Teaching Chinese

Anukriti | Teacher | Doon University

What is Teaching Chinese?

There are many nuances of a Career in Teaching Chinese. Almost everyone seems to be talking about How to start a Career in Teaching Chinese, while one should first develop an understanding of What is a Career in Teaching Chinese. While anyone can have an opinion on what Teaching Chinese entails; only a real professional can really explain it.

With 1 year of professional experience, Teacher Anukriti understands Teaching Chinese. Here is how Teacher Anukriti detailed Teaching Chinese:

A teacher is a person who helps others to acquire knowledge, competences or values.

How Teacher Anukriti got into Teaching Chinese?

I did my Schooling till 10th from Bal Bharti Public School, Kotdwara. I completed my 12th from Banasthali University, Rajasthan. I did my Graduation and Post Graduation in Chinese Study from Doon University. I have been working as a Chinese Teacher in Doon University since 2016.

Teacher Anukriti's Talk on Teaching Chinese

The Journey of Teaching Chinese What Is Teaching Chinese Teaching Chinese Teaching Chinese involves instructing students in the Chinese language, including Mandarin or other dialects, focusing on reading, writing, listening, and speaking skills. Educators may work in schools, universities, language institutes, or online platforms, helping learners of various backgrounds achieve proficiency for academic, professional, or personal purposes. Teaching Chinese plays a vital role in bridging cultural and linguistic gaps in an increasingly globalized world. As China’s influence grows, the demand for Chinese language skills rises, offering educators a meaningful and dynamic career. Professionals in this field help students access new opportunities, foster cross-cultural understanding, and promote global communication. The career offers the satisfaction of witnessing students’ progress, the chance to continually learn about Chinese culture and linguistics, and the flexibility to teach in diverse settings, both domestically and internationally. Ultimately, teaching Chinese empowers learners and educators alike to participate more fully in the interconnected global community. A professional teaching Chinese might work at an international school, guiding a class of non-native speakers through the basics of Mandarin. Using interactive activities, multimedia resources, and real-life scenarios, the teacher helps students develop conversational skills and cultural awareness. Over the course of a semester, students progress from simple greetings to holding basic conversations, reading short texts, and understanding essential grammar. The teacher adapts lessons to suit different learning styles and backgrounds, fostering an inclusive environment. By the end of the course, students not only gain language proficiency but also a deeper appreciation for Chinese culture, demonstrating the tangible impact a dedicated Chinese language educator can have on learners’ lives. Education Reading Chinese Books Reading Chinese Books refers to the skill of comprehending, interpreting, and analyzing written texts in the Chinese language, spanning classical literature, modern works, and educational materials. This competency is fundamental for educators, as it underpins curriculum development, classroom instruction, and the cultivation of students’ literacy in Chinese. A deep understanding of reading Chinese books is essential for anyone preparing for or working in the field of Teaching Chinese. Mastery of this subject ensures that educators can accurately interpret a wide range of texts, from ancient poetry to contemporary prose, which is crucial for designing effective lesson plans and engaging students. This knowledge also enables teachers to select appropriate reading materials that match learners’ proficiency levels and cultural backgrounds. Over time, proficiency in reading Chinese books enhances an educator’s ability to foster critical thinking, cultural appreciation, and language skills in their students. Furthermore, it supports ongoing professional development, as teachers who are well-versed in Chinese literature remain adaptable and informed about evolving pedagogical approaches. Consider a Chinese language teacher preparing a lesson on Tang dynasty poetry for intermediate students. Drawing on their expertise in reading Chinese books, the teacher selects poems that are both linguistically accessible and culturally significant. During the lesson, the teacher guides students through the nuances of classical Chinese language, explains historical context, and encourages discussion about literary themes. By referencing their own in-depth reading experiences, the teacher can answer students’ questions, clarify difficult passages, and draw connections to modern Chinese literature. This practical application of reading Chinese books not only enriches the classroom experience but also inspires students to develop a lifelong interest in Chinese language and culture. Online Content Online content refers to any educational material, resources, or media distributed and accessed through the internet, including videos, articles, interactive exercises, and digital textbooks. In the context of Teaching Chinese, online content forms a crucial part of both curriculum delivery and student engagement, supporting diverse learning environments and modern pedagogical approaches. Understanding online content is essential for anyone preparing for or working in Teaching Chinese because it enables educators to reach a wider audience and adapt to the evolving landscape of digital education. Mastery of online content allows teachers to curate, create, and evaluate digital resources that enhance language acquisition and cultural understanding. This knowledge forms the foundation for integrating technology into lesson planning, assessment, and communication with students. As digital literacy becomes increasingly important, teachers who are adept at leveraging online content can offer more flexible, engaging, and personalized learning experiences. Over the long term, these skills not only increase professional adaptability but also open up opportunities for remote teaching, curriculum development, and collaboration with global educational communities. Consider a Chinese language teacher who is responsible for a class of international students with varying levels of proficiency. By utilizing their understanding of online content, the teacher selects interactive grammar exercises, authentic video clips, and digital flashcards tailored to each student’s needs. During lessons, the teacher integrates these resources into live virtual classrooms, encouraging students to participate in real-time discussions and collaborative projects. Outside of class, the teacher assigns supplementary online readings and facilitates peer feedback through digital platforms. This approach not only supports differentiated instruction but also fosters a dynamic, immersive learning environment that motivates students and enhances their language skills. The teacher’s expertise in online content ensures that learning remains accessible, engaging, and effective regardless of location or background. Culture & History Culture and history encompass the collective customs, values, beliefs, traditions, and historical events that have shaped a society over time. In the context of Teaching Chinese, this knowledge forms a crucial part of the academic and professional foundation, enabling educators to provide context and depth to language instruction. Understanding culture and history is essential for anyone teaching Chinese because language is deeply intertwined with the society from which it originates. Mastery of these subjects allows educators to explain idioms, customs, and references that would otherwise be confusing to learners. It also helps teachers foster cross-cultural understanding, making lessons more engaging and relatable. Over the long term, this expertise enhances a teacher’s credibility and effectiveness, opening doors to advanced roles in curriculum development, intercultural communication, and educational leadership. By grounding their teaching in cultural and historical context, professionals can inspire students to appreciate not just the language, but also the rich heritage behind it. Imagine a teacher introducing the Mid-Autumn Festival to a class of international students. Instead of merely translating vocabulary, the teacher draws on their understanding of Chinese culture and history to explain the festival’s origins, its significance in family reunions, and the symbolism of the mooncake. This approach transforms a simple language lesson into a multidimensional experience, helping students grasp the deeper meanings behind the words and traditions. By weaving historical anecdotes and cultural practices into the lesson, the teacher not only enhances language acquisition but also builds cultural empathy, making the learning process more memorable and impactful for students from diverse backgrounds. Skills Patience Patience is the ability to remain calm, composed, and persistent when faced with delays, challenges, or repetitive tasks, without becoming frustrated or discouraged. In the context of teaching Chinese, patience allows educators to support learners at varying proficiency levels, adapting to individual needs and fostering a positive, encouraging classroom environment. Patience directly enhances a teacher’s effectiveness by allowing them to respond thoughtfully to students’ mistakes, questions, and learning paces. Clients and employers highly value this trait because it leads to better student retention, improved learning outcomes, and a more harmonious classroom atmosphere. A patient teacher can break down complex Chinese language concepts, repeat explanations as needed, and celebrate incremental progress, which motivates students. Cultivating patience involves self-awareness, mindfulness, and consistent practice in managing expectations. Teachers can develop this skill by reflecting on their teaching experiences, seeking feedback, and embracing the understanding that language acquisition is a gradual process requiring time and repetition. Imagine a Chinese teacher working with a beginner adult class where several students struggle with pronunciation and character recognition. Instead of showing frustration or rushing through the material, the teacher patiently revisits the basics, offers individualized feedback, and creates additional practice opportunities. Over several weeks, the students slowly gain confidence and accuracy. The teacher’s patience not only prevents discouragement but also builds trust, allowing students to ask questions without fear of judgment. Ultimately, this approach leads to noticeable improvement and a stronger teacher-student relationship, demonstrating how patience is instrumental in overcoming obstacles and achieving long-term success in teaching Chinese. Ability To Grasp Fast The "Ability To Grasp Fast" refers to the capacity to quickly understand, internalize, and apply new information, concepts, or methods with minimal repetition or guidance. For a Teaching Chinese professional, this skill is crucial for adapting to evolving curricula, diverse student needs, and the dynamic nature of language education. Possessing the ability to grasp fast significantly enhances a teacher’s effectiveness in the classroom. It enables swift adaptation to new teaching materials, educational technologies, and pedagogical strategies, ensuring lessons remain engaging and relevant. Employers and clients highly value this skill because it translates to reduced training time, greater flexibility, and the ability to address unexpected challenges with confidence. Teachers can cultivate this skill by actively seeking feedback, engaging in continuous professional development, and exposing themselves to varied teaching contexts. Over time, consistent practice in assimilating new information and reflecting on teaching experiences sharpens this ability, making educators more resourceful and responsive to both student and institutional needs. Imagine a Teaching Chinese professional who is suddenly asked to incorporate a new digital learning platform into their lessons due to a school-wide technology upgrade. With a strong ability to grasp fast, the teacher quickly learns the platform’s features, integrates them into lesson plans, and troubleshoots issues as they arise. This rapid adaptation not only ensures a seamless transition for students but also demonstrates the teacher’s competence and reliability to school administrators. As a result, the teacher maintains high student engagement and learning outcomes, while also earning the trust and respect of colleagues and supervisors for their agility and problem-solving skills. Communication Communication is the process of exchanging information, ideas, and emotions through verbal, nonverbal, and written means to achieve mutual understanding. For a Teaching Chinese professional, communication is the bridge that connects teacher and learner, enabling effective instruction, cultural exchange, and the development of language proficiency in diverse educational settings. Strong communication skills are fundamental for Teaching Chinese because they enable instructors to convey complex linguistic concepts clearly, adapt explanations to suit different learning styles, and foster an engaging classroom environment. Employers and clients highly value teachers who can articulate instructions, provide constructive feedback, and encourage student participation, as these abilities directly impact learning outcomes. To cultivate communication skills, educators can seek feedback from peers and students, participate in professional development workshops, and practice active listening. Over time, consistent reflection and adaptation help teachers refine their approach, ensuring they remain responsive to students’ needs and cultural backgrounds, which is especially important in language education. Imagine a Teaching Chinese professional working with a group of beginner-level students who are struggling to grasp the tones and pronunciation unique to Mandarin. The teacher notices confusion and hesitation among the learners. By leveraging strong communication skills, the teacher simplifies explanations, uses relatable analogies, and demonstrates pronunciation with clear, exaggerated examples. The teacher also encourages students to ask questions and provides immediate, supportive feedback. As a result, students gain confidence, participate more actively, and show noticeable improvement in their pronunciation. This scenario highlights how effective communication not only resolves a critical learning challenge but also builds trust and motivation within the classroom, leading to greater overall success. Observation Observation is the deliberate and attentive process of noticing, interpreting, and understanding behaviors, responses, and contextual cues in a learning environment. For a Teaching Chinese professional, observation is crucial for identifying students’ needs, adapting instructional methods, and fostering an inclusive classroom atmosphere that supports language acquisition and cultural understanding. Observation enhances a Teaching Chinese professional’s effectiveness by enabling them to recognize subtle signs of confusion, engagement, or misunderstanding among students. Employers and clients value this skill because it leads to more responsive teaching, improved student outcomes, and a positive learning environment. By consistently reflecting on classroom interactions, seeking feedback, and staying attuned to both verbal and nonverbal cues, educators can refine their observational abilities. Over time, this skill becomes second nature, allowing teachers to anticipate challenges, tailor lessons to diverse learning styles, and provide timely support. Cultivating observation requires patience, mindfulness, and a commitment to ongoing professional development, all of which contribute to a teacher’s long-term success. Imagine a Teaching Chinese professional noticing that several students consistently hesitate during speaking exercises, despite performing well in written tasks. By carefully observing their body language and classroom interactions, the teacher realizes these students lack confidence in pronunciation rather than vocabulary or grammar. Drawing on these observations, the teacher introduces targeted pronunciation drills and creates a supportive environment for oral practice. As a result, students gradually gain confidence and participate more actively in speaking activities. This scenario highlights how keen observation allows the teacher to identify the root cause of a learning barrier and implement effective strategies, ultimately leading to improved student engagement and achievement. Positives Self Satisfaction Self satisfaction is the deep sense of fulfillment and contentment that arises from achieving personal goals, making a positive impact, and knowing one’s efforts have genuine value. In the context of teaching Chinese, self satisfaction fuels motivation, enhances well-being, and creates a positive feedback loop that benefits both teachers and students. Self satisfaction is a cornerstone of a rewarding career in teaching Chinese because it transforms daily challenges into meaningful experiences. When educators witness their students mastering new characters, expressing themselves in Mandarin, or embracing Chinese culture, they feel a profound sense of accomplishment. This intrinsic reward boosts job satisfaction, making the profession more enjoyable and sustainable. Teachers who regularly experience self satisfaction are more likely to invest in their own professional growth, seek innovative teaching methods, and foster a positive classroom environment. The ongoing sense of purpose and pride not only enhances their own well-being but also inspires students to engage more deeply, creating a cycle of mutual encouragement and achievement. Imagine a Chinese language teacher guiding a group of international students through their first conversation in Mandarin. After weeks of patient instruction and encouragement, the students successfully hold a basic dialogue, their faces lighting up with excitement and pride. In that moment, the teacher feels an overwhelming sense of self satisfaction, knowing their dedication has opened new doors for these learners. This fulfillment is not just about the lesson’s success, but about witnessing personal growth and cultural connection unfold before their eyes. Such experiences reaffirm the teacher’s passion for their work, motivating them to continue making a difference in the lives of others every day. Good Income Good income refers to a level of financial compensation that not only meets basic living expenses but also allows for savings, investments, and discretionary spending, providing a sense of security and comfort. In the context of teaching Chinese, good income elevates the profession by rewarding expertise, dedication, and the unique skill of bridging cultures. This financial stability empowers educators to focus on their craft, invest in professional development, and enjoy a higher quality of life, making the career path both sustainable and attractive. The promise of good income in teaching Chinese is a powerful motivator that enhances job satisfaction and long-term career growth. When educators are well-compensated, they feel valued and motivated to deliver their best in the classroom. This sense of appreciation translates into greater enthusiasm, creativity, and commitment to students’ success. Financial stability also allows teachers to pursue further education, attend conferences, and access resources that enrich their teaching methods. On a daily basis, professionals experience the peace of mind that comes from knowing their hard work is recognized and rewarded, which fosters a positive work environment and encourages continuous personal and professional development. Consider a Chinese language teacher working at an international school who receives a competitive salary and additional benefits such as housing allowances and annual bonuses. This good income enables her to support her family comfortably, travel during school breaks, and enroll in advanced teaching workshops. She feels empowered to bring innovative ideas into her classroom, knowing her efforts are financially acknowledged. The security provided by her income allows her to focus wholeheartedly on her students’ progress, building meaningful relationships and inspiring a love for the Chinese language and culture. This fulfilling cycle of recognition and reward exemplifies how good income can transform a teaching career into a deeply satisfying and sustainable vocation. Continuous Learning Continuous Learning is the ongoing process of acquiring new knowledge, skills, and insights throughout one’s professional journey. It involves staying updated with evolving methodologies, cultural trends, and linguistic developments. In teaching Chinese, continuous learning ensures educators remain effective, adaptable, and inspired, fostering both personal growth and enhanced student outcomes. Embracing continuous learning in the field of teaching Chinese brings a profound sense of purpose and satisfaction. Educators are constantly exposed to new teaching strategies, technological tools, and cultural perspectives, which keeps their work dynamic and intellectually stimulating. This ongoing development not only prevents stagnation but also encourages teachers to innovate and refine their craft. As they master new approaches and deepen their understanding of language and culture, teachers experience a sense of accomplishment and relevance. This growth directly translates into more engaging lessons and stronger connections with students, making each day in the classroom an opportunity for both teaching and learning. Ultimately, continuous learning empowers teachers to remain passionate and effective, fueling long-term career fulfillment. Imagine a Chinese language teacher who regularly attends workshops on digital learning tools and intercultural communication. After learning about a new app that helps students practice pronunciation, she integrates it into her lessons, observing how her students become more enthusiastic and confident in speaking. Inspired by their progress, she explores further resources on gamification and adapts her teaching style to include interactive activities. Each new discovery not only enhances her students’ learning experiences but also reignites her own excitement for teaching. Through this cycle of continuous learning, she finds her work deeply rewarding, as she grows alongside her students and remains at the forefront of educational innovation. Exposure To Culture Exposure to culture refers to the immersive experience of engaging with the traditions, values, customs, and everyday practices of a particular community or society. In the context of teaching Chinese, it means not only sharing the language but also embracing and transmitting the rich heritage, history, and perspectives that shape Chinese identity. This cultural immersion enriches both teacher and student, fostering deeper understanding and appreciation. For educators, exposure to culture is a continuous journey of learning and connection, making the profession dynamic and profoundly meaningful. The opportunity to experience and share Chinese culture is a central reason why teaching Chinese is so rewarding. This exposure transforms routine language lessons into vibrant exchanges where both teacher and students grow intellectually and emotionally. Teachers find joy in introducing students to Chinese festivals, literature, cuisine, and philosophies, witnessing firsthand the excitement and curiosity these topics inspire. This ongoing cultural engagement keeps the teaching experience fresh and stimulating, preventing monotony and encouraging lifelong learning. It also strengthens the teacher’s own cultural identity and global awareness, leading to greater job satisfaction and personal growth. Every day, teachers see the impact of their work as students develop not just language skills, but also a genuine appreciation for Chinese culture. Imagine a Chinese language teacher preparing a lesson about the Mid-Autumn Festival. Instead of focusing solely on vocabulary and grammar, the teacher brings in traditional mooncakes, shares legends about Chang’e, and encourages students to write their own festival poems. As students taste the mooncakes and discuss the festival’s meaning, the classroom becomes a lively space of cultural discovery. The teacher witnesses students making connections between their own traditions and those of China, sparking meaningful conversations and mutual respect. This immersive experience leaves the teacher with a sense of fulfillment, knowing they have opened a window to a new world for their students, and in turn, deepened their own appreciation for the culture they teach. Challenges Open Minded In the context of Teaching Chinese, being open minded means embracing diverse cultural perspectives, adapting to various learning styles, and accepting unfamiliar viewpoints from students. This is demanding because it requires constant self-reflection, flexibility in teaching methods, and the willingness to challenge personal biases while fostering an inclusive classroom environment. The challenge of remaining open minded can significantly affect daily work for Chinese language educators. Teachers often encounter students from different backgrounds who bring unique cultural assumptions and learning preferences. Navigating these differences requires patience and adaptability, as rigid teaching approaches may alienate or discourage learners. This ongoing demand for flexibility can be mentally taxing, making resilience essential. Successful professionals manage this constraint by actively seeking to understand their students’ perspectives, continuously updating their pedagogical strategies, and engaging in professional development. They also cultivate a classroom atmosphere where questions and cultural exchanges are encouraged, allowing both teacher and students to learn from one another and grow together. Consider a Chinese language teacher working in a multicultural international school. One day, a student challenges a traditional Chinese proverb discussed in class, offering a contrasting interpretation based on their own cultural background. Instead of dismissing the comment, the teacher invites the class to explore the proverb’s meaning from multiple perspectives. This open discussion not only validates the student’s viewpoint but also enriches the learning experience for everyone. By remaining open minded, the teacher transforms a potential conflict into a collaborative exploration, demonstrating respect for diversity and modeling adaptability. This approach fosters mutual understanding and encourages students to engage more deeply with the language and its cultural context. Pronunciation Pronunciation, in the context of Teaching Chinese, refers to the accurate articulation of sounds, tones, and syllables unique to Mandarin or other Chinese languages. This is demanding because Chinese is a tonal language, where subtle differences in pitch and enunciation can entirely change meaning, making precise pronunciation essential for effective communication. The challenge of pronunciation significantly shapes the daily responsibilities of Chinese language teachers. Mispronunciation can lead to misunderstandings, hinder student progress, and erode confidence for both learners and instructors. Teachers must constantly model correct pronunciation, correct errors sensitively, and adapt their teaching methods to accommodate diverse linguistic backgrounds. This ongoing effort requires patience, creativity, and resilience, as progress can be slow and setbacks frequent. Successful professionals manage this constraint by employing varied listening and speaking exercises, leveraging technology such as audio tools, and fostering a supportive classroom environment. They also prioritize continuous self-improvement, seeking feedback and refining their own pronunciation to serve as reliable models for their students. Consider a Chinese language teacher working with a group of English-speaking adults who struggle with distinguishing the four tones in Mandarin. The teacher notices persistent confusion between the second and third tones, which affects students’ ability to communicate basic words. To address this, the teacher integrates daily tone drills, uses visual aids to illustrate pitch contours, and records her own voice for students to mimic outside of class. She also encourages peer practice and provides individualized feedback. Over time, students begin to internalize the tonal distinctions, and their confidence grows. By patiently addressing the pronunciation challenge with targeted strategies, the teacher not only improves her students’ skills but also fosters a more engaging and supportive learning environment. A Day Of Teaching Chinese The hum of anticipation fills the air as the school day begins, sunlight streaming through classroom windows onto rows of neatly arranged desks. For a Teaching Chinese professional, each day is a dynamic blend of cultural exchange, linguistic precision, and creative adaptation. The pace is brisk but purposeful, shaped by the rhythms of lesson planning, student engagement, and the ever-present challenge of making Mandarin accessible and exciting. In this vibrant environment, every moment is an opportunity to bridge worlds—one character, one conversation, and one lesson at a time. As dawn breaks, the Teaching Chinese practitioner arrives early, savoring the quiet before the corridors fill with students. This is a time for reviewing lesson plans, organizing teaching materials, and fine-tuning interactive activities that will bring the language to life. The teacher might rehearse pronunciation drills, update visual aids, or prepare cultural anecdotes to weave into the day’s lessons. This calm, focused start ensures that every detail is in place, setting a positive tone for the hours ahead. The heart of the day pulses with energy as students file in, eager and sometimes apprehensive. The classroom transforms into a lively hub of language immersion, where the teacher leads students through speaking exercises, character writing, and listening comprehension. Engaging games, role-plays, and multimedia resources keep the atmosphere vibrant and participatory. The teacher adapts on the fly, responding to students’ questions and adjusting the pace to ensure everyone is both challenged and supported. This is the most intensive part of the day, demanding focus, enthusiasm, and a deep well of patience. After lunch, the afternoon shifts toward collaboration and hands-on learning. The teacher might guide students through group projects, such as preparing a skit in Mandarin or researching a Chinese festival. There are often meetings with colleagues to discuss curriculum updates, share teaching strategies, or plan upcoming school events. This period is also a chance to connect with parents or guardians, providing updates on student progress and discussing ways to support language learning at home. The emphasis is on teamwork, creativity, and building a supportive learning community. As the day winds down, the classroom grows quiet once more. The teacher reviews student work, grades assignments, and notes areas where individuals may need extra help. There is time to research new teaching resources, update lesson plans, and reflect on what worked well and what could be improved. Administrative tasks, such as responding to emails or preparing reports, are completed with an eye toward efficiency. With the next day’s lessons mapped out and materials ready, the teacher leaves the classroom knowing they have made a meaningful impact—one that extends far beyond the desk.

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How to get into

Teaching Chinese?

If you are want to get into Teaching Chinese, start by investing in a Career Plan.

The 14 hour process, guided by a LifePage Career Advisor, will help you introspect and check whether your interest in Teaching Chinese is merely an infatuation or is it truly something you wish to do for the rest of your life.

Next, your Career Advisor will help you document how you can get into Teaching Chinese, what education and skills you need to succeed in Teaching Chinese, and what positives and challenges you will face in Teaching Chinese.

Finally, you will get a Career Plan stating which Courses, Certifications, Trainings and other Items you need to do in the next 7 years to become world’s best in Teaching Chinese.

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Your LifePage Career Advisor facilitates your guided introspection so that you systematically explore various Career options to arrive at a well thought out Career choice.

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LifePage Plan will not stop at saying "to become an Architect study Architecture". It will guide you on which Certifications, Trainings and Other items you need to do along with your Architecture education to become the world's best Architect.

Links for this Talk

Teacher Anukriti's LifePage:

[LifePage]
https://www.lifepage.in/page/anukriti

LifePage Career Talk on Teaching Chinese

[Career]
https://www.lifepage.in/careers/teaching-chinese

[Full Talk]
https://lifepage.app.link/20171113-0001

[Trailer]
https://www.youtube.com/watch?v=dwMgqHqeLOU

(Teaching Chinese, Anukriti Bisht, Doon University, Chinese Language, Teacher, Mandarin)

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Teaching English as a Foreign Language (TEFL) refers to teaching the English language to students with different first languages.

"After completing my Schooling from Wimbledon College, I did a course in English from Roehampton University. I have been Teaching English since 2013, and I am teaching English at a Japanese School, New Delhi."

Teaching English

Anuradha Bhatnagar
Trained Graduate Teacher | Greenway Modern School, Delhi

[ 15 years & 9 months Experience ]

Teaching English as a Foreign Language refers to teaching the English language to students with different first languages. It can occur either within the state school system or more privately, at a language school or with a tutor.

"After completing my education, I started teaching English as Trained Graduate Teacher and it has been almost 16 years for me teaching the language."