WEBVTT 00:00:00.000 --> 00:00:15.920 I'm going to invite questions and comments from you. 00:00:15.920 --> 00:00:25.440 Thank you. Mr. Dong Hai has kind of shared with us the situation in Vietnam where the 00:00:25.440 --> 00:00:33.220 the subject teachers of science and math cannot teach in English. 00:00:34.180 --> 00:00:40.500 And of course, the teachers of English, people of English, cannot teach those things 00:00:40.500 --> 00:00:42.900 because they don't have knowledge of math and science to teach. 00:00:43.300 --> 00:00:48.640 That's the problem in Vietnam, and that's the problem when we introduce the Cambridge program 00:00:48.640 --> 00:00:50.720 into the public schools in Vietnam. 00:00:50.720 --> 00:01:06.540 I'd like to ask the panelists, I mean, Ms. Carrie and Ms. Dongton Lee, can you share with us your experience in Indonesia and in China? 00:01:07.040 --> 00:01:07.840 What happens there? 00:01:08.280 --> 00:01:15.620 Do your, I mean, the teachers of English, I mean, what kind of teachers, what nationalities do you have? 00:01:15.620 --> 00:01:21.640 I mean, your teachers, do they, the Chinese teachers, do they teach math and science and English? 00:01:22.060 --> 00:01:25.180 Do you train them or do you have to invite expats? 00:01:25.177 --> 00:01:32.177 teachers to your country to teach science and math and English. I hope that is clear. 00:01:32.177 --> 00:01:42.277 But for history, geography, psychology and history, the teaching only bound by 00:01:42.277 --> 00:01:49.877 expatriate staff. So because China, I think when we run the program back to seven or eight years time, 00:01:49.877 --> 00:01:53.597 it's very difficult to find a qualified bilingual teachers. 00:01:54.117 --> 00:01:58.137 But nowadays, because the English teaching in China improved quite a lot, 00:01:58.597 --> 00:02:02.537 which means many fresh graduates, that English level is quite good. 00:02:03.057 --> 00:02:05.397 So we did have, for instance, this year, 00:02:05.457 --> 00:02:08.997 we have a large number of applicants to our school for teaching positions. 00:02:09.497 --> 00:02:11.497 Normally, we do a demo lesson in English, 00:02:11.677 --> 00:02:14.277 so the English level for subject teachers, even math teachers, 00:02:14.857 --> 00:02:16.017 are relatively good. 00:02:16.017 --> 00:02:19.777 But it's a teaching pedagogy that needs to improve. 00:02:19.877 --> 00:02:26.877 further on. But normally through professional development and also by lesson observation, 00:02:26.877 --> 00:02:32.877 we do have expert staff to teach math as well. So every subject, we do have expert staff, 00:02:32.877 --> 00:02:37.877 but also have local staff for math and science and English. 00:02:37.877 --> 00:02:39.877 Thank you. 00:02:41.877 --> 00:02:50.357 We started out in a similar way in 1999, but almost immediately we brought, 00:02:50.355 --> 00:02:56.575 started to bring in national teachers and we used the foreign teachers, the international teachers, 00:02:56.775 --> 00:03:04.615 to help train the national staff. And we continue to do that. So we developed an in-house training 00:03:04.615 --> 00:03:13.415 program for national teachers. Now in 2013, it's a very, very strong group of individuals. We have 00:03:13.415 --> 00:03:15.995 probably 18 national staff. 00:03:16.855 --> 00:03:21.195 Nine of those, I believe, have recently been awarded the diploma 00:03:21.195 --> 00:03:24.395 for teachers trainers from Cambridge. 00:03:24.815 --> 00:03:29.555 They chose to take that qualification because they wanted to challenge themselves 00:03:29.555 --> 00:03:32.195 in areas of assessment and evaluation. 00:03:33.455 --> 00:03:36.875 Many of them had the opportunity to go teach elsewhere. 00:03:36.875 --> 00:03:43.195 They stay in India because they want to be part of developing education there. 00:03:43.415 --> 00:03:53.515 So their next move is to work with our director now in putting together a teacher training support unit, 00:03:53.875 --> 00:03:57.135 which they'll draw heavily on the Cambridge material. 00:03:58.155 --> 00:04:08.395 They work closely with the national officials in looking for overlap in curriculum, 00:04:08.995 --> 00:04:11.175 and they've gotten into curriculum planning. 00:04:11.175 --> 00:04:15.535 They again see it as an exciting time. 00:04:15.532 --> 00:04:19.532 in their country as you would in China or in... 00:04:19.532 --> 00:04:23.392 But as I said in my presentation, 00:04:23.632 --> 00:04:27.692 it all comes back to the teachers. And developing that motivation 00:04:27.692 --> 00:04:31.392 for them to believe that they're part of the local fabric 00:04:31.392 --> 00:04:34.412 and the future of their own education 00:04:34.412 --> 00:04:39.532 has really been key within our unit. And it's just 00:04:39.532 --> 00:04:43.412 taken off in the last four or five years. It's gotten really exciting for them. 00:04:45.532 --> 00:04:53.632 My school is not using bilingual, in fact, and we are using purely English. 00:04:54.952 --> 00:05:03.112 I just wonder, I would like to ask Carrie, for primary, probably the teacher might be able to cope with the content, 00:05:03.792 --> 00:05:06.752 but for secondary, are the teachers able to do that? 00:05:06.752 --> 00:05:11.852 I mean, because local teachers, I mean, local teachers who are really trained for English, 00:05:12.412 --> 00:05:17.212 but are they able to cope with the content of the lessons itself? 00:05:17.652 --> 00:05:23.892 Because purely, especially in Indonesia, you know, when we learn English, 00:05:24.132 --> 00:05:27.692 we don't really expose much to other subjects. 00:05:28.692 --> 00:05:33.492 So, yeah, are they competent enough to teach secondary for that? 00:05:33.492 --> 00:05:40.712 And then for Dr. Lee, how do you conduct this bilingual system? 00:05:40.710 --> 00:05:45.890 Those two teachers, are they both teaching at the same time, like translating the other 00:05:45.890 --> 00:05:46.890 teacher? 00:05:46.890 --> 00:05:50.470 Are the local teachers translating or are you conducting the lesson in English and this 00:05:50.470 --> 00:05:55.490 local teacher is just approaching those who are not able to cope with the English language 00:05:55.490 --> 00:05:56.950 in the learning? 00:05:56.950 --> 00:06:02.770 In terms of delivering high school content, it is challenging for them. 00:06:02.770 --> 00:06:07.010 Again, we took a very long time in planning. 00:06:07.010 --> 00:06:08.870 It was a slow development. 00:06:08.870 --> 00:06:13.630 We kept small classroom sizes to give the teachers time to develop their skills. 00:06:14.750 --> 00:06:17.770 They love what they're doing, so they tend to stay with the project, 00:06:17.770 --> 00:06:19.210 and they have over time. 00:06:19.390 --> 00:06:23.490 Our geography teacher has developed her sense of content, 00:06:23.850 --> 00:06:29.650 not only in the Indonesian curriculum, but as well as the international curriculum. 00:06:30.450 --> 00:06:34.270 Without sounding like, you know, I'm a Cambridge fan, 00:06:34.890 --> 00:06:36.650 it's because they have been helpful. 00:06:36.650 --> 00:06:43.650 They have a number of support, little books for teachers that our teachers have used that 00:06:43.650 --> 00:06:51.130 help them with the content, and then they work collaboratively amongst themselves. 00:06:51.130 --> 00:06:54.790 We manage to find the support that they need. 00:06:54.790 --> 00:06:59.930 Geography and history is a difficult subject to teach at the high school level. 00:06:59.930 --> 00:07:03.090 Math and science as well, but there seems to be a lot more support. 00:07:03.090 --> 00:07:05.890 History, nobody takes that seriously. 00:07:05.887 --> 00:07:07.507 And it's really tough. 00:07:07.727 --> 00:07:13.247 But we do at our school, and they've developed ways of supporting themselves, 00:07:14.027 --> 00:07:16.067 challenging themselves, they think critically. 00:07:16.447 --> 00:07:19.827 And again, if they're not sure, they use the Internet, 00:07:20.087 --> 00:07:25.627 and then they'll go to the teachers' meetings and decide whether or not to move forward on that. 00:07:28.427 --> 00:07:33.907 So the second question is about how this expatriate staff and local staff 00:07:33.907 --> 00:07:35.527 called Operatory Teaching Together. 00:07:36.227 --> 00:07:38.287 So the reasons we have local staff 00:07:38.287 --> 00:07:39.727 is not for the translation. 00:07:40.507 --> 00:07:42.087 It's not a teaching assistant. 00:07:42.807 --> 00:07:44.707 It's equally valued as a teacher. 00:07:45.327 --> 00:07:46.787 So the reason we have local staff 00:07:46.787 --> 00:07:48.047 in the schools like us 00:07:48.047 --> 00:07:51.787 is because the majority of our student body 00:07:51.787 --> 00:07:52.667 are Chinese. 00:07:53.187 --> 00:07:54.427 And Chinese students, I think, 00:07:54.507 --> 00:07:56.267 very much like the Vietnam students. 00:07:56.927 --> 00:07:58.507 They've been raised in a very different way. 00:07:59.087 --> 00:08:02.367 And if you use a totally westernized way 00:08:02.367 --> 00:08:03.667 to manage the student, 00:08:03.907 --> 00:08:08.707 think it's not appropriate and also we do have Chinese parents needs to be 00:08:08.707 --> 00:08:13.667 commuting with so the Chinese staff mainly what that task is mainly 00:08:13.667 --> 00:08:18.927 communicating with parents and also to the pastor care to the student and also 00:08:18.927 --> 00:08:24.067 in order to do two things well there must be a qualified teacher so all the 00:08:24.067 --> 00:08:30.887 teachers in our school local staff they are competent bilingual teachers yeah 00:08:31.065 --> 00:08:46.385 Teaching bilingual, because I missed the second part of my slide, currently we have like a one preparation year, an AS year, an AT year because it was at Cambridge school. 00:08:47.105 --> 00:08:59.165 So when the school, when the student finished the composer education in Chinese system, so many of them have a reasonable level of English to start with, but not very good. 00:08:59.165 --> 00:09:06.805 So in the first year, every subject, apart from history, psychology, like social art and design, 00:09:07.305 --> 00:09:10.205 is purely taught by expert staff. 00:09:10.665 --> 00:09:14.545 Many other subjects are taught by two subject teachers. 00:09:15.145 --> 00:09:21.465 The reasons being, we ask our local staff for the new student use bilingual language. 00:09:22.165 --> 00:09:23.905 All the presentations is English. 00:09:24.365 --> 00:09:26.305 Main language is in English. 00:09:26.305 --> 00:09:28.145 but if you want to explain certain 00:09:28.145 --> 00:09:30.065 concept, if the student have difficulty 00:09:30.065 --> 00:09:32.085 to understand, you can use Chinese 00:09:32.085 --> 00:09:34.105 as well. That's how we did in the 00:09:34.105 --> 00:09:36.385 first year, but the second year onwards 00:09:36.385 --> 00:09:37.965 was all English. 00:09:38.445 --> 00:09:38.545 Yeah. 00:09:40.945 --> 00:09:42.005 Just to add 00:09:42.005 --> 00:09:44.005 at our senior, at our secondary 00:09:44.005 --> 00:09:46.245 program, it's 00:09:46.245 --> 00:09:48.025 leveled. So we have 00:09:48.025 --> 00:09:50.105 students, some of the students that have come through 00:09:50.105 --> 00:09:52.085 primary are near native 00:09:52.085 --> 00:09:53.525 speakers and they're 00:09:53.525 --> 00:09:56.245 illiterate in 00:09:56.242 --> 00:09:58.502 both Indonesian and English. 00:09:58.502 --> 00:10:02.662 So it's creative planning in terms of curriculum, 00:10:03.282 --> 00:10:06.542 and that's where the project block gives them a lot of options. 00:10:07.482 --> 00:10:11.022 Equally, we have students that are coming into the program 00:10:11.022 --> 00:10:13.302 who are at beginner level English. 00:10:13.902 --> 00:10:17.522 Because our program is integrated with the national curriculum 00:10:17.522 --> 00:10:19.422 at the high school level, 00:10:19.702 --> 00:10:23.222 they can choose the language that they prefer. 00:10:23.222 --> 00:10:28.462 and the teachers are very well trained 00:10:28.462 --> 00:10:31.422 and they know what content language 00:10:31.422 --> 00:10:34.242 which registers they're supposed to be delivering. 00:10:34.802 --> 00:10:37.022 It's too complicated for one person. 00:10:37.162 --> 00:10:38.822 I really admire the work that they do 00:10:38.822 --> 00:10:41.142 and it's amazing to go into the classrooms 00:10:41.142 --> 00:10:42.622 and see them doing that. 00:10:43.102 --> 00:10:47.422 And they brainstorm with each other in their areas 00:10:47.422 --> 00:10:49.722 and it's a culture within the school. 00:10:49.722 --> 00:10:52.562 they want to speak 00:10:52.562 --> 00:10:53.662 bilingually 00:10:53.662 --> 00:10:56.642 the students want to be able to speak 00:10:56.642 --> 00:10:58.622 English as well as Bahasa 00:10:58.622 --> 00:11:00.902 and the teachers equally so 00:11:00.902 --> 00:11:03.062 and so 00:11:03.062 --> 00:11:03.682 it's 00:11:03.682 --> 00:11:06.722 that's sort of just where we've arrived at 00:11:06.722 --> 00:11:08.702 so instead of 00:11:08.702 --> 00:11:10.582 even saying we're immersion 00:11:10.582 --> 00:11:12.962 I don't know what to call us 00:11:12.962 --> 00:11:14.782 anymore it's bilingual 00:11:14.782 --> 00:11:16.262 it's really quite fascinating 00:11:16.262 --> 00:11:18.842 and they're doing really well on exams 00:11:18.842 --> 00:11:21.422 it's incredible. 00:11:21.419 --> 00:11:22.659 some of the exam results. 00:11:23.019 --> 00:11:25.299 So we're now going to extend the program. 00:11:25.499 --> 00:11:26.939 We've got a strong teacher base, 00:11:27.579 --> 00:11:29.639 so we're hoping that there's a snowball effect. 00:11:30.079 --> 00:11:31.959 We have a teacher training program, 00:11:32.319 --> 00:11:35.579 and the national teachers, our Indonesian teachers, 00:11:35.579 --> 00:11:38.559 are prepared to be able to deliver teacher training 00:11:38.559 --> 00:11:41.519 in both English and Bahasa. 00:11:42.479 --> 00:11:48.399 So that sort of, I hope, answers your question a little bit. 00:11:51.419 --> 00:11:58.299 Do you also encounter some problems? 00:11:58.679 --> 00:12:01.759 Like we did previously, we tried with our kids, 00:12:02.219 --> 00:12:05.619 and then they got confused because we are speaking in two languages, 00:12:05.919 --> 00:12:08.819 and then when we ask questions, 00:12:08.999 --> 00:12:13.079 they are sort of asked what language should I use to answer you, 00:12:13.419 --> 00:12:14.839 something like that. 00:12:15.219 --> 00:12:19.799 So it takes some time for them to digest the question first, 00:12:19.799 --> 00:12:22.759 and they try to translate in their mind 00:12:22.759 --> 00:12:25.679 and it takes time for them to do that. 00:12:26.399 --> 00:12:29.239 And you encounter that kind of problem as well. 00:12:29.659 --> 00:12:32.499 And then when we are speaking in both languages, 00:12:33.159 --> 00:12:35.859 we found that our kids also pick up 00:12:35.859 --> 00:12:40.139 these two languages in their sentences 00:12:40.139 --> 00:12:43.179 and it turns out that their language 00:12:43.179 --> 00:12:46.599 is also not grammatically 00:12:46.597 --> 00:12:54.437 correct and they are speaking in broken English actually broken English so how how would you uh 00:12:54.437 --> 00:13:01.557 I mean are you encountering the same kind of problem and how do you solve this yeah how do 00:13:01.557 --> 00:13:08.617 you make them I mean competent enough in the subjects but also competent in English it's it's 00:13:08.617 --> 00:13:15.457 planning it's I can't I can't say that word enough it's planning and getting all of the teachers and 00:13:15.457 --> 00:13:21.577 the school involved. It's a whole school plan. We have particular, Canada's been really good at 00:13:21.577 --> 00:13:30.337 putting together language documents that we use. We use electronic data collection for the teachers. 00:13:30.797 --> 00:13:34.797 Teachers have to learn how to do that way so we can track learning. 00:13:37.097 --> 00:13:42.317 They brainstorm. They come in collectively as a group and they pull from the documents 00:13:42.317 --> 00:13:47.037 what grammatical structures the students need to know for this particular level. 00:13:47.997 --> 00:13:54.497 They need to know what phrases they need for particular content areas. 00:13:55.877 --> 00:13:59.777 And we make sure we check that through the project blocks 00:13:59.777 --> 00:14:03.277 so they'll decide each semester what project they're going to do, 00:14:03.577 --> 00:14:07.237 what the language requirements are, what the content requirements are. 00:14:08.377 --> 00:14:11.777 And then they jot it down, they... 00:14:11.774 --> 00:14:18.134 give us the challenge of finding the material for them, okay, and we get the material going, 00:14:18.394 --> 00:14:23.674 and then they'll do that, but it's through the planning of that and giving the students, 00:14:24.014 --> 00:14:28.514 some students are ready to do more talking in English, some of them are still preferring 00:14:28.514 --> 00:14:35.714 Bahasa, and the teacher is just their one-on-one aware of that and work with the students to 00:14:35.714 --> 00:14:38.414 pull them forward linguistically. 00:14:38.414 --> 00:14:45.414 Whether it's in Bahasa, sometimes they need to develop the Bahasa more English. 00:14:45.414 --> 00:14:53.414 Training. 00:14:53.414 --> 00:14:58.414 Okay. I have a question from Mr. Hải. 00:14:58.414 --> 00:15:08.634 So you say that the teachers will attend the courses in your center for nine months, right? 00:15:09.694 --> 00:15:12.774 What about their level of English? 00:15:12.914 --> 00:15:16.514 Do you think that after nine months and attending three courses, 00:15:16.734 --> 00:15:21.254 the English is good enough to deliver math and sciences and English? 00:15:21.254 --> 00:15:27.794 And how are you going to assess their level of English by the end of the course? 00:15:28.414 --> 00:15:36.954 And how successful have you been with the courses? 00:15:36.952 --> 00:15:46.712 Okay, for the current courses at NSET, our requirement for incoming teachers is equivalent 00:15:46.712 --> 00:15:52.532 to level B of the national certificate. 00:15:52.532 --> 00:16:00.092 We don't put a high standard for teachers coming to our classes, but instead we put 00:16:00.092 --> 00:16:04.032 a high requirement for them to leave the course. 00:16:04.032 --> 00:16:07.512 Everyone who wants to take the courses can take the course. 00:16:07.512 --> 00:16:15.932 But we have very strict policy for getting a certificate. 00:16:15.932 --> 00:16:20.672 We divide the courses into three levels, like level A for three months, then level B, and 00:16:20.672 --> 00:16:23.592 then level C, each for three months. 00:16:23.592 --> 00:16:28.232 And in each level, we have a midterm exam and a final exam. 00:16:28.232 --> 00:16:35.732 In each exam, the learner has to take a written exam as well as a speaking session and a teaching session. 00:16:36.592 --> 00:16:43.492 So we assess their written skills, speaking skills, and lesson planning skills, teaching skills also. 00:16:44.772 --> 00:16:51.132 So we ask them to spend time working on their homework at home. 00:16:51.132 --> 00:16:55.472 But the fact is because they were very busy with their school work, 00:16:56.212 --> 00:16:59.632 they usually do not do homework before coming to class, 00:16:59.952 --> 00:17:02.132 and that affects the quality of the courses a lot. 00:17:02.129 --> 00:17:15.349 The total hours of the courses is more than 200 hours of coursework and we require them to spend the same amount of time outside of the class. 00:17:15.709 --> 00:17:20.489 But in fact, they don't because they are very busy with their regular coursework. 00:17:21.369 --> 00:17:28.949 So, so far we have trained for more than 100 teachers of math, physics and chemistry and biology. 00:17:28.949 --> 00:17:32.849 and we have graduated for eight teachers in physics 00:17:32.849 --> 00:17:37.889 and among them, about three or four teachers are very good 00:17:37.889 --> 00:17:43.329 and can go directly to high school to provide lectures in English. 00:17:43.329 --> 00:17:49.629 But the other four still get the certificates but at a lower level. 00:17:50.249 --> 00:17:53.249 I mean, they can attend workshops like this, 00:17:53.309 --> 00:17:54.929 they can understand what we're discussing, 00:17:54.929 --> 00:17:57.149 but to give a lecture they have to 00:17:57.149 --> 00:17:59.629 study more to improve 00:17:59.629 --> 00:18:00.349 their skills. 00:18:02.269 --> 00:18:03.309 So, excuse me. 00:18:03.409 --> 00:18:05.589 So I was wondering how you managed to ensure 00:18:05.589 --> 00:18:07.309 that both the languages 00:18:07.309 --> 00:18:09.029 have equal worth and are given 00:18:09.029 --> 00:18:10.969 equal value within your institution. 00:18:11.709 --> 00:18:13.869 Just thinking about what Dr. Nguyen 00:18:13.869 --> 00:18:15.729 said earlier about how some 00:18:15.729 --> 00:18:17.349 Vietnamese teachers 00:18:17.349 --> 00:18:19.629 probably quite rightly 00:18:19.629 --> 00:18:21.689 feel it's an imposition in that 00:18:21.689 --> 00:18:23.329 they may have to learn 00:18:23.329 --> 00:18:27.309 English, they may be very experienced Vietnamese teachers and very quite 00:18:27.307 --> 00:18:33.047 qualified. So I suppose my question revolves around power relations in the sense that the 00:18:33.047 --> 00:18:38.227 global dominance of England is often then reflected in international schools. So firstly, 00:18:38.427 --> 00:18:44.167 how the two languages give an equal value. And secondly, as the students progress through 00:18:44.167 --> 00:18:50.027 their education, what kind of room can be given within the curriculum to allow them to evaluate 00:18:50.027 --> 00:18:56.947 or critique the role that English is playing within their own lives and also globally and 00:18:56.947 --> 00:18:59.127 why is it that they're becoming bilingual? 00:18:59.827 --> 00:19:02.027 And because predominantly what we're talking about 00:19:02.027 --> 00:19:05.307 is becoming bilingual in a language plus English. 00:19:06.327 --> 00:19:08.027 So I was just wondering within your institutions 00:19:08.027 --> 00:19:09.727 how you're able to deal with those issues 00:19:09.727 --> 00:19:11.287 or if you think they're issues at all. 00:19:11.827 --> 00:19:12.087 Thank you. 00:19:12.847 --> 00:19:15.187 In the situation, every organization is different. 00:19:15.867 --> 00:19:18.867 So for instance, in the schools like us in China, 00:19:19.427 --> 00:19:22.087 so all the students actually before they attend our school, 00:19:22.527 --> 00:19:24.207 they've been taught in Chinese alone, 00:19:24.207 --> 00:19:25.687 Chinese language alone. 00:19:25.687 --> 00:19:34.287 So the Chinese, the native language, is good enough for them to study, to have a life in China, to work in China. 00:19:34.927 --> 00:19:40.107 But this period of time with our school, our Cambridge school, three or four years' time. 00:19:40.647 --> 00:19:44.567 So the priority task is to improve their English. 00:19:44.747 --> 00:19:46.167 So the English is not good enough. 00:19:46.787 --> 00:19:52.487 So which means that every time I think English is very important and your English never be good enough in our school. 00:19:52.484 --> 00:19:58.384 school doesn't mean Chinese is not important. It's just for this period of time, you should emphasize 00:19:58.384 --> 00:20:07.264 on English learning. Yeah. We have had to address that straight on. I was in Egypt before I went to 00:20:07.264 --> 00:20:16.324 Indonesia, and in Egypt in early 2000, there were some cultural issues. Indonesia is a different 00:20:16.324 --> 00:20:24.264 experience for me. They're newer in their development and things have changed and presenting 00:20:24.264 --> 00:20:33.944 language in the classroom is important. And utilizing as much as possible a national staff 00:20:33.944 --> 00:20:41.504 and developing the staff in English themselves is much more effective at making sure that 00:20:41.504 --> 00:20:54.104 you're not creating issues that you shouldn't have to be involved in. 00:20:54.844 --> 00:20:56.424 Let me clarify that just a little bit. 00:21:00.004 --> 00:21:05.884 The Indonesian teachers in our school, they're developing what they call Indonesian English. 00:21:06.684 --> 00:21:08.284 And it's their cultural English. 00:21:08.664 --> 00:21:10.644 And they don't see English as English. 00:21:10.644 --> 00:21:12.644 they see it as an international language. 00:21:13.524 --> 00:21:15.044 So they're learning the language 00:21:15.044 --> 00:21:16.864 not necessarily to learn English 00:21:16.864 --> 00:21:17.664 but to be 00:21:17.661 --> 00:21:24.901 able to be part of a global situation and they see themselves as global citizens. 00:21:25.861 --> 00:21:31.521 So though we use the term English, we don't use it in the same way. 00:21:32.021 --> 00:21:34.341 And we really encourage their own dialect. 00:21:34.921 --> 00:21:40.901 And that's one of the nice things about developing the national staff as English teachers and 00:21:40.901 --> 00:21:44.921 then again as content teachers because they do have their own dialect. 00:21:44.921 --> 00:21:48.101 My husband's from England, and he speaks English, 00:21:48.701 --> 00:21:51.461 but I don't understand what he says a lot of times. 00:21:52.021 --> 00:21:55.461 And we can go to England, and we can go to Canada, and we can go to America, 00:21:55.801 --> 00:21:58.881 and there's this different flavor of English. 00:21:59.421 --> 00:22:03.501 And one of the really lovely things for me to experience, 00:22:03.641 --> 00:22:06.841 different than what was going on in Egypt, is in Indonesia, 00:22:07.421 --> 00:22:10.221 they have their own Indonesian dialect. 00:22:10.221 --> 00:22:15.221 So it is something that, you know, they're really looking into recently. 00:22:15.221 --> 00:22:21.221 I read as much on it as possible to make sure that we're not teaching them English, 00:22:21.221 --> 00:22:23.221 but more a global language. 00:22:23.221 --> 00:22:31.221 Do you mean to make the students be aware of English? 00:22:31.221 --> 00:22:33.221 Yes, language aware. 00:22:33.221 --> 00:22:42.841 Well, actually, in Vietnam, most of the students now are aware of learning English 00:22:42.839 --> 00:22:44.579 as an international language. 00:22:44.579 --> 00:22:47.139 As I say, English now is not just the language 00:22:47.139 --> 00:22:51.119 of the country of England, but international language. 00:22:51.119 --> 00:22:54.439 So most of the students are aware of that. 00:22:54.439 --> 00:22:57.879 But besides that, I think there's a large percentage 00:22:57.879 --> 00:23:01.639 of students who are not liking to study English. 00:23:01.639 --> 00:23:03.819 And I'm currently teaching in high school, 00:23:03.819 --> 00:23:06.599 and there's an interesting thing is that the students 00:23:06.599 --> 00:23:10.719 in this high school that I'm teaching are not interested 00:23:10.719 --> 00:23:13.759 in learning English from the English teacher. 00:23:13.759 --> 00:23:17.719 But they always ask me to teach them physics in English. 00:23:17.719 --> 00:23:21.359 Because I think there's some problem 00:23:21.359 --> 00:23:25.639 with the English curriculum in Vietnam high schools. 00:23:25.639 --> 00:23:30.639 It seems more like teaching them to be a linguistic 00:23:30.879 --> 00:23:33.879 rather than a user of English. 00:23:33.879 --> 00:23:37.279 So that makes them feel bored of English. 00:23:37.279 --> 00:23:39.799 But they want to learn English 00:23:39.799 --> 00:23:43.039 that they can use to talk with their friends, to talk with, 00:23:43.039 --> 00:23:45.299 to listen to radio things. 00:23:50.219 --> 00:23:51.219 Thank you. 00:23:51.219 --> 00:23:55.639 I have one final challenge to each of our three panelists, 00:23:55.639 --> 00:23:59.759 which is to respond to a question that Peter raised this morning, 00:23:59.759 --> 00:24:03.359 where he said that speaking with teachers worldwide, 00:24:03.359 --> 00:24:07.079 they all told him it's a lot of work to do bilingual education, 00:24:07.079 --> 00:24:08.019 and he responded by saying, 00:24:08.016 --> 00:24:09.856 saying, well, why bother? 00:24:09.856 --> 00:24:13.876 So I'm going to ask this question to each of you. 00:24:13.876 --> 00:24:14.876 Why bother? 00:24:14.876 --> 00:24:17.176 And I hope that perhaps, and this is my challenge, 00:24:17.176 --> 00:24:20.776 you can come up with a one-sentence answer 00:24:20.776 --> 00:24:24.616 to the question, why bother with bilingual education? 00:24:28.616 --> 00:24:31.136 Why do you go to the trouble 00:24:31.136 --> 00:24:33.656 of implementing bilingual education? 00:24:33.656 --> 00:24:34.896 Is it worth it? 00:24:34.896 --> 00:24:35.736 Why? 00:24:38.016 --> 00:24:53.136 Since as a Cambridge school, I think we have to because we have no other choices to use 00:24:53.136 --> 00:24:59.136 that Chinese language teaching A-level otherwise our students won't pass A-level exam. 00:24:59.136 --> 00:25:00.136 Well, apparently. 00:25:00.136 --> 00:25:07.136 I think the good thing is like I mentioned since I think the situation in Vietnam is 00:25:07.136 --> 00:25:12.476 is very similar to the situations in China back to four or five years ago. 00:25:12.476 --> 00:25:16.236 We set up the, because it's the first Cambridge center in Shanghai. 00:25:16.236 --> 00:25:18.856 Even Shanghai is a very international city. 00:25:18.856 --> 00:25:22.396 The first one actually is at the end of 2005, 00:25:22.396 --> 00:25:26.016 it's just about seven to eight years back then. 00:25:26.016 --> 00:25:28.996 And at that time, the parents are very, 00:25:28.996 --> 00:25:33.196 very reluctant to send the daughter of son to the schools like us. 00:25:33.194 --> 00:25:41.494 because they do not trust the school like our school can give their son or daughter a better education later on. 00:25:41.494 --> 00:25:44.174 They don't trust this kind of program very much. 00:25:44.774 --> 00:25:51.294 But now, as several years passed, the son or daughter, they can get through A-level, 00:25:51.734 --> 00:25:56.014 they can get a much better university than they could get in the local Chinese school. 00:25:56.634 --> 00:26:02.914 So, which means, gradually, the Cambridge schools in China nowadays is very popular. 00:26:03.194 --> 00:26:09.294 So I can see all the students attend Cambridge International School, 00:26:09.434 --> 00:26:13.454 also a majority of the students attend Cambridge International School. 00:26:14.054 --> 00:26:21.054 They can attend a much better universities than they would do in the local curriculum. 00:26:21.654 --> 00:26:26.394 So that's why there's a need for the bilingual education in China at the moment. 00:26:26.394 --> 00:26:35.894 I think for myself, I start with the opposite of bilingualism, which is monolingualism. 00:26:37.214 --> 00:26:43.894 And in a world that's become so small, that would be very boring. 00:26:45.394 --> 00:26:51.294 So the thing with bilingualism, and why stop with bilingualism, multilingualism, 00:26:51.294 --> 00:26:58.374 I think it respects the heart and the core, the soul of the people who are involved. 00:26:58.371 --> 00:27:04.111 in the development, that's been our experience in Indonesia. 00:27:05.811 --> 00:27:09.331 Language is attached to our culture and vice versa, 00:27:09.651 --> 00:27:13.751 so I think it just gives people an opportunity 00:27:13.751 --> 00:27:17.411 to experience the whole world and yet maintain who they are. 00:27:22.451 --> 00:27:25.511 Well, I think all of you are here 00:27:25.511 --> 00:27:28.291 for the bilingual education seminar, 00:27:28.291 --> 00:27:32.491 so I guess each of you have the answer 00:27:32.491 --> 00:27:35.131 why bilingual education is important. 00:27:35.731 --> 00:27:40.531 But for me, I can say that when we mention bilingual education 00:27:40.531 --> 00:27:43.531 and specifically when we talk about the Cambridge curriculum, 00:27:43.711 --> 00:27:46.331 we are talking about learning in English 00:27:46.331 --> 00:27:47.931 and why English is important. 00:27:48.731 --> 00:27:53.731 This is a very obvious question. 00:27:53.731 --> 00:27:59.671 nowadays English is international language and as Kerry said the world 00:27:59.671 --> 00:28:07.971 becomes smaller and smaller and students have to go beyond their country to work 00:28:07.971 --> 00:28:15.131 to study and to see the world so to prepare them not only just a scientific knowledge 00:28:15.131 --> 00:28:23.551 but also the the language and cultural knowledge is very important I myself have seen a 00:28:23.549 --> 00:28:30.949 situation last summer there was a Vietnamese high school student who had 00:28:30.949 --> 00:28:37.469 traveled abroad to study and then came back to visit his family last summer and 00:28:37.469 --> 00:28:43.709 during that during his eight-week visit to Vietnam his mother came to find me 00:28:43.709 --> 00:28:51.069 and asked me to teach them a very intensive course on English for sciences 00:28:51.069 --> 00:28:58.069 because he didn't understand what his professors in America were talking about. 00:28:58.069 --> 00:29:06.069 So he entered university and then he recognized that his English was not good enough to study in that environment. 00:29:06.069 --> 00:29:11.069 So he ran back to Vietnam and looked for teachers who could train him with that. 00:29:11.069 --> 00:29:20.069 So I think learning English is not just learning a language, but it is a tool to access the knowledge of the world. 00:29:21.069 --> 00:29:27.309 Before we come to the concluding remarks, I would like you to join me in a round of applause 00:29:27.309 --> 00:29:29.069 and thank you to our panelists.