China/U.S. Curriculum Translation

*Should have had consistent schooling with minimal gaps in education

** Assuming English is at a Novice Mid to Novice High Level

China Education System

School Year : September to July | Compulsory Education: 1st – 9th | Graduation: 1st – 12th

China/U.S Grading Scale

Educational Facts

• Elementary-aged students are provided a nap time during the day.
• As a sign of respect, students will refer to their teachers as “teacher (and their last name)” or just “teacher”.
• Corporal punishment is an allowable punitive action for misbehaviors and failed academics.
• Students grades are publicly posted as an incentive for students to work harder.
• Students study upwards of 10 hours a day both in school and at home.
• Academic success is a Priority for families.
• The level of education of private schools is superior to public schools.

China Transition Supports

China Education Practice:

The Chinese believe that students learn best by memorizing information supplied through repetition and note-taking. Teachers, therefore, use a systematic approach to planning and delivering information-packed lessons to students who passively receive information. Focusing almost entirely on the teacher, this approach requires few classroom resources and allows for little to no student engagement (Marks 2020a).

U.S. Educator Implications:

Educators should recognize that students who come from an exclusively teacher-led learning environment may struggle with the transition to student-led work. Students from China may appear withdrawn and overly quiet or shy as they learn to comprehend their new learning environment where they have a more vocal and integral part. Additionally, tasks that involve imagination may be exceptionally difficult.

Strategies for Transition:

• Get to know your students by building positive relationships.
• Provide multicultural education where texts, values, beliefs, and perspectives represent people from different cultural backgrounds.
• Allow a reasonable amount of transition time.
• Understand that families may see your concern as a weakness of their child; therefore, be cognizant in the word choice that you use when needing to discuss issues that may be associated with transition. Consider a translator whenever possible to decrease miscommunication (Marks 2020a).
• Recognize that both the student and his or her family see the teacher as an authoritative figure; therefore, they may be hesitant to ask for help. Find opportunities to engage the student and the family in positive interactions (Marks 2020a).
• Communicate often. Every experience is a new one, and students and their families may not understand common U.S. practices like field trips, fundraisers, school dances, early-release days, school breaks, etc. (Marks 2020a).