Virtual-Doug

America: Help Describe It

I got an interesting email today.  It was from a former student and friend in Việt Nam who is finishing up her Master’s degree in English at the University of Huê.  She is also an English teacher at the College of Foreign Language.  Though she was in a class I taught, I remember Ngoc mainly for shepherding me though the process of getting a Vietnamese driver’s license.

(Be sure to click on her picture - you will be able to see a larger photo.)

And Ngoc has a new assignment:  create the curriculum for a new course titled “Issues in American Population and Economy.”   She asked for some input and ideas for this new course.

So – I sent her an email.  Some of the ideas I gave her (along with a few links I found through Google) included:
•    The diversity of the American population.  The Vietnamese have only a small minority of hill tribes who make up only 15% of the population, and they are seldom found in a city.  That means Vietnamese only know other Kinh people. (Kinh are ethnic Vietnamese.)  I pointed out that in many school districts in America, there are large numbers of students who don’t speak English as their native tongue.  Where I live in deep south Texas, 85% of the population speaks Spanish as their primary language. 
•    I pointed out that America has a low birth rate, as many developed countries do, but that lately, the birthrate is picking up as more recent immigrants continue their traditional pattern of having large families.
•    I encouraged her to look at past patterns of assimilation of immigrants into the American population.  As an example, I pointed out Betty Nguyen, an anchor reporter for CNN, speaks no Vietnamese and looks more European than Asian primarily due to her makeup and clothing.
•    On the economy, I asked her to have students examine the true nature of the American economy.  Is it truly “capitalist”, or has it been modified a bit to protect the average person and the poor?  It certainly isn’t socialist and it certainly is market-driven, but raw, unbridled capitalism does not exist in America.
•    I urged Ngoc to examine what a “growth economy” really is.  Besides the fact that such an economy is based on consumerism, are there good and bad aspects of a growth economy?  Is the American economy a “growth economy?”  Is the Vietnamese economy becoming a “growth economy?”

Okay – that seemed to be a good start, and I clicked the “Send” button.  Then it occurred to me that some readers might be able to help Ngoc put together a curriculum.  Okay folks – post your comments and let Ngoc know what your ideas would be for a course in issues of American population and the economy?

(Hint:  The World Trade Organization recently admitted Việt Nam – is there something in there about the American economy?”)

Goin’ Back

The time is getting short.  Next Thursday, April 5, we will both be on the way back to Việt Nam.  And yes – the MGB goes with me this time.  We both are truly looking forward to being back with friends and former students.  We’ll have a chance to see how much Huê has changed since we left.  We’ll be able to eat in familiar places.  We’ll stroll down by the river in the evening.

But, this will not be a vacation.  We’re going back with a group called MEDRIX.  I have mentioned MEDRIX before in this blog.  It is a small non-profit group that works in Central Việt Nam and focuses on two areas:  health education and safe water. 

The MGB will be working on a project she was doing last year at this time – she will be teaching an English medical terminology class to the physicians at the Huê Central Hospital.  She had a blast doing that last year, and is truly looking forward to doing it again this year.  She can combine the medical skills and knowledge of being an R. N. with the English teaching skills she acquired while we taught in Huê.

Me?  I’ll be doing basic unskilled labor with the safe water team.  I’m not exactly sure what that entails, but I know we will be out in the countryside checking on places where MEDRIX safe water treatment units have been put in service.

Yes – I’ll be dragging my camera equipment with me, and yes, I will be blogging.  But, I have been asked to be the “official blogger” for the whole team, so I may not post to this blog as much as I would otherwise.  Be sure to check out the MEDRIX April team blog.  I put a link to it on the left.

We’ll be busy getting ready between now and Thursday, but hopefully, I’ll have time for one more post before we leave.

Sharing

One of the regular commenters on this blog is Tom.  We’re about the same age, and we both share a passion for Việt Nam.  Tom is a professor of education at an American college, and he recently brought four students here to see “the real Việt Nam”.  I matched them up with a group of Vietnamese students – then turned them all loose.  The objective was for the Vietnamese to show off their country to the visitors – and to make friends.  My only admonition was that the Vietnamese could not show them any of the usual tourist stuff, but rather show them places and introduce them to people tourists never see.

I thought readers might enjoy this shot taken at the get-together dinner.  One American student ordered banh khoái (a crepe filled with bean sprouts and seafood covered with peanut sauce) and asked her new-found Vietnamese friend to show her how to use chopsticks.  The two of them cracked up laughing.  It was obvious these students bonded immediately.

The next day was spent riding motorbikes to a village outside Huê, swimming in the Perfume River, taking pictures of water buffalo, and generally having a great time.  I was happy to hear that the father of one of the Vietnamese students went along on the swim time – just to be sure everyone could swim. 

They ate at Huyên Anh (the best bún thịt nương in Huê), they wandered around the An Cựu market, they went atop Vọng Cảnh hill overlooking the river for a picnic, they shared experiences of being university students, visited an orphanage where they distributed food - - and maybe even developed a short “summer love.”   In the meantime, Tom met with various faculty members and officials in the hopes of developing a full-blown student exchange program in the future.

The best and brightest of Việt Nam and the United States.  You’re looking at the future of the two countries.  After seeing them, I know both countries are in good hands.

Chalk Dust

The class was over – and it was the very last class I would have with the group of 60 first year students – the same who invited me to their Christmas Party - and the class described in the post “Whazzit Like to Teach English in Việt Nam?”

As I have written repeatedly, the teaching profession is an honored one in Việt Nam, and I half-expected some small taken from the class – and they indeed presented me with a delightful card and a pottery knick-knack.  What came next was unexpected.

The class monitor sang a song to me in English. The song was “Chalk Dust.”  Then the entire class sang it in Vietnamese.  Here are the lyrics:

Chalk Dust

   When you're writing
   Chalk dust's falling.
   There are some grains
   Falling on the dais
   There are some grains
   Falling on your hair.

   I'd love this moment
   Your hair seems gray and gray,
   Grayer for chalk dust
   To give good lessons.

   When we are grown up
   How can we forget
   Long ago you taught us
   When we were still young.

I love these kids – I really do.

It’s a Wonderful Life

My brother (otherwise known as The Hoppy Mailman ) will not let a Christmas season go by without watching “It’s a Wonderful Life”.  This classic old film is about a man who does not know how much his life has impacted others.  The viewer learns that what we do affects many people.

But I doubt my brother would have ever thought that something he did would wind up in Việt Nam. 

My brother is one of The Last Great Romantics.  On his wedding day, he sang Clint Black’s “Something That We Do” to his bride.  Now, I’m not much of a country music fan, but I was impressed.  No – not impressed with my brother’s singing ability.   I was impressed with the lyrics of the song.

Awhile back, I used it in one of my speaking classes.  I made up a handout for the students with the lyrics – but with some of the words blank.   I play the song on my iPod with speakers, and they listen for the words that are blank.  It helps build listening skills and vocabulary.  The rhythm of singing helps people speak better too.  After singing it a few times, the students sing along enthusiastically (the Vietnamese love karaoke) .  We take a little time to discuss the meaning of the song and their new words, then sing it again. 

Then, the Mystery Guest Blogger used it with her students.  Same enthusiastic response. 

Vietnamese blogger , and regular visitor to our apartment, Le Bao Tuan liked it too – and posted the lyrics on his blog Sticky Rice.

Our fellow teacher heard it – and once she got past the nasal twang of country singing, she liked it.  Then she decided to use it.  She used it in the mock wedding.  Four Vietnamese girls sang “Something That We Do” as part of the music.

There you have it, Bro.  It’s a small world, and even though I would hate to have to paint it, this shows  you just never know where you influence will end.

Different Perspectives Redux

Note to the Gentle Readers of this Blog.  I am totally aware that some of the recent postings on this blog may be a bit boring to some – there are no homey pictures of Huê, nor any tidbits about food, friends, or travel.  But beginning with the posting on Desk Art , I’ve had input from folks involved in teaching here in Viet Nam.  This has been a stimulating and worthwhile exchange for me and for others interested in cross cultural work.  For those of you who have not been a part of the conversation, be sure to read the comments below each posting.

In the post Different Perspectives , my colleague Lam Anh made an excellent comment.  As always, he challenges my preconceptions and ideas with his well written thoughts.  I decided his comment was too good to be consigned to the comment section where few people would see it, so have made it a stand alone posting.  In his comment, Lam Anh hits many topics, not just classroom issues.

I look forward to more feedback from all of you.

Yes, you mentioned the blind men feeling the elephant, then why don’t we put our minds together so that we can see the whole elephant as it is? (Though I know that is really a big one.)

I am with you that students here are less active; they speak less and seem to participate less in class. I agree that many students have been in a non-interactive environment, especially at lower levels; and I don’t deny the fact that many classes here are basically lectures as opposed to an interactive environment. But a closer observation finds the same thing in other meetings also, not only in the class; not only in a foreign language but in the mother tongue as well. (I’m curious to know what HanoiMark saw at staff meetings? And what difference?) Obviously, there is something more than that; something culture-based that people can’t see at first sight and on the surface and a good teacher should investigate the issue to find out what is the proper way to do.

Certainly it isn’t because students are discouraged to ask questions by the teacher, at least in language classes. It is true that in the past, the English textbooks at high schools here were, for the most part, grammar-based and translation-based and some teachers did *lecture*. But today, English textbooks have put on a new face. Teaching materials partly determine teaching methods. I can’t imagine teaching those textbooks the other way… I wonder about the language teachers that Triet mentioned in Ho Chi Minh City. They can *lecture* a content-based/ dialogue-oriented textbook? And doesn’t the change in chair type at Hue College of Education that Doug mentioned mean something? Doesn’t the fact that the English Department used to divide the class into halves to make them smaller say something? (Not this year, for some reasons.) Certainly students are not discouraged to speak in English classes by the teacher.
Tu hit a good point of losing face. Yes, the Westerners focus on GUILT, the Easterners emphasize FACE. The Americans say they *agree by disagreement*, the Vietnamese think *silence means consent*, the Westerners *speak out their thoughts*, the Vietnamese *curl their tongues seven times before saying * (Americans may argue they do say *think twice* but the Vietnamese say *seven*.) If only you could see the *push-and-pull* in a Vietnamese student wanting to say something in class. That can’t be seen but just be felt; that can’t be examined from outside but from inside. Yes, we *learn by mistakes* but the notion of face plays a big part here in Vietnam.

The Vietnamese concept of modesty should be acknowledged, too. Have you ever noticed the fact that when you, as a teacher, asked a question in class, no one answered, but if you took nerve to call a certain name, very likely, he/she gave you a perfect answer? Didn’t you ask yourself why? Have you ever seen that the silent ones in class might talk more when you put them in small groups? Did you feel surprised and ask yourself how come? Have you ever questioned yourself why an individual in the class knew the answer very well but kept mute and urged his/her friend to say it out loud for him/her?

Of course, I’m not saying this to defend passive learning. I just take this opportunity to pose questions for debate and supply some food for thought. A single factor means nothing but they altogether count.

And…Once in my graduate class in Boston, a male student from (?), who is among the more silent in the class wrote in his journal that American teachers tend to judge students’ participation through what he/she says in class but they don’t know that people don’t say in class doesn’t necessarily mean people are not working. They are working in their minds!

A-ha!

Yes, that folk was and his response was eye-opening, at least to me…

Different Perspectives

In the recent post about Desk Art , my teaching colleague Lam Anh made a wonderful assessment of my observation about teaching English in Whazzit Like to Teach English in Việt Nam?

His observations and mine are quite different.  Lam Anh feels that most younger Vietnamese teachers use high levels of interaction whilst teaching, and my perception is that most students are not accustomed to having teachers interact with them – especially if they use questions as a teaching tool.

Possibly this is somewhat like the three blind men who encounter an elephant.  Each cannot see the whole elephant, so each describes the beast in terms of what he can feel.  One will tell you an elephant and is hard and smooth – because he felt the tusk.  Another will tell you elephants are rough and tall because he felt a leg.  The third will tell you elephants are rough-skinned, very flexible, and sinewy – and he felt the trunk.  All were correct, though their observations were incomplete.

I wonder what part of the elephant I didn’t see.  During a research trip a few years ago to small cities such as Phan Rang and Quy Nhon, I saw no questions asked at all – just pure lecture.  I also know that with my brand new first year students, they were extremely recalcitrant to talk to me for the first month or so.  When questioned, they just giggled nervously and refused to answer. (Note:  one of those students reads this blog, and she is the exception.)

Let me add this to my cordial debate with Lam Anh:  is it possible in my past observations, that I saw some of the older teachers he mentions, and that they also were not teaching at a more progressive school such as Đại Học Sư Phạm (Huê College of Pedagogy)?  Is it possible that Lam Anh is among the academic elite of Việt Nam who was taught by progressive teachers and mirrors their practices in his own teaching?

Another variable is that my first year students may have never had a foreign native speaking teacher before.  (I assume that is very likely – native speaking teachers are either at universities or teach at private schools in Hồ Chí Minh City or Hà Nội

Still another variable (which Lam Anh tacitly acknowledges) is that he is teaching foreign language skills, which demand interaction.  I wonder how many of the students’ other classes in history, chemistry, political science, or other topics are as interactive as language classes.

It’s a big elephant – and there is much more for me to learn.

Desk Art

Yeah, I know - - - I keep writing about how things are changing in Việt Nam.  But gimme a break – this is a just a fun observation..

When we first got here, all the desks in the classrooms were like this.  With big two-to-a-desk classrooms, it was hard to break classes into small groups for speaking practice, or role playing.  The desks were bulky and heavy, and most were not this nice.

But, beginning with the Fall 2005 semester, classrooms were changed over to foldable student desks that made it easy to quickly rearrange a room.  Nice change, eh?

However, I’ve found that there are some things common to all students to world over.  They get bored a create “desk art.”

It’s the same as you see in any school - - well, okay, maybe you won’t see Chinese characters on an Alabama school desk.

But there are lots of doodled flowers – and of course, romantic paeans to the student’s current love.

(Be sure to read the comments - some interesting observations have been made by Vietnamese.)

The Mock Wedding

I hope you have been following the mock wedding blog.  The "groom" arrived here in town the other day, and the actual festivites will be this coming Sunday.

Besides the obvious learning that has taken place for the students, and their learning of American customs, they have also been learning more about doing research via the internet.

Enjoy!

So – Whazzit Like to Teach English in Việt Nam?

First of all – teaching English is fun!

Language is expressed in different ways.  As native speakers, we write English, we speak English, we listen to English, and we read English.  Teaching a class can involve any one (or more) of those skills.  I’ve been very lucky in that I have been assigned to teach speaking, writing, and even an American Culture class.  (Yes – it is a requirement for English majors, as is British Culture.) 

Most English majors are girls.  (Before I get nasty comments from feminists, please be aware that one’s marital status determines whether you are a girl or woman in Việt Nam, not one’s age.)  All students have taken English in high school, and have passed very competitive university entrance exams before being admitted to the English department.  But – that does not necessarily mean they can speak or write English.  It means they have studied the grammar and syntax of English, but have not always learned how to speak the language.  That’s where native speaking English teachers come in.  We can help the students pronounce English correctly and teach the many idioms and nuances used in everyday English.  In other words, we teach them how to communicate in English, building on the skills they have already learned in high school.

As always, be sure to click on each picture to see a larger version.

I meet with my first year speaking class twice each week – 2 hours each time.  There are 60 students in the class.  That is not a typo – I have 60 students.  They are chatty and noisy and fun loving. When I first started with this group in the early fall, they were disconcerted by the fact that I often arrived in the classroom before they did.  Normally, the Vietnamese teachers arrive after the students, who stand up when the teacher enters the room.  But, as a typical American, I usually get to class a little early so I can have my material ready.  This class is used to me now, and don’t pay much attention when I enter, other than to politely say “Good afternoon, Teacher.”.

Vietnamese students have attended school in a culture long dominated by Confucian ideals.  That means the teacher is held in very high regard.  The teacher is an expert, and not to be questioned.  While it is nice to be highly respected, it also results in very passive students.  Students are used to being told what to learn, and interaction in the classroom is seldom done.  Usually, a teacher does not ask questions, and most certainly a student would not ask the teacher a question as that might impugn the teacher’s knowledge and cause him/her to loose face.

Because I am a westerner,  the school encourages me to use western teaching methodologies, which usually involve lot of interactivity.  I cannot be interactive in the classroom if the students are passive, so I have to get them up and moving.  Once we had exchanged “beginning of class pleasantries”, I had them count off by twos – then we walked down three flights of steps to the courtyard.  All the “Ones” lined up on the left, and all the “Twos” lined up on the right.  We did some role playing, with the “Ones” pretending to be British tourists looking for a good restaurant, and the “Twos” recommending a place and giving directions on how to get to the restaurant.

That got ‘em moving and talking.  Now they are ready to do some active learning, so I sent them back upstairs in new groups of four.  We had another exercise designed to do two things – to practice English among themselves, and to develop their own learning strategies.  Each group was to come up with some ideas for practicing English out of class.  After working for a few minutes,  a few students stand up and tell the rest of the class of his/her group’s ideas  Of course, I select the member of the group who will stand up and make the report, so that makes all of them work on the project.  This is a noisy time in the classroom (and I sometimes wonder if we are upsetting the surrounding classrooms as there is no air conditioning and the windows are open), but they are practicing normal conversation and increasing their vocabulary.

With 60 students, it is important the students get as much practice as possible.  The small groups are supposed to speak English, though I not so naïve as to believe they don’t lapse into Vietnamese when I’m not standing over them.  In this picture, students are pretending they are calling me on the telephone after they have learned I am sick.   The fun part is when I “talk” to one of them on the “phone”, and say something they do not expect.

Problem solving is an important part of learning.  I seldom give students a direct answer to questions, and often have some sort of puzzle for them to solve. 

And by the way – did I tell you I have the best students in Việt Nam?