‘Chinese students have plenty to say – when the conditions are right’

Chinese students’ silence in English-speaking classrooms is often misinterpreted as shyness or lack of language proficiency. But “Chinese students” is not a homogeneous group; regional and ethnic diversity influence personal characteristics, aspirations and academic knowledge, and therefore their classroom engagement.

This became clear to us during a study conducted with Chinese MA students, which gave us insights into how to improve intercultural understanding in multilingual classrooms. Here, we offer advice on empowering these students to contribute to academic discussions. 

Is it shyness or unfamiliarity with the new learning environment? 

Most of the students we spoke to explained that confusion around the cultural differences between Chinese and British learning environments impacted their participation. For example, many Chinese students prefer to remain silent for cultural reasons. In Chinese classrooms, listening quietly signals respect to teachers as knowledgeable authority figures, but also to classmates who benefit from a focused learning environment. 

By contrast, discussion-oriented pedagogies favoured in UK institutions for their ability to foster critical thinking and student agency are challenging for Chinese students. Unfamiliarity with modes of learning can result in feelings of anxiety, self-consciousness and hesitation. As one student shared, “It’s not because I don’t want to talk or I don’t know the answer. I’m just not sure if it’s OK to [share my ideas] and I don’t want to look stupid or weird.”

• Collection: English as a second language in higher education
• Build rapport to encourage Chinese students to speak up
• Give everyone a chance to speak in class

‘I just need a bit more time’

Learning in a second language involves an ongoing cognitive negotiation between two languages, and the process of code-switching and confirming understanding can delay students’ verbal responses. 

One strategy that has worked for us is to email students before class with details of the task they will have to complete, and to ask whether anyone would like to volunteer to lead discussions about it during class. 

Another method is to allow students to speak Chinese in group discussions. While the practice of switching between languages, or translanguaging, may be challenging to navigate for teachers who do not speak Chinese, certain activities work well in this context, and letting Chinese students speak to each other in their native tongue fosters peer support and increases efficiency.

Alternatively, you could ask Chinese students for a culturally sensitive and appropriate way to support them to contribute, to allow them to learn on their terms.

Learn from your Chinese students

Budget permitting, meet-ups with Chinese students (with tea and biscuits) can encourage discussion. While these would mainly involve Chinese students and teaching staff, you could open them up to all students to foster greater understanding of Chinese students’ educational cultural backgrounds. 

A good time for a first meeting is the end of the first semester, once everyone has had a chance to settle into the course. At this point, students will be more likely to have questions or suggestions that the teacher can address in time for the next semester. 

You can base discussions around keywords such as “engagement” to gain an understanding of how culture has influenced attitudes to learning. We found that Chinese students were more than happy to speak about this and others – such as critical thinking – at length. These kinds of discussions also pave the way for students to get involved in activities beyond the classroom, such as research and conferences.

For those who prefer to share their views more anonymously, consider setting up a blog that students can submit articles to. Use prompts such as “student engagement from a Chinese perspective” to encourage students to share their thoughts. However small, any contribution to the discussion will help students to feel heard. Such activities offer Chinese students a chance to take the lead. And many will take it when they feel that the “coast is clear”.

When we develop a more nuanced understanding of Chinese students and adopt practical solutions that can help address cultural misinterpretations, we create an environment ripe for participation. A safe space signals to students that their views are respected. 

Chinese students have plenty to say – when the conditions are right.

Rui He is a senior lecturer in education at the University of Manchester. Alex Baratta is a reader in language and education at the University of Manchester.

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