My first international school experience in China has been nothing short of transformative, a humbling eye-opening adventure. When I anticipated challenges in adapting to a new culture, I never imagined how this experience would stretch my teaching skills in ways I hadn’t considered when in the UK. It has been both rewarding and challenging, often intertwined, pushing me to rethink what it means to connect with students.
The biggest surprise?
It wasn’t classroom behavior, curriculum politics or even cultural differences (though there were some!). Instead, it was something far more fundamental, communication. Simple instructions we take for granted like “pair up” or “swap books”, “can you lift up your whiteboard”, and “use a green pen” were met with confusion. I would repeat and do some non-verbal acrobatics to make points clear. At times you will see me stop mid-sentence or session thinking wait a minute why so many puzzled looks? I realized what I assumed is easy is not “universal”.
The day I realized my words were floating away:
In my early days of teaching science in UK schools, “clarity” had a formula: a concise explanation, a relatable real-life example, an experiment or a video and a good analogy. It worked. Students nodded, asked follow-up questions, and most importantly got it. But here’s the thing: I didn’t realize how much I relied on the language itself until I stood in front of my first classroom in China.
Picture this: I’d just delivered what I thought was a *masterclass* on atomic structure. I’d animated the nucleus using my kinder egg chocolate surprise and busy electrons zipping around the center. A visualizer and a few balls in hand. I used a model that always worked for me. Then silence. The look I’d come to dread: eyebrows furrowed, lips pressed tight, heads tilting slightly the universal “ting bu dong” face. Translation: “I don’t understand”. In that moment, it hit me: my beautifully crafted analogies weren’t just landing poorly. They were crashing into an invisible wall, the language barrier.
The Bilingual Lifeline
Let me be clear: I owe a debt to the bilingual Chinese teachers in my classroom. They were superheroes, swooping in to translate my conceptual thinking, analogies, simplify my rapid-fire questions, and bridge the gap between my British idioms and my students’ frames of reference. They are a crucial piece of the puzzle. No one knew what a kinder egg was, so I had to scrap that one.
But on days when they weren’t there and when even they struggled to understand? I’d watch my words evaporate. A 10-minute explanation would dissolve into 30 seconds of translated summary. My confidence wobbled.
Worse, I started doubting practices I once thought were the real deal. All those evidence-based strategies, dialogic teaching, scaffolding, dual coding, direct instructions, live modelling, I do, you do , we do – felt like tools for a world where teacher and student spoke the same literal language.
The Turning Point: Letting Go of how I used to teach
My teaching methods from the UK simply weren’t working here. I couldn’t just transfer my old lessons and expect the same results. It wasn’t fair to me or my students. So, I put on my thinking cap, embraced adaptation, and completely reshaped my approach. Here’s what I learned.
Planning with Precision: Every Word Matters
Lesson planning became far more nuanced. Instead of relying on quick explanations, I had to dissect each concept and ask:
– How can I make this easier for my students?
– What words can I use that they’ll understand?
– What materials will help them grasp this idea?
Words aren’t just isolated labels they carry meaning, connections, and context. I had to make those links obvious.
Pro Tip: Use AI as your brainstorming partner. Try prompts like:
“How can I explain [concept] to a 10-year-old?”*
“What concrete examples can I use to teach [topic]?”*
You’ll be amazed at the ideas you uncover. Then, act on them. Test different methods concept maps, building blocks, real-life demonstrations and refine based on what works.
Concrete Over Abstract: Show, Don’t Just Tell:
In the topic of materials, I taught the word ‘elastic’, I didn’t just define it, I handed out springs and rubber bands. Students stretched them, repeated key phrases (“stretch,” “change shape,” “flexible” and “reform”) and connected the words to real experience.
Why this works:
– ESL students may lack the background knowledge you infer when you are explaining abstract connections.
– A picture or lecture might work for native English speakers, but hands-on learning bridges the gap.
Assume nothing. If they don’t understand the language, they won’t grasp the concept no matter how clear you think you’re being. I would add that this is universal practice and is equally useful for native learners as well as ESL learners.
The Power of Translations
I now translate key words / concepts in my PowerPoints. Giving them access to their own bilingual dictionary. If you’re lucky enough to have a bilingual co-teacher (BCT), use them but don’t rely on them entirely.
My strategy:
– Upload PPT translated notes or Microsoft OneNote for student access.
– Provide reading materials with dual-language support. Often your PPT is sufficient.
Reading is a huge factor in language acquisition. By giving students translated resources, you empower them to review, revisit, and explore concepts independently.
Note: Be careful not to translate the whole document, focus on the key points!
Speaking & Writing: Repetition is Key
Language isn’t passive. Students need to use it constantly. It is highly advantageous to learn phrases, use phrases, repeat them and distribute this practice over the weeks and months.
How I do it:
– Repeat key phrases / words daily through dictation (both individually and as a group).
– Model full sentences before letting them try. Use a visualizer helps to see your thinking.
– Questioning should be used effectively and carefully to elucidate answers which require more than one word responses.
– Encourage writing in their own words (e.g., “How would you explain this?”).
Consistency is everything. The more they hear, say, and write words in context, the deeper their understanding becomes. Do not confuse this with copying, you are building an immersive environment.
Retrieval Practice (testing effect): Use It or Lose It
Memory fades without reinforcement. A dedicated time in the classroom is required to test them, you can administer this verbally, using mini white boards, spelling tests, but it must be regular and consistent.
How I embed retention:
– Daily mini-quizzes: (oral, whiteboard, spelling tests).
– Regular low-stakes testing to reinforce vocabulary.
– Habit-building: no negotiation, just practice.
– My own flash card system of testing.
ESL students thrive with structured, frequent recall. Make it routine.
Learn Their Language & Culture (Drop the Arrogance):
To my fellow Brits: We are not the center of the world. Our way isn’t the only way, and we have so much to learn from other cultures. Learning even basic Mandarin phrases builds rapport with colleagues and students. Students light up when they hear you try. It shows respect and curiosity. Understanding their cultural context helps you teach better and helps you build their trust. So give it a try…
What This Taught Me About “Universal” Teaching Strategies
I learned that “best practices” aren’t one-size-fits-all. They’re clay, not concrete. I learned to slow down not just in my speech, but in how I communicated. I relied more on showing than telling, using visual aids, gestures, and even quick doodles as essential tools. I came to appreciate the value of repetition, patience, and checking for understanding in ways that respected my students’ growing confidence. Above all, I learned to truly listen not only to their words, but to the courage behind each attempt to express an idea in a second (or even third) language.
Yes, dialogic teaching works but only if the dialogue is comprehensible. Analogies are powerful but only if they’re culturally resonant. And sometimes, the most research-backed method is the one you invent on the fly, armed with a whiteboard marker and a willingness to look a little silly.
Teaching ESL students forced me to rethink. But the rewards of seeing their confidence grow, their language skills sharpen, and their engagement deepen made every adjustment worth it. This experience has fundamentally reshaped my teaching philosophy. Teaching is no longer simply about conveying content, it’s about connecting worlds. Every confused expression became a reminder to lead with empathy, and every “lightbulb” moment reaffirmed that real progress comes from meeting learners exactly where they are.
For educators entering international classrooms: be ready to unlearn as much as you teach. The challenges may surprise you, but they will equip you with skills and stories that no training programme could ever fully prepare you for. Don’t abandon your training; adapt it. Listen more. Draw more. Let students teach you how they learn. And when you see the “ting bu dong” face, smile. It’s not a failure, it’s an invitation to try a new way. If you’re in a similar boat: Adapt. Experiment. Listen. Your students will thank you for it.
And to my students; thank you for showing me that communication is far more than language. It’s about persistence, humility, and the shared joy of working things out together.
Sohaib Qureshi MEd Transforming Practice