Students at Mingus Union High School are receiving an Imperial-grade education thanks to Ni Fenfen, a Mandarin language instructor native to China’s Fujian province.
At home, Ni teaches English, but when the Bureau of Educational and Cultural Affairs of the U.S. Department of State offered her a position through the Teachers of Critical Languages Program she became one of 15 teachers brought to the U.S. from China for the 2015-16 school year.
Ni had never heard of Cottonwood. Though she had traveled in her home country, she had never been outside it. Going from urban Fujian to rural Cottonwood, she admitted, was a bit of a shock.
“You can never gauge the differences before you go,” Ni said, adding that she had never imagined Arizona as beautiful. Her assumption, like many people’s before her, was that it would be barren. But as her students’ awareness of Mandarin has grown, so too has Ni’s appreciation for Arizona.
The culture of the U.S. has also left its impression on her. Stateside for six months now, Ni’s travels outside the classroom have run the gamut of experience. Los Angeles, Las Vegas [where she laughingly admitted to have lost over $100], Washington, D.C. and New York City — each city has added to her awareness of what America is.
Los Angeles surprised her. In China, Ni said, city centers are the most visited and beautiful part of any city, but she found Los Angeles city center to be nearly deserted. “You only see the beauty on the outskirts,” she said. “It’s the exact opposite in China.”
More comparisons between the two nations can be made, of course. When it comes to the issue of choice, Ni said, “I love it here because it gives you a sense of freedom. You can do what you want.”
She added that when she explained how restrictive her own government and culture occasionally is, her students were “overwhelmed.” The simple act of dyeing one’s hair, for instance, is taken for granted by students in her classroom. The relative lack of pressure placed upon them academically can also be hard for her students to comprehend.
According to Ni, teachers, administrators and parents in the U.S. tend to equate the quality of instruction with student enjoyment and involvement. If children come home and report having fun and being engaged with the learning process, they are receiving a good education.
In contrast, Chinese teachers, administrators and parents tend to favor a lecture style with little involvement or input from students. The goal is generally to make sure that students know the material being presented. Memorization is a key aspect, and Ni said there is little debate over the correct answer.
“I really enjoy teaching here,” Ni said. “Things are open. In China, you have to pursue the final answer.”
She smiled and offered some sage advice: “If you work hard and don’t eat well, what’s the point?”
Ni encouraged U.S. citizens to visit China, saying that her perception is that Chinese people are friendly and open to communication, even when they do not speak English. Traveling and teaching has given her perspective on her own culture, and a growing appreciation of the differences the world offers.
