My own path to becoming a teacher wasn’t straightforward. I first started learning Chinese as an interest at university after I graduated. This led me to study in Taiwan and then China, while teaching English to children and young adults. In addition to learning about the language and culture I learnt a lot about myself and how I ‘fitted in’ in New Zealand (being of New Zealand Chinese descent).
After working in my profession for a couple of years, when I went back to university to complete my Diploma in Teaching, I initially thought that I would teach ESOL, but I didn’t have enough university credits and was convinced by my advisors to major in teaching Chinese. My passion to learn Chinese also became a passion to teach Chinese.
My first experience of teaching at a New Zealand school was at a low to mid-decile secondary school. There were many challenges at that time. Chinese was new, perceived as difficult for monolingual New Zealanders, it was unpopular, ill understood, unsupported and there were few resources. There were literacy and intrinsic motivation challenges not only with Chinese but in other mainstream subjects I taught. I took many opportunities to further educate myself in this environment and I haven’t really stopped since then.
One of the many memorable things I did when I was at my first school was to lead a teachers' trip to our sister school in Shanghai. I had taken two student trips earlier but after this trip I realised that teachers were the ones that could effect change. Their attitudes to China, Chinese education, and their Chinese students, including international students really changed.
After having children, I worked part time on the TPDL contract and also facilitated for the Confucius Institute University of Auckland. I believed more and more that quality teachers and teaching were key to student success and raising student outcomes.
I love learning myself and even after 20 years I continue to try out new resources and ideas in the classroom. I enjoy sharing and learning from others. For me education is about being a great listener, assisting and supporting others to inspire reflection, new ideas and growth.
Who or what pedagogy has influenced you in your career and why?
I have had the privilege of having some great teachers and mentors throughout my learning journey so far and a lot of those people have influenced what I believe and how I teach.
Of course, in recent years, TBLT has been a big influence in learning how to teach second languages more effectively and it has really taken off. Rod Ellis was one of my lecturers when I did my Masters and his lectures were fascinating. There is very little research done in this area in Chinese teaching, so I am very interested in how teachers are managing to integrate TBLT in their curriculum. Many of my experiences in recent years has been teaching of younger beginner learners so I am also influenced by pedagogy of language immersion and content-based learning.
Teaching Chinese as a foreign language is a relatively young field in New Zealand and especially compared to other more traditional European languages. I have tended to follow a lot of what Australian teachers and schools are doing in terms of their Chinese programmes. I have been lucky to study under the late Dr Jane Orton and Andrew Scrimgeour and I agree with their view that Chinese Language acquisition is poorly understood.
What experience do you bring to this job?
I have had over 20 years of experience in the education field: as a teacher, a learner, a Head of Languages, a literacy leader, and a facilitator, and have worked in both secondary, and primary schools. I have been a full-time teacher, a part time teacher and an itinerant specialist. I have been involved in a number of projects and contracts to do with languages and culture, have organised and facilitated a number of events, conferences and workshops, all of which I think have given me a well-rounded perspective of the challenges that language teachers face in the classroom.
What excites you most about this job and what do you hope to achieve during your time as a Facilitator for Tui Tuia | Learning Circle?
I am excited to be working with teachers again which I have missed; and in addition, I will be working with a collaborative team of professional colleagues. I am keen to not only share the knowledge and experience I have gained in my 20+ years, but also to continue to learn from others.
Written by Raewyn Ho, Facilitator, Tui Tuia | Learning Circle - Languages
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Haere Mai Raewyn Ho, Facilitor - Tui Tuia | Learning Circle
What interests you about education?
My own path to becoming a teacher wasn’t straightforward. I first started learning Chinese as an interest at university after I graduated. This led me to study in Taiwan and then China, while teaching English to children and young adults. In addition to learning about the language and culture I learnt a lot about myself and how I ‘fitted in’ in New Zealand (being of New Zealand Chinese descent).
After working in my profession for a couple of years, when I went back to university to complete my Diploma in Teaching, I initially thought that I would teach ESOL, but I didn’t have enough university credits and was convinced by my advisors to major in teaching Chinese. My passion to learn Chinese also became a passion to teach Chinese.
My first experience of teaching at a New Zealand school was at a low to mid-decile secondary school. There were many challenges at that time. Chinese was new, perceived as difficult for monolingual New Zealanders, it was unpopular, ill understood, unsupported and there were few resources. There were literacy and intrinsic motivation challenges not only with Chinese but in other mainstream subjects I taught. I took many opportunities to further educate myself in this environment and I haven’t really stopped since then.
One of the many memorable things I did when I was at my first school was to lead a teachers' trip to our sister school in Shanghai. I had taken two student trips earlier but after this trip I realised that teachers were the ones that could effect change. Their attitudes to China, Chinese education, and their Chinese students, including international students really changed.
After having children, I worked part time on the TPDL contract and also facilitated for the Confucius Institute University of Auckland. I believed more and more that quality teachers and teaching were key to student success and raising student outcomes.
I love learning myself and even after 20 years I continue to try out new resources and ideas in the classroom. I enjoy sharing and learning from others. For me education is about being a great listener, assisting and supporting others to inspire reflection, new ideas and growth.
Who or what pedagogy has influenced you in your career and why?
I have had the privilege of having some great teachers and mentors throughout my learning journey so far and a lot of those people have influenced what I believe and how I teach.
Of course, in recent years, TBLT has been a big influence in learning how to teach second languages more effectively and it has really taken off. Rod Ellis was one of my lecturers when I did my Masters and his lectures were fascinating. There is very little research done in this area in Chinese teaching, so I am very interested in how teachers are managing to integrate TBLT in their curriculum. Many of my experiences in recent years has been teaching of younger beginner learners so I am also influenced by pedagogy of language immersion and content-based learning.
Teaching Chinese as a foreign language is a relatively young field in New Zealand and especially compared to other more traditional European languages. I have tended to follow a lot of what Australian teachers and schools are doing in terms of their Chinese programmes. I have been lucky to study under the late Dr Jane Orton and Andrew Scrimgeour and I agree with their view that Chinese Language acquisition is poorly understood.
What experience do you bring to this job?
I have had over 20 years of experience in the education field: as a teacher, a learner, a Head of Languages, a literacy leader, and a facilitator, and have worked in both secondary, and primary schools. I have been a full-time teacher, a part time teacher and an itinerant specialist. I have been involved in a number of projects and contracts to do with languages and culture, have organised and facilitated a number of events, conferences and workshops, all of which I think have given me a well-rounded perspective of the challenges that language teachers face in the classroom.
What excites you most about this job and what do you hope to achieve during your time as a Facilitator for Tui Tuia | Learning Circle?
I am excited to be working with teachers again which I have missed; and in addition, I will be working with a collaborative team of professional colleagues. I am keen to not only share the knowledge and experience I have gained in my 20+ years, but also to continue to learn from others.
Written by Raewyn Ho, Facilitator, Tui Tuia | Learning Circle - Languages
