I’ve written previously about studying Mandarin Chinese as a complete beginner. I’d recommend the experience to any language teacher, but especially those who teach their L1, and/or whose previous language learning experiences have been of languages that are linguistically similar to their L1 (like mine were with French and Spanish). Studying a language with a different script, and which is not a Germanic or Romance language, continues to contribute so much to my own English teaching practice.

I’ve started to complement my use of Rocket Languages, Coursera, and other online resources with an HSK 1 coursebook.

Now that I’ve returned to China, I have no shortage of meaning-focused practice opportunities (i.e. if I can’t order my meal at a restaurant or manage the supermarket, I don’t eat!). I also have an abundance of authentic input, from posters and signage, to announcements on the bus or at the train station, to conversations all around me on the street. (Though much of it is more advanced than i+1 for me!)

The small victories, and being able to spot my progression in learning, are so sweet! When I was here in the Spring, I understood almost nothing, as I had only just started to learn some of the most basic vocabulary. But now, I will recognize a word or two, or even a full sentence, of the flow of Mandarin around me. The other day while visiting a tourist attraction, I was thrilled because I actually understood every word when an attendant asked me 你会说中文吗？(Do you speak Chinese?)! Of course, I had to answer 不太好 (Not well), but I actually understood! 🙂

There are definitely moments when I feel too shy or tired to interact, and am therefore grateful for the numerous bars, restaurants and cafes where you simply scan a QR code and do all your ordering and payment in an app, and they just bring the stuff to your table, with nary a word exchanged. Alipay even has a built-in translator, which makes it even easier to know what I’m actually ordering (and paying for!)

But more and more often I try to summon my courage for some linguistic risk-taking. It makes me think of the University of Ottawa’s linguistic risk-taking initiative. This project aims to promote linguistic risk-taking, defining a linguistic risk as “an authentic, every-day communication task that some language learners may shy away from and may need special encouragement to engage in”, for learners of English and/or French in Ottawa. The project includes a series of activities to promote linguistic risk-taking and by extension, language learning and confidence building outside the classroom. Learners can download an app and pick up paper or digital copies of a linguistic risk-taking passport, where they can keep track of the times they take linguistic risks.

I don’t have a linguistic risk-taking passport, but I do try to remind myself of that fun bump of confidence I feel when I successfully undertake a task in Mandarin, and use that to motivate me. I also describe it to my students at SDUFE, many of whom have yet to travel outside China and use English in a real-life setting.