My approach to Chinese language instruction is grounded in the belief that language learning transcends mere linguistic competence, it is a gateway to cultural understanding, critical thinking, and global citizenship. Through years of teaching across diverse educational contexts, I have developed a pedagogical philosophy that creates meaningful and transformative learning experiences for students.

Authenticity drives my commitment to creating warm, approachable learning environments where students encounter authentic Chinese language and culture. I believe in building genuine connections with my students, fostering a classroom atmosphere where they feel comfortable making mistakes and taking risks with the language.
 
My teaching emphasizes the use of authentic materials that expose students to Chinese as it is actually used by native speakers in daily life. While I incorporate cultural elements such as traditional music and cultural practices, my primary focus is on helping students navigate authentic linguistic contexts with confidence.
 
I believe that students learn most effectively when they can connect personally with the material and feel supported in their learning journey. This approach creates an environment where language learning feels natural, relevant, and achievable, encouraging students to engage actively with both the language and the cultural contexts that give it meaning.
 

Inclusivity reflects my dedication to creating learning environments where students from all backgrounds feel valued, respected, and empowered to succeed. I recognize and celebrate linguistic and cultural diversity as valuable classroom assets rather than obstacles to overcome.
 
I am particularly mindful of cross-cultural communication styles and cultural sensitivities that may affect learning. Students from different backgrounds may have varying comfort levels with participatory learning or direct questioning. I adapt my teaching approach to accommodate these differences while gently encouraging students to expand their comfort zones.
 
I employ differentiated instruction strategies that ensure visual, auditory, and kinesthetic learners all have pathways to success, while also being sensitive to cultural learning preferences. This includes providing multiple ways for students to demonstrate their understanding, offering varied participation formats, and creating opportunities for peer collaboration that draws on students' diverse perspectives and experiences.
 

Innovation guides my integration of emerging technologies and research-based practices into traditional language instruction. My research on generative AI and social media in informal language learning informs my classroom practices. I recognize that contemporary language acquisition extends far beyond formal classroom boundaries, and I actively incorporate strategies that leverage students' informal learning experiences and digital engagement habits.
 
I guide students in creating their own vlogs and social media content in Chinese, transforming informal digital practices into structured language learning opportunities. This approach bridges the gap between formal instruction and students' interests, helping them develop autonomous learning strategies that extend language acquisition beyond classroom hours.