Thoughts on National Taiwan University's International Chinese Language Program

My time in Taiwan has drawn to a close. I want to take a moment to review my time studying at National Taiwan University. While the International Chinese Language Program is widely renowned, I do have a few critiques. I would like to preface my review by saying just that, it is my personal review. It does not represent the experiences of all students in the program, but I have talked to many students in the program who shared my views.

ICLP advertises an immersive environment to study Mandarin Chinese. The program also offers students individualized study plans with small class sizes (2-4 students), with an additional one-on-one class tailored to your specific interests and difficulties you face in learning Chinese. Unfortunately, from my own experiences and those of other students, ICLP’s benefits seem to end there.

The following are a few of my frustrations and disappointments with my study abroad experience at ICLP.

• ·        The program is advertised as an intense immersion program. In reality, teachers struggle to enforce this. This was disappointing for me. My classmates would often use English in class, with little to no comment from our teachers. This does not seem that problematic, but this undermined the benefits of an immersion program which is designed to expand students’ vocabulary and improve their communication skills at a faster rate.

• ·        When students first arrive at ICLP, they are told that attendance is also critical. Students are only allowed to miss five classes throughout the summer. If a student misses more than 5 classes, they will not receive their certificate of completion at the end of the program. Extreme absence could result in dismissal from the program all together. Timeliness is also critical. Students who come to class over ten minutes late are expected to seek approval from the head office before entering the classroom. Neither attendance or timeliness are enforced, which I found to disrupt class schedules and interaction between teachers and students in general. I was in a morning class with one other student, and an afternoon class with only two other students. My classmate from my morning class was also in my afternoon class. This student missed nearly 4 or 5 classes a week! I spent many of my mornings alone with my professor. When the student would decide to attend class, they would arrive 10 or 15 minutes late. They would barge into the class, disrupting the lesson. On days the student skipped class, my teachers would either cancel the planned lesson or spend the first 15 minutes of class staring at the clock or making small talk with me. I can’t imagine how much more I could have learned had the ICLP teachers and administrators enforced their original expectations, or held students to higher standards of accountability.

• ·        Let’s talk about the cost of attendance. ICLP is by far the most expensive Chinese language program in Taiwan, if not in all of Asia. For me, as for many students, the cost is not worth it. There are many other programs that offer great learning environments for a third, fourth, or even fifth of the cost. Even your books are not included in the program’s tuition! Many ICLP students had no additional funds to travel around Taiwan, or even explore Taipei. This was very disappointing. Considering the high cost of attending ICLP, many students wrongly assumed the program would provide opportunities for cultural excursions at no additional cost. Nope. Every additional outing was an extra cost for students. Although I had hoped to explore more of Taiwan this summer, I could not afford ICLP’s planned trips. Luckily, I had the opportunity to travel extensively around Taiwan when I studied in Tainan. But for students travelling to Taiwan for the first time hoping to explore the island, ICLP is not for you.

• ·        My final frustration with ICLP involves the structure of classes. Chinese is notorious for being one of the most difficult languages to learn. With that in mind, you would assume teachers would prefer to guide students’ learning. This is not how it played out for my classes. I was asked to turn in assignments prior to finishing, or even beginning a lesson. I did not have a problem doing the work, but this schedule forced me to teach myself a language I have struggled to master for years. A result of this method is students failing to learn how to appropriately use specific grammar structures or vocabulary. Doing homework before learning a lesson reinforces misconceptions and disrupted my learning process. Also, I felt like I paid a great deal of money to teach myself all summer. Very disappointing.

I made great friends at ICLP and my Chinese improved over the summer, but overall, I felt the program did not live up to its reputation. All I can say is you do not always get what you pay for.

Katelyn DeNap

George Washington University - Elliott School of International Affairs

M.A. Security Policy Studies

Organization of Asian Studies – Vice President

Sigur Center 2017 Asian Language Fellow

National Taiwan University - International Chinese Language Program, Taiwan

Another update from Taiwan

My second vlog! In this segment, I talk about a particularly memorable experience in Taipei.

Zachary Haver is a Sigur Center 2017 Asian Language Fellow. A rising sophomore studying at George Washington University's Elliott School of International Affairs, Zachary is majoring in International Affairs with a concentration in Asia and minoring in Mandarin Chinese.

Learning Mandarin Chinese in Tainan, Taiwan

There is no better way to learn a language than through total immersion; sitting in an American classroom for a few hours every week only gets you so far. Therefore, given that I hope to develop professional fluency in Mandarin Chinese, I am quite thankful to have received the Sigur Center Grant for Chinese Language Study in Taiwan.

At present, I am studying Chinese at National Cheng Kung University in Tainan, Taiwan through the American Councils Taiwan Intensive Summer Language Program. Though I have only been in Taiwan for just over two weeks, my Chinese has already improved markedly!

A farm in Taijiang National Park (the outskirts of Tainan).

The best part of my program is the individualized tutoring. Not only do we meet with a professor for a one-on-one session every morning Monday through Friday, each student also has a language partner. Our language partners are local students who have agreed show us around the city and help us practice our Chinese. This individualized tutoring allows me to tailor my language study experience to my specific areas of interest -- policy issues related to China, especially US-China threat perception in the South China Sea. 

Additionally, I am thoroughly enjoying the cultural aspect of my language study experience. I lived in China for three years while growing up, and so culture shock has not been much of an issue here in Taiwan. Rather, the cultural immersion is a welcome return. In particular, it has been quite interesting to discover how cultural differences between the mainland and Taiwan lead to slight variations in their respective versions of Mandarin Chinese.

A temple in Tainan.

Because Taiwan is relatively small, travelling around the island is fairly fast, cheap, and easy. I've already visited Kaohsiung, and I have plans to visit Taichung and Taipei. Moreover, because I took a class about Daoism last semester, I have seized every opportunity to go see local Taiwanese temples -- I have already visited five!

Flying a kite in Kaohsiung.

I look forward to what these next six weeks have in store.

Zachary Haver is a Sigur Center 2017 Asian Language Fellow. A rising sophomore studying at George Washington University's Elliott School of International Affairs, Zachary is majoring in International Affairs with a concentration in Asia and minoring in Mandarin Chinese.

The Wall: Overcoming Your Insecurities on the Path to Fluency

The Wall

While the process of learning a second language may come easy for some, it can be a great challenge for others. As someone who has been learning Chinese for nearly five years, I can say it has not come easy for me. There have been moments in the process that have made me question my ability to learn, or my overall desire to continue studying the language. I have referred to my own doubts as “the wall.” And I have found that once you recognize what your wall is, you will be better prepared to overcome it.

Most often our frustrations and doubts are the result of comparison. It is likely that you know someone who fluently speaks two or three languages. Or perhaps, you know someone who mastered Chinese in only a couple years. And I am confident we have all seen books, or online training courses that boast fluency in just six months! When I first began learning Chinese I was determined to realize the same success. When six months, and then a couple years had passed and I had yet to achieve anything beyond an intermediate speaking and reading level, I grew increasingly discouraged. Why was I struggling so much when others seemed to be doing so well? Slowly my insecurities began to take over. I was afraid to practice speaking in front of others, afraid they would judge me for my limited vocabulary and poor grammar. This fear and my concern with what others thought of me and my abilities grew, and as it did it began to undercut my learning.

I wish I could tell you this is something that is easy to overcome, but it is not. If you have experienced this yourself, I am sure you understand. Self-consciousness can keep you from utilizing the resources around you meant to promote learning, or make you pass up unique academic or professional opportunities simply because you do not think you have what it takes. My self-doubt prevented me from speaking Chinese with my classmates and other international students. It kept me from registering for courses that utilized primary resources in Chinese. While I was studying abroad in Taiwan four years ago, it caused incredible nervousness when I was merely trying to order a meal. I was absolutely terrified of conversing with anyone in Chinese. My fear grew from a bump in the road to a daunting wall. Fortunately, I have just now made it to the other side of this wall.

When I decided to spend the summer in Taipei studying Chinese, I told myself this was for me. I was taking this opportunity to improve myself and nobody else. Personal improvement is just that, PERSONAL! You cannot and should not measure your success or growth by anyone else’s standards. Everyone learns differently and at a different pace. Whether it takes you months or years to learn a language, be proud of yourself. Always be confident in your dreams, even when you are not confident in yourself. The growth I have experienced in the past month is more than I have had in the year prior, proof that when you commit to yourself and your goals, you can overcome all of the irrational yet intimidating insecurities that have ever held you back.

So, go forth! Make mistakes, but choose to learn from them rather than be discouraged by them. We all stumble and sometimes it takes us a while to get back up, but I promise you will make it over the wall!

加油！

Katelyn DeNap

George Washington University - Elliott School of International Affairs

M.A. Security Policy Studies

Organization of Asian Studies – Vice President

Sigur Center 2017 Asian Language Fellow

National Taiwan University - International Chinese Language Program, Taiwan

ICLP's Approach to Learning Chinese

ICLP’s Approach to Learning Chinese:

Taipei’s National Taiwan University (NTU) is home to one of the most prestigious Mandarin language programs in the world. The International Chinese Language Program (ICLP) focuses on improving students’ scholarly speaking abilities. ICLP alumni praise the program for the dramatic results it produces. So, what is the secret to ICLP’s success?

The program prides itself on its unique approach to learning. ICLP bases its curriculum on “5 Principles” and “8 Actions.” Students that adopt the “5 Principles” and consistently utilize the “8 Actions” are guaranteed to drastically improve their Chinese speaking abilities in only a matter of eight weeks.

Let’s examine ICLP’s 5 Principles:

Focus on Content Relevant to You   At ICLP, the administrators and professors tailor the curriculum to their students’ needs. With many students hoping to use Chinese in their academic coursework and in their future professions, the program focuses on teaching Mandarin for scholarly use. They have found students are better able to retain information that is relevant to them. Ultimately, the program aims to prepare students to use Chinese in their everyday academic and professional lives after leaving the program.

Use the Language to Communicate   As students begin to learn the language, it is critical that students use what they learn to communicate. Students’ communications will reinforce what they learn in the classroom. To encourage this principle, ICLP is a language immersion program. Students must sign a pledge to speak only Chinese while at school and are encouraged to continue utilizing Chinese as they explore Taiwan. In such an environment, students learn from both their professors and their classmates.

Prioritize Understanding the Message   At ICLP, learning is believed to come through understanding. When learning Chinese, students are tempted to prioritize learning what characters look like before learning their meaning. Ultimately, the message is more important for communication. For this reason, the program is structured to emphasize listening comprehension and speaking.

Emphasize Physiological Training   To reinforce successful learning, it is critical that physiological training be a cornerstone of your language study. Because Chinese is a tonal language, students who pay attention to tones early on will have a more wholesome understanding of the language and find greater success in their communications.

Your Psycho-Physiological State Matters   The last, and what ICLP coordinators believe to be the most critical principle in the study of the Chinese language is approaching the learning process with passion and a positive mindset. We will all face our own difficulties throughout the course of our language study, but only those who embrace optimism and maintain their passion for Chinese language and culture will be able to persevere.

Now, let’s examine ICLP’s 8 Actions:

Listen A Lot   While beginners may not be able to communicate effectively, they can improve their communication skills more quickly through active listening. Listening can take place both in and outside of the classroom.  Also, because Chinese is a tonal language, it is critical that students listen to perfect their own speaking and pronunciation. ICLP creates a great environment for listening as students and teachers each agree to speak only Chinese on campus. While beginner students may be overwhelmed at first, they find themselves recognizing new words and phrases each day to use in their own communications.

Focus on Meaning before Words   Instead of simply memorizing what characters look like, ICLP encourages students to use what they learn to increase their overall understanding of the Chinese language and culture. When learning characters, it is critical that students learn the meaning and history behind the words. This meaning-based approach to language study reinforces the learning process and the student’s memory.

Start Mixing   At ICLP, language instructors believe in teaching roughly equal parts nouns, verbs, and adjectives. As you diversify what you learn, you will be able to communicate more effectively and on a broader range of subjects.

Focus on the Core   Instead of teaching Chinese as a progression from simple to challenging words and sentence structures, at ICLP the teaching staff focuses on “the core.” To get students communicating in Chinese more quickly, ICLP prioritizes teaching high frequency vocabulary that will form the core of a student’s every day and professional communications.

Get a Language “Parent”   To reinforce what students learn in the classroom, and to foster ongoing language use students are encouraged to get a language parent. A student’s language parent is anyone they can practice their Chinese with on a regular basis. Without a language parent, students are more likely to not use their Chinese outside of the classroom. A language parent is a critical part of the long-term learning process.

Copy the Face   For students focused on improving their speaking abilities, copying the face is important. Pronunciation can be perfected by both listening and mirroring. Students that pay attention to nuanced facial expressions and how words are enunciated will achieve quicker success.

Establish a Direct Connection to Mental Images   While ICLP emphasizes speaking, they do encourage students to attach mental images to words to help remember the various Chinese characters. Creating such connections will reinforce a student’s reading skills as well as speaking.

Focus on Syntax/Syntactic Rules   To effectively communicate using Chinese, focusing on syntax is crucial. Without a working knowledge of Chinese syntactic rules, one will not be able to master the language. So, at ICLP students focus on learning these rules and applying them to their daily communication. In the immersive environment, these syntactic rules are reinforced and students begin communicating more accurately. With the goal of producing academic speakers, ICLP instructors work to diversify students’ knowledge of syntactic rules.

As I begin my summer studies at NTU, I will embrace ICLP’s approach to language study. I can only hope that this method will improve my speaking abilities as it has all the students before me.

Katelyn DeNap

George Washington University - Elliott School of International Affairs

M.A. Security Policy Studies

Organization of Asian Studies – Vice President

Sigur Center 2017 Asian Language Fellow

National Taiwan University - International Chinese Language Program, Taiwan

Job Opportunity

Administrative Assistant 

The George Washington University Confucius Institute

Application

Job Description Summary:

The George Washington University Confucius Institute (GWU C.I.) promotes the study of Chinese language and culture, supports Chinese teaching through instructional training and certification, and encourages increased research in the area of China studies. Named for the famed Chinese philosopher (551-479 B.C.), the Confucius Institute is one of 360 worldwide and the first in Washington, D.C. Additional information can be found at the following link: https://confucius.columbian.gwu.edu/.

The Global Initiatives Division, within the Confucius Institute of the Columbian College of Arts & Sciences (CCAS), is searching for a full-time Administrative Assistant. The Administrative Assistant position will provide the overall administrative support to the Executive Director of Global Initiatives.

Responsibilities include:

• Provides day-to-day administrative support to all personnel housed under the GWU C.I.

• Serves as the receptionist and the point of contact of the institute, schedules meetings, arranges for travels, orders supplies, pays invoices, and coordinates facilities maintenance for the program space, etc.

• Answers all general inquiries from the public and organizes visits and tours for parties who are interested in the program.

Drafts and conducts correspondences on behalf of the supervisor.

• Responsible for bookkeeping all revenues and expenses and creating and maintaining records as needed for events, confirming appointments, performing basic researches, and requesting reports from central development as needed.

• Works with the CCAS Technology and Marketing teams to develop and maintain the Confucius Institute website, designs and orders public information materials such as brochures, drafts press releases and any other materials to publicize all GWU C.I. activities within and outside of the University.

• Assists in troubleshooting and solving routine administrative or procedural problems with other departments, as assigned; helps with various publications.

• Aid in all general office-related tasks such as filing, typing, faxing, picking up and distributing mail, and ordering office supplies.

• Contact other University departments to request housekeeping and maintenance services; give or solicit operational information; arranges for meetings, conferences, and social events.

• Performs other related duties as assigned. The omission of specific duties does not preclude the supervisor from assigning duties that are logically related to the position.

Minimum Qualifications:

  High school diploma/GED, or equivalent combination of training and experience, is necessary plus 1.5 years of relevant experience.

Job Details:

Full-time/ 40hrs. per week 

Update #4: 我的期末演講（My end of semester speech)

Greetings all. Below is my final update about my time in Taipei. Thank you once again to the Sigur Center for their gracious support.

Enjoy!

Max Grossman, B.A. International Affairs and Geography 2017, 

Sigur Center 2015 Chinese Language Fellow, 

National Taiwan University, Taiwan.