In 2023, I became an international Chinese teacher volunteer at the Confucius Institute in Auckland, teaching at two primary schools in the capital city of Northland, Whangarei, New Zealand. Life in Whangarei is a quintessential small-town experience, described by Lens magazine as "everything within your reach." The weather is consistently sunny, with a sky adorned by long, pure-white clouds resembling snow-covered mountains. Post-rain, vivid rainbows often grace the sky, and the narrow landmass gives way to seemingly endless coastlines. Beaches are abundant, and lush temperate vegetation blankets the slopes. Everywhere, soft green grass carpets the ground.

My work and life in Whangarei mirror the climate and environment of this place – comfortable and tranquil. Simultaneously, they have sparked a continuous interest in diverse cultures, prompting me to continually explore, learn, and engage in cross-cultural communication in this new chapter of my life.

About work

In the primary school stage in New Zealand, emphasis is placed on a straightforward educational approach, devoid of regular homework and exams. The entirety of primary education revolves around teachers imparting knowledge and students absorbing it. According to the requirements of the primary school principal, the objective of Chinese language instruction is to integrate it into the school curriculum and educational content. The goal is to expose, acquaint, and provide students with an experiential understanding of the Chinese language and culture. The emphasis lies in the process of exposure, recognition, and experience, making it the most crucial aspect. Mastery of a certain level of Chinese language is considered relatively unimportant and is not a mandatory requirement.

Therefore, the primary focus in teaching Chinese to children at the primary school level is to seamlessly integrate it into the overall curriculum and educational system. Simultaneously, Chinese language teachers, as representatives and ambassadors of China, are encouraged to gradually assimilate into the teaching environment and campus culture of their respective schools.

Integration of Māori Culture

New Zealand is currently placing emphasis on incorporating Māori awareness into education, meaning a conscious effort to guide students in understanding Māori culture and spirituality during the teaching and learning process. This conscious approach extends to the teaching of other second languages, where Māori awareness is also integrated.

The city of Whangarei is steeped in rich Māori culture and spirit, with a strong emphasis on Māori culture in various aspects of society, including schools. Upon my enrollment, Hurupaki Primary School organized a significant Māori welcoming ceremony, where Prophet extended a warm welcome to me. In return, I introduced myself to the school's faculty and students in a manner reflective of Māori culture, including details about my hometown, family members, and other relevant information through the presentation of my Pepeha.

my Pepeha

In my Chinese language teaching, I also pay attention to incorporating Māori culture and awareness. How to integrate Māori cultural awareness into the teaching process is a significant factor influencing my teaching approach. Cultural comparison proves to be an extremely effective method. In Chinese language teaching, I achieve the integration of Māori cultural awareness by contrasting Māori culture with Chinese culture. Simultaneously, this approach naturally introduces and promotes Chinese culture in a manner familiar to the local New Zealand context—through Māori culture. This method provides a more seamless and organic way to teach the Chinese language while fostering an appreciation for both Māori and Chinese cultures.

Children Education

My teaching targets children aged 5-10, and although their cognitive maturity varies across different age groups, they generally fall within a certain range.

In terms of classroom management, I need to ensure basic discipline for the smooth progression of Chinese language teaching while allowing students sufficient freedom of activity. In New Zealand primary schools, students are allowed to move around freely in classrooms, and the level of discipline varies among teachers. Most students engage in free conversations during classes, leading to a noisy environment. To address this, I use a set of clear instructional cues to manage student activities. In the early stages of Chinese classes, I teach basic instructions in advance, such as clapping together or a loud slogan indicating "stop talking, maintain silence." Certain gestures may be designated as "talk to me," and so on. I believe that by maintaining discipline during teacher explanations and instructions, students can engage in free activities and conversations within certain constraints, allowing them to remain in a relaxed state and facilitating their learning of Chinese. Emphasizing discipline too much may lead to a lack of concentration, frequent distractions, and a perception of Chinese classes as boring for primary school students.

Demonstrate Pronunciation in Class

In terms of classroom teaching, I gradually familiarize myself with the psychological and learning characteristics of children, tailoring Chinese language instruction accordingly. Psychologically, primary school children are energetic and find it challenging to maintain a static state for an extended period. For instance, sitting still in a chair, repeating a word or phrase in a monotonous manner, or keeping their eyes fixed on one person can be difficult. Throughout the entire classroom teaching process, I vary my voice and posture frequently. For example, during explanations and questioning, I use intonation and gestures, maintaining exaggerated facial expressions that change with my voice. I move around, interact with students, and avoid a monotonous atmosphere. During pronunciation instruction, I don't simply have students repeat after me several times. Instead, I integrate short tasks, such as when teaching the word "猫" (cat), having students repeat it once, then picking up a pen to write down the Pinyin. After writing, they pronounce it, all students read it after writing, then quickly draw a simple picture related to the word. After finishing the drawing, they pronounce it again, and finally, all students read it together. This approach introduces variety, preventing repetitive boredom, and helps deepen students' impressions of the words by combining conscious and unconscious memorization. During practice, I frequently design activities that involve physical movement, allowing students to engage in movement.

Playtime with Children

In regular teaching activities, during lesson preparation, I collaborate with the class's primary teacher to understand what students have learned outside of Chinese to better align my teaching with other courses. This ensures that my teaching content is appropriate and well-connected with other subjects. Additionally, I involve the primary teacher in the management and interaction of the Chinese language class. During downtime from Chinese language teaching, I actively participate in the management and interaction of other courses, assisting teachers and students in other subjects. I help resolve student issues or conflicts, providing an alternative perspective that might be more appealing to students who may be tired of the primary teacher's approach. This way, I become an integral part of the school's educational system over time.

Chinese cooking

In one of the schools, Hurupaki (which means misty, like a volcanic collar), besides teaching Chinese, I am responsible for showcasing and teaching Chinese culture. During one semester, I taught the children about Chinese cooking. Together, we made and experienced some traditional Chinese dishes, including Kung Pao Chicken, Tomato and Egg Stir-fry, Fried Rice, Dumplings, Zongzi, Glutinous Rice Cake, Grilled Beef Skewers, and more.

During the cooking lessons, the children in the school had clear roles and actively participated. When sharing Chinese cuisine, they demonstrated humility and consideration, with older children willingly letting younger ones enjoy the food first. After receiving their portions, many children showed restraint by keeping a small portion of the Chinese dishes to share with their families at home, allowing them to experience authentic Chinese cuisine. The influence of Chinese cuisine further expanded to the entire community where the school is located. Parents of students, after tasting the Chinese meals brought home by their children, shared their experiences with friends and family. In my homestay in the community, I encountered a friend who mentioned tasting authentic Chinese cuisine made by the students. The taste was different from local Chinese restaurants and very delicious. Several friends I met locally also invited me to their homes to teach them how to cook Chinese dishes, further promoting Chinese cuisine within the local community.

About Life

During my time in Whangarei, I gradually immersed myself in and learned about the lifestyle and habits of New Zealanders and the locals, adapting to their styles in clothing, food, housing, and transportation. Whangarei boasts a beautiful natural environment with pleasant weather, and the locals have a fondness for outdoor activities, frequently visiting beaches, mountains, and engaging in hiking, among other pursuits. As someone who has always enjoyed outdoor activities, Whangarei was the perfect place for me. I often participated in various outdoor sports, explored different villages and areas in Northland, experienced diverse lifestyles, and engaged in conversations with different people.

Cuisine

In terms of cuisine, New Zealand tends to favor light and cold dishes, emphasizing fresh ingredients and a balanced nutritional profile. In my homestay, the hostess often had cold milk with dry cereal for breakfast, while lunch consisted of some high-calorie snacks, relatively simple. Dinner, on the other hand, was comparatively hearty, featuring a substantial amount of cooked meat and fresh vegetables. When it comes to drinking water, locals prefer cold or ice water, and the habit of drinking hot or warm water is not prevalent. Initially, I attempted to adopt the local eating habits, drinking cold water and consuming raw or cold food. However, due to my preference for Chinese cuisine, which is rich in flavor and intricately prepared, I often prepared my own lunch, making it more substantial. During lunchtime, when I brought out my lunch, other teachers would gather to see what I was eating. They often marveled at the richness and delicacy of Chinese cuisine. While eating, I would engage in conversations with other teachers, sharing various aspects of life.

Clothing

In terms of clothing habits, New Zealanders tend to be relatively casual, often wearing shorts, T-shirts, and flip-flops. Due to the frequent rain, strong winds, unpredictable weather, and a love for outdoor activities, New Zealanders commonly wear outdoor jackets. When I first arrived in New Zealand, I used to use an umbrella when it rained, while people around me would just get wet in the rain or wear waterproof jackets. Later, I gradually adapted and often wore a waterproof jacket to prevent both wind and rain.

Leisure

In terms of leisure activities, New Zealanders have a penchant for outdoor sports. With its beautiful natural scenery and abundant outdoor resources, activities like hiking, mountain climbing, cycling, camping, skiing, skateboarding, skydiving, and scuba diving are widely popular. New Zealand is renowned as a "hiking paradise," featuring world-class trails in several cities that attract many hikers. Green spaces and beaches are abundant, providing opportunities for camping at any time. Skateboarding facilities are also plentiful, with many young skateboarders gathering at skate parks on weekends.

When I first arrived in New Zealand, I tended to stay indoors due to unfamiliarity with the surroundings. However, my homestay family often encouraged me to participate in outdoor activities. After a few outings with them, I gradually became familiar with the outdoor scene and developed a fondness for activities like hiking, cycling, and mountain climbing. I also engage in an uncommon form of skateboarding known as freeskating. Each time I skate at the park, it attracts curious glances, and showcasing my skills often elicits admiration and approval, allowing people to see a Chinese presence in the street culture scene.

School-organized Camping in Russell

Socializing

In terms of social customs, New Zealanders adhere to a set of established social etiquette and often engage in common life topics. When New Zealanders meet, they typically greet each other with a "how are you" and may engage in small talk. Upon parting ways, it's common to say "Have a good day." During conversations, there is a strong emphasis on respecting others' privacy, and it is considered inappropriate to inquire about someone's personal life unless they voluntarily share it with you. The conversation topics revolve around various aspects of life, including weather, traffic, weekend activities, local news, and more.

Agriculture is a frequent topic of discussion, given New Zealand's well-developed agricultural sector. Many aspects of Kiwi life are related to farming. In the town of Whangarei, where I stayed in the Northland region, there are numerous farms and ranches, and a significant number of families are involved in agricultural activities. As I come from a farming background, I often engage in discussions about farming, and locals express admiration for my knowledge of agricultural practices.

Family is another common topic in conversations. Many Kiwi families have multiple children, and discussions often revolve around family members' situations. Given my large family background, I find common ground with them, and we often share stories about our respective families. These shared topics create a resonance between me and the locals, bridging the gap between our lives without us realizing it. As I gradually understand and communicate with the locals, I come to comprehend their lifestyle and slowly integrate into their daily lives.

Throughout my life and work in Whangarei, I have observed, reflected, and adjusted, gradually learning about the various ways of life and teaching methods in the local community and schools. I have adapted to the New Zealand lifestyle, slowly becoming a part of it, and in the process of integration, I have fulfilled my work responsibilities and mission.