Lili Nian taught English for 10 years in her home country of China. But she’s learnt a new way of doing things thanks to time in Kiwi classrooms.
Nian joined the Master of Teaching English to Speakers of Other Languages (MTESOL) programme at Te Whare Wānanga o Waitaha | University of Canterbury (UC) to update her knowledge and develop expertise in contemporary, research-informed language teaching approaches.
The work-integrated learning gained through supervised classroom placements, where students develop the professional competencies needed for effective language teaching, was introduced last year, and is a key strength of the degree.
The practical experience provides opportunities for students to work with culturally and linguistically diverse learners and to apply approaches to language teaching in real classroom contexts. This ensures graduates are well prepared for teaching roles.
Nian says the face-to-face work with students was invaluable in helping her secure a job working with ESOL students at a Christchurch primary school.
“Most importantly, the experience helped me connect theory with practice. Concepts became much clearer when I saw them being used effectively in real classrooms.
“At two Christchurch secondary schools, I worked with students from diverse linguistic and cultural backgrounds. This helped me develop a deeper understanding of how language learning takes place in authentic classroom environments and how teachers can support students with different needs.”
Nian says the experience offered a different perspective from her previous learning in China, where English language teaching often placed greater emphasis on accuracy, grammar and reading, and students could feel hesitant about making mistakes.
“Through the practical work in the classroom here, the approach is much more student centred, and they are encouraged to give English a go without worrying if they get it wrong.”
The placements also strengthened her confidence as an educator.
“Through observing experienced teachers, planning lessons, teaching students, and receiving feedback, I was able to refine my teaching practice and develop practical skills that cannot be learned from textbooks alone,” Nian says.
Most of the students Nian now teaches are from families where English is their second or additional language, highlighting the importance of creating rich opportunities for language use within the classroom.
MTESOL Co-ordinator Dr Jean Kim says the year-long UC degree was developed in response to the increasing cultural and linguistic diversity in New Zealand classrooms, and the growing need for teachers who can effectively support English language learners.
“A key focus for teachers is ensuring equitable access to the curriculum for learners from diverse linguistic, cultural, and educational backgrounds. This involves integrating language development with content learning while creating inclusive environments that build confidence and support participation.”
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