centered” education, ensuring that every child can achieve the best experience and progress in their learning journey.

Looking back on my years of teaching, whether in China or Australia, I deeply realise that improving teaching quality is inseparable from understanding and caring for each student. Learning Chinese, especially in an overseas environment, is a path full of challenges but also full of possibilities. With the right teaching methods, combined with a rich cultural background and engaging interactive experiences, I am confident that every child can succeed on this journey.

Through this article, I hope more parents can understand the principles and challenges of learning Chinese, and I also hope that my classroom can become a door for children to fall in love with Chinese and learning.