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Chinese American International School (CAIS) is a private, independent
school in San Francisco’s Hayes Valley neighborhood. Founded in 1981,
with just ten students in the basement of a University of California
Extension building, CAIS is the earliest Mandarin-English dual-language
immersion school in the United States.international school in Tianjin
The school now enrolls 520 students in grades pre-K through eight on three campuses: early childhood, lower school, and middle school. CAIS follows a 50/50 Chinese/English model in the early childhood and lower school divisions and a 30/70 model in the middle school. Currently, classes in grades pre-K through five are staffed by both a lead teacher and a teaching associate. CAIS was a recipient of the Goldman Sachs Award for Excellence for International Education in 2005.
CAIS employs full-time curriculum leaders in both English and Chinese who work with teachers and teaching associates in all three divisions on designing and delivering an integrated and aligned curriculum in both languages. In the early childhood and lower school divisions, and to a lesser degree in the middle school, the curriculum is organized into integrated units, with all subjects and both languages integrated under a unified theme.
Examples are “Exploring Living Things” (pre-K); “Everyone can make a change/Helping Others is the Foundation of Happiness” (3rd grade); and “Water, Water, Everywhere” (7th grade). CAIS’s curriculum framework ensures integration across languages and subjects through six “Focuses of Integration”—lenses through which all subjects can be viewed across all grades. Inspired by the IB MYP (International Baccalaureate Middle Years Programme) “Areas of Integration,” the CAIS “Focuses of Integration” are Change and Continuity, Environments, Global Citizenship, Self-Development, Culture, and Innovation and Creativity.
Subjects
In the early childhood and lower school divisions, students learn language arts, social studies, math, and health in Chinese. Language arts, social studies, math, lab science, and PE are taught in English, and the visual and performing arts are taught in both languages, with selection of language dependent on staffing. The school has dual language social emotional learning programs both in the classroom and on the playground.
In middle school, language arts and social studies and some arts classes are taught in Chinese.
CAIS employs a Chinese-speaking educational technology integrator for all divisions, and technology skills are integrated directly into the curriculum in all subjects in both Chinese and English. Coding and design are separate classes taught in English.In CAIS’s play-based early childhood program, the focus is on oral and aural proficiency within a developmentally appropriate pre-literacy program.
In the lower school, CAIS is moving increasingly toward a workshop model in both reading and writing that is aligned between Chinese and English. In English the school has implemented reading and writing workshop models from Teachers College at Columbia University, which have been revised and adapted for the Chinese classroom. CAIS lower school is also developing a guided reading program in Chinese, and the school is currently working with a Bay Area publisher along with a few other immersion schools to pilot a Chinese guided level reading system. CAIS middle school is also moving to a workshop model in Chinese writing.
CAIS has long contemplated the relationship between language learning objectives and content knowledge objectives within immersion instruction. Accordingly, the school has developed a document entitled “Goals and Principles of Chinese Immersion Instruction at CAIS,” which defines clearly our approach to immersion instruction and the relationship between language and content learning. Our curriculum maps indicate both language objectives and content objectives for each curriculum unit. The CAIS curriculum in Chinese is aligned with the ACTFL Proficiency Guidelines.
In 2012, CAIS changed from full-form or “traditional” Chinese characters to simplified characters as the basic script for teaching and learning in the Chinese language classroom. This transition took place after 31 years of using the traditional, full-form script.
The school now enrolls 520 students in grades pre-K through eight on three campuses: early childhood, lower school, and middle school. CAIS follows a 50/50 Chinese/English model in the early childhood and lower school divisions and a 30/70 model in the middle school. Currently, classes in grades pre-K through five are staffed by both a lead teacher and a teaching associate. CAIS was a recipient of the Goldman Sachs Award for Excellence for International Education in 2005.
CAIS employs full-time curriculum leaders in both English and Chinese who work with teachers and teaching associates in all three divisions on designing and delivering an integrated and aligned curriculum in both languages. In the early childhood and lower school divisions, and to a lesser degree in the middle school, the curriculum is organized into integrated units, with all subjects and both languages integrated under a unified theme.
Examples are “Exploring Living Things” (pre-K); “Everyone can make a change/Helping Others is the Foundation of Happiness” (3rd grade); and “Water, Water, Everywhere” (7th grade). CAIS’s curriculum framework ensures integration across languages and subjects through six “Focuses of Integration”—lenses through which all subjects can be viewed across all grades. Inspired by the IB MYP (International Baccalaureate Middle Years Programme) “Areas of Integration,” the CAIS “Focuses of Integration” are Change and Continuity, Environments, Global Citizenship, Self-Development, Culture, and Innovation and Creativity.
Subjects
In the early childhood and lower school divisions, students learn language arts, social studies, math, and health in Chinese. Language arts, social studies, math, lab science, and PE are taught in English, and the visual and performing arts are taught in both languages, with selection of language dependent on staffing. The school has dual language social emotional learning programs both in the classroom and on the playground.
In middle school, language arts and social studies and some arts classes are taught in Chinese.
CAIS employs a Chinese-speaking educational technology integrator for all divisions, and technology skills are integrated directly into the curriculum in all subjects in both Chinese and English. Coding and design are separate classes taught in English.In CAIS’s play-based early childhood program, the focus is on oral and aural proficiency within a developmentally appropriate pre-literacy program.
In the lower school, CAIS is moving increasingly toward a workshop model in both reading and writing that is aligned between Chinese and English. In English the school has implemented reading and writing workshop models from Teachers College at Columbia University, which have been revised and adapted for the Chinese classroom. CAIS lower school is also developing a guided reading program in Chinese, and the school is currently working with a Bay Area publisher along with a few other immersion schools to pilot a Chinese guided level reading system. CAIS middle school is also moving to a workshop model in Chinese writing.
CAIS has long contemplated the relationship between language learning objectives and content knowledge objectives within immersion instruction. Accordingly, the school has developed a document entitled “Goals and Principles of Chinese Immersion Instruction at CAIS,” which defines clearly our approach to immersion instruction and the relationship between language and content learning. Our curriculum maps indicate both language objectives and content objectives for each curriculum unit. The CAIS curriculum in Chinese is aligned with the ACTFL Proficiency Guidelines.
In 2012, CAIS changed from full-form or “traditional” Chinese characters to simplified characters as the basic script for teaching and learning in the Chinese language classroom. This transition took place after 31 years of using the traditional, full-form script.
The Tianjing BISS International School seems to have found a way out
from its recent troubles, forging a strategic partnership with
Tianjing-based ETU Education. The deal will cover operations,
management, marketing, enrollment and curriculum development.Tianjin international school
BISS, founded in 1994, is one of Tianjing's oldest international schools. The sister school of the ISS International School in Singapore, BISS was renowned for its strong foreign faculty, expertise in International Baccalaureate programs and success in sending its students to world-class universities, including Harvard, Stanford and the National University of Singapore.
However, a few months ago it ran into financial trouble, according to a report by The Tianjing News. Later, teachers joined a strike to force the school owner and board of directors to pay their dues.
The local educational authority made continuous attempts to help BISS get out of trouble until ETU Education made the decision to cooperate with the school.Li Yinuo, the co-founder of ETU Education, says about the partnership: "BISS is a respectable international school with a long history and proven track record when it comes to the IB program.
"We believe that this comprehensive collaboration between ETU and BISS will offer two different, but complementary, education paths for students from different backgrounds and with diverse needs."
ETU Education, which was started in 2016, is an emerging innovation project in China that seeks to offer students experiential learning courses by developing culturally-rich curriculums that combine China's standard syllabus with advanced teaching methods around the world.
In this sense, Li says, ETU's China-based innovative education efforts will also provide BISS with a unique Chinese perspective to its localization of the IB curriculum in China, and use its global resources to improve the learning and teaching standards of BISS.
In the past two months, ETU has helped BISS resolve its financial problems and stabilize its faculty, ensuring that it will be back to normal for the next semester.This summer, ETU and BISS will launch exchange programs for both teachers and students with Singapore-based ISS.
Elvis Tan, director of BISS, says the partnership with ETU is a milestone for BISS which has been in China for the past 25 years, adding: "We will continuously work together to provide the kids, regardless of their cultures and nationalities, a better education and a better future."
Zhou Jing, the mother of a BISS student, says she thinks the cooperation is an efficient way for BISS to overcome its difficulties."I think ETU is a burgeoning, promising project, and hopefully it will bring vigor and new blood to BISS' development," Zhou says.
She says she sent her daughter to BISS in 2015 because it boasted a high-quality faculty and IB courses."ETU emphasizes the importance of learning Chinese culture, which is a good complement to the internationalized courses offered by BISS," says Zhou.
BISS, founded in 1994, is one of Tianjing's oldest international schools. The sister school of the ISS International School in Singapore, BISS was renowned for its strong foreign faculty, expertise in International Baccalaureate programs and success in sending its students to world-class universities, including Harvard, Stanford and the National University of Singapore.
However, a few months ago it ran into financial trouble, according to a report by The Tianjing News. Later, teachers joined a strike to force the school owner and board of directors to pay their dues.
The local educational authority made continuous attempts to help BISS get out of trouble until ETU Education made the decision to cooperate with the school.Li Yinuo, the co-founder of ETU Education, says about the partnership: "BISS is a respectable international school with a long history and proven track record when it comes to the IB program.
"We believe that this comprehensive collaboration between ETU and BISS will offer two different, but complementary, education paths for students from different backgrounds and with diverse needs."
ETU Education, which was started in 2016, is an emerging innovation project in China that seeks to offer students experiential learning courses by developing culturally-rich curriculums that combine China's standard syllabus with advanced teaching methods around the world.
In this sense, Li says, ETU's China-based innovative education efforts will also provide BISS with a unique Chinese perspective to its localization of the IB curriculum in China, and use its global resources to improve the learning and teaching standards of BISS.
In the past two months, ETU has helped BISS resolve its financial problems and stabilize its faculty, ensuring that it will be back to normal for the next semester.This summer, ETU and BISS will launch exchange programs for both teachers and students with Singapore-based ISS.
Elvis Tan, director of BISS, says the partnership with ETU is a milestone for BISS which has been in China for the past 25 years, adding: "We will continuously work together to provide the kids, regardless of their cultures and nationalities, a better education and a better future."
Zhou Jing, the mother of a BISS student, says she thinks the cooperation is an efficient way for BISS to overcome its difficulties."I think ETU is a burgeoning, promising project, and hopefully it will bring vigor and new blood to BISS' development," Zhou says.
She says she sent her daughter to BISS in 2015 because it boasted a high-quality faculty and IB courses."ETU emphasizes the importance of learning Chinese culture, which is a good complement to the internationalized courses offered by BISS," says Zhou.
As I sit comfortably on my bed writing this blog at home in Shanghai, I
feel content for a few seconds until a wave of confusion hits me. Now,
as a Malaysian who has studied in China for the past 14 years, I
suddenly struggle to know why or what I meant by writing ‘home.’ International school Shanghai
Reflecting on the 14 years I have been at YCIS, one of the most significant benefits of being an international school student is perhaps the opportunity to meet lifelong friends from all over the world. We meet students from across a spectrum of countries, such as Australia, the UK, Philippines, and Brazil, exposing us to a wide variety of cultures. Every day, we spend an average of eight hours together in school. Thereby, from strangers we make friends, from friends, people become best friends, and for the lucky ones, into lifelong friends. Though a part of this experience comprises friends arriving and departing, we make the most of the current situation by unknowingly enmeshing these friendships and Shanghai into part of what we deem as ‘home.’
While we may not realise it day-to-day, our small but frequent interactions with our friends are valuable learning experiences that provide us with new lenses and outlooks about our world. Whether this happens at school or outside of school, we are continuously acclimatising ourselves to different perspectives, expanding our understanding of cultural differences. Often, we overlook all of these facets, when in fact, they really are a blessing.
As a Malaysian who has lived in Shanghai for a majority of her life, I’d say that being an international student has taught me so many things I will never forget. Throughout the years, I have realised that home has indeed become a paradox, and ultimately, it is up to us to decide what home is. For me, I certainly haven’t forgotten about home in Malaysia, but I also call Shanghai my second home: I’ve been here since the age of 4, and I have laughed, cried, and more here – the list can go on forever. After all, like the proverb says, home is where the heart is.
Reflecting on the 14 years I have been at YCIS, one of the most significant benefits of being an international school student is perhaps the opportunity to meet lifelong friends from all over the world. We meet students from across a spectrum of countries, such as Australia, the UK, Philippines, and Brazil, exposing us to a wide variety of cultures. Every day, we spend an average of eight hours together in school. Thereby, from strangers we make friends, from friends, people become best friends, and for the lucky ones, into lifelong friends. Though a part of this experience comprises friends arriving and departing, we make the most of the current situation by unknowingly enmeshing these friendships and Shanghai into part of what we deem as ‘home.’
While we may not realise it day-to-day, our small but frequent interactions with our friends are valuable learning experiences that provide us with new lenses and outlooks about our world. Whether this happens at school or outside of school, we are continuously acclimatising ourselves to different perspectives, expanding our understanding of cultural differences. Often, we overlook all of these facets, when in fact, they really are a blessing.
As a Malaysian who has lived in Shanghai for a majority of her life, I’d say that being an international student has taught me so many things I will never forget. Throughout the years, I have realised that home has indeed become a paradox, and ultimately, it is up to us to decide what home is. For me, I certainly haven’t forgotten about home in Malaysia, but I also call Shanghai my second home: I’ve been here since the age of 4, and I have laughed, cried, and more here – the list can go on forever. After all, like the proverb says, home is where the heart is.
For universities and colleges recruitment, development, and retention of
our human resources are crucial to the growth and sustainability of our
institutions. While we recognize that human capital is our most
important resource we often overlook the importance of ongoing
professional development for our administrators, faculty and staff,
particularly as institutions are faced with change and complex
challenges. Over the last decade higher education has seen reduced
funding, new budget models, new technologies, the introduction of
performance targets and metrics, and new student demographics.
Professional development is mission critical for higher education
institutions – and investment in professional development can
differentiate and distinguish an institution as a learning organization
for the future. Teacher training for early years or nursery education
The Centre for Higher Education Research and Development (CHERD) has been providing professional development for university and college administrators and managers for over 30 years. Like institutions, we are changing too, with new current curriculum, technologies and delivery modes. This fall we have two fully online credentials targeted to the evolving higher education professional in Canada: one focusing on University and College Administration and one dedicated to Academic Advising.
The group covers research in initial teacher education, continuing professional development and teachers’ careers.The aims of the Teacher Education and Development SIG are:
to bring together all those with a special interest in the full continuum of teacher education – initial teacher education, induction, early professional development continuing professional development, accomplished teaching/advanced certification and leadership preparation/development across school and higher education settings;
to promote UK-wide, comparative and international perspectives on contemporary developments in policy and practice for teacher education and teaching across the life course;
to promote research on and for teacher education, including consideration of the work and identities of teachers and teacher educators;
to explore and theorise the links between knowledge creation and identity across the continuum of student, teacher and teacher educator learning.
The Centre for Higher Education Research and Development (CHERD) has been providing professional development for university and college administrators and managers for over 30 years. Like institutions, we are changing too, with new current curriculum, technologies and delivery modes. This fall we have two fully online credentials targeted to the evolving higher education professional in Canada: one focusing on University and College Administration and one dedicated to Academic Advising.
The group covers research in initial teacher education, continuing professional development and teachers’ careers.The aims of the Teacher Education and Development SIG are:
to bring together all those with a special interest in the full continuum of teacher education – initial teacher education, induction, early professional development continuing professional development, accomplished teaching/advanced certification and leadership preparation/development across school and higher education settings;
to promote UK-wide, comparative and international perspectives on contemporary developments in policy and practice for teacher education and teaching across the life course;
to promote research on and for teacher education, including consideration of the work and identities of teachers and teacher educators;
to explore and theorise the links between knowledge creation and identity across the continuum of student, teacher and teacher educator learning.
It's time for some summer fun, enrolling in multiple summer camps can be
costly. The good news is there's plenty of free fun to be had that
entertains and even educates children while giving parents' wallets a
vacation too.Weekend activity programmes for children
Find free summer programs for kids that won't cost you a cent and will keep your children busy until the school bell rings again.
Movies
Watch a free movie at the theater or under the stars. Many movie theaters host free movie days throughout the summer. Outdoor movies are usually in the park where there's plenty of room for families to spread out with blankets and coolers.Indoors or outdoors, some free movie events are sponsored, which usually includes games, prizes, and food giveaways. Kids probably won't get to see the latest box office smash, but they do get to watch a family-friendly movie at no cost to you.
Sports Clinics
Learn from college athletes, their coaches, and even professionals in the sport. Free sports clinics are usually held on college campuses for a limited amount of kids. Each free sports clinic has its own rules but many allow children as young as 4 and up to 17 years of age.
Behind-the-Scenes Tours
What's it like to work at a TV station? How does the mail get from point A to point B? Let the kids take a behind the scenes tour to find out.You can tour many places simply by asking. Be creative when choosing locations to visit. If your kids are interested in animals, tour a veterinary hospital. If they like baseball, set up a tour at your local stadium.
Camps
Grants and sponsors make some summer camps free for kids. Art, writing, theater, math, science and reading camps are some of the themes of these camps. But many also include crafts, field trips, and swimming.There are even special free summer camps that cover anti-bullying, conflict resolution, self-esteem, leadership skills, and personal safety topics.
Vacation Bible School
Churches hold Vacation Bible School as an outreach of their ministries. Members of the church, as well as non-members, are invited for a free week of fun. Kids sing songs, learn Bible lessons, make friends, create crafts, perform in skits and learn how to treat others, among other valuable lessons.Each church has its own age guidelines but 3 and up usually benefit the most from Vacation Bible School.
Volunteer Opportunities
As soon as kids can walk, they can start learning the benefits of volunteering with you. When they get older, they can branch out into their own volunteering opportunities.
Cleaning up the park or the beach, collecting books and toys for the less privileged, visiting nursing homes and helping prepare meals for the homeless are just a few of the many ways kids can volunteer.
Library Events
The library is an excellent venue for story time. But did you know there are even more activities for kids at the library that won't get them shushed? Most libraries offer free summer reading programs. Kids sign up to read a certain amount of books over the summer. The library then awards prizes and holds a party for the eager readers at the end of the reading program.
Or just stop in for one of the library's other special events. Themed activity days may include book readings, related crafts, and hands-on learning. For example, a fire safety day might feature stories about firefighters, a dress-up time where kids can put on a firefighter's gear and a visit from a real fire truck so kids can see how it works. Other lessons can also be educational with activities designed to teach kids about computers, stranger danger, and bike and water safety.
Arts and Crafts at Museums
Introduce art appreciation at a young age. Museums are reaching out to future artists through free kids' programs that encourage them to create their own works of art.
Storytime ties book illustrations into the art you find in the museum. Kids enjoy craft time, paint, use clay and a variety of other mediums to enrich their art experience.
Parks and Recreation Activities
Playing in the park can be more than an hour on the playground. Many parks and recreation departments set up a summer schedule of day-long activities.Kids are exposed to the arts, fitness lessons, a variety of sports, even computer instruction. Check your city's local parks and recreation department website to see what activities are planned near you.
Building Workshops
Some home improvement stores offer free building workshops that help kids build everything from a birdhouse to a miniature schoolhouse. Kids get free aprons, goggles and the required tools and supplies to build their own project with the help of the store's employees.The most popular kids' workshops are through Home Depot and Lowe's. Home Depot's Kids Workshop is the first Saturday of the month. Lowe's Build and Grow Clinics are every Saturday.
Admission to Children's Museums, Theaters and Art Museums
Spend a day at a children's learning museum, children's theater or art museum absolutely free. Target Free Days lists thousands of places across the country where admission is free. Some locations have a reduced-cost admission, but most waive the admission fee completely. The program is available all year long, but it's perfect for summer outings with the whole family.
Find free summer programs for kids that won't cost you a cent and will keep your children busy until the school bell rings again.
Movies
Watch a free movie at the theater or under the stars. Many movie theaters host free movie days throughout the summer. Outdoor movies are usually in the park where there's plenty of room for families to spread out with blankets and coolers.Indoors or outdoors, some free movie events are sponsored, which usually includes games, prizes, and food giveaways. Kids probably won't get to see the latest box office smash, but they do get to watch a family-friendly movie at no cost to you.
Sports Clinics
Learn from college athletes, their coaches, and even professionals in the sport. Free sports clinics are usually held on college campuses for a limited amount of kids. Each free sports clinic has its own rules but many allow children as young as 4 and up to 17 years of age.
Behind-the-Scenes Tours
What's it like to work at a TV station? How does the mail get from point A to point B? Let the kids take a behind the scenes tour to find out.You can tour many places simply by asking. Be creative when choosing locations to visit. If your kids are interested in animals, tour a veterinary hospital. If they like baseball, set up a tour at your local stadium.
Camps
Grants and sponsors make some summer camps free for kids. Art, writing, theater, math, science and reading camps are some of the themes of these camps. But many also include crafts, field trips, and swimming.There are even special free summer camps that cover anti-bullying, conflict resolution, self-esteem, leadership skills, and personal safety topics.
Vacation Bible School
Churches hold Vacation Bible School as an outreach of their ministries. Members of the church, as well as non-members, are invited for a free week of fun. Kids sing songs, learn Bible lessons, make friends, create crafts, perform in skits and learn how to treat others, among other valuable lessons.Each church has its own age guidelines but 3 and up usually benefit the most from Vacation Bible School.
Volunteer Opportunities
As soon as kids can walk, they can start learning the benefits of volunteering with you. When they get older, they can branch out into their own volunteering opportunities.
Cleaning up the park or the beach, collecting books and toys for the less privileged, visiting nursing homes and helping prepare meals for the homeless are just a few of the many ways kids can volunteer.
Library Events
The library is an excellent venue for story time. But did you know there are even more activities for kids at the library that won't get them shushed? Most libraries offer free summer reading programs. Kids sign up to read a certain amount of books over the summer. The library then awards prizes and holds a party for the eager readers at the end of the reading program.
Or just stop in for one of the library's other special events. Themed activity days may include book readings, related crafts, and hands-on learning. For example, a fire safety day might feature stories about firefighters, a dress-up time where kids can put on a firefighter's gear and a visit from a real fire truck so kids can see how it works. Other lessons can also be educational with activities designed to teach kids about computers, stranger danger, and bike and water safety.
Arts and Crafts at Museums
Introduce art appreciation at a young age. Museums are reaching out to future artists through free kids' programs that encourage them to create their own works of art.
Storytime ties book illustrations into the art you find in the museum. Kids enjoy craft time, paint, use clay and a variety of other mediums to enrich their art experience.
Parks and Recreation Activities
Playing in the park can be more than an hour on the playground. Many parks and recreation departments set up a summer schedule of day-long activities.Kids are exposed to the arts, fitness lessons, a variety of sports, even computer instruction. Check your city's local parks and recreation department website to see what activities are planned near you.
Building Workshops
Some home improvement stores offer free building workshops that help kids build everything from a birdhouse to a miniature schoolhouse. Kids get free aprons, goggles and the required tools and supplies to build their own project with the help of the store's employees.The most popular kids' workshops are through Home Depot and Lowe's. Home Depot's Kids Workshop is the first Saturday of the month. Lowe's Build and Grow Clinics are every Saturday.
Admission to Children's Museums, Theaters and Art Museums
Spend a day at a children's learning museum, children's theater or art museum absolutely free. Target Free Days lists thousands of places across the country where admission is free. Some locations have a reduced-cost admission, but most waive the admission fee completely. The program is available all year long, but it's perfect for summer outings with the whole family.
Mohsine el Baghdadi always wanted to be an English teacher in China, considering such a job to be ideal.
A friend who taught English in China told the 27-year-old Moroccan that foreign teachers are in high demand, there are boundless opportunities and the jobs are well paid.
Baghdadi’s own experience confirmed this. Replies flooded in after he posted a message on Facebook, stating: “Hello from Morocco. I am an English-language teacher searching for a good job with a good salary in China.”teaching jobs in China for foreigners
Many of the replies were job invitations from recruitment agencies, while others came from language institutes. For the most part, they told Baghdadi that applying for a job in China was straightforward. It was sufficient merely to submit a resume.
The salary also was tempting. Baghdadi teaches English in Morocco, where he is paid $500 a month. However, those who approached him from China offered a monthly salary ranging from $1,500 to $2,500, with a bonus.
But he said some of those who replied appeared too eager to hire foreign teachers, and Baghdadi said he was even given “illegal advice” about getting a job.
The regulation on foreign experts’ work permits states that overseas language teachers in China must obtain a work visa and be a native speaker with a bachelor’s degree or higher, have at least two years of related teaching experience and no criminal record.
This means that Baghdadi, who is not a native English speaker and does not have sufficient experience in teaching the language, may never have the chance to work in China as a teacher.
“But some agencies told me that they could help me apply for a Chinese business visa, and I could become a teacher in China, come what may,” he said.
Teaching English is a lucrative business in China, as the country’s opening-up to the world means more people are looking to learn the “universal language”. For foreigners, their nationality and even their skin tone can, at times, be their ticket to securing a teaching job.
According to a report last year from the Chinese Academy of Social Sciences, 300 million people in China were learning English. There were 50,000 English-language training institutions in the country and the training market was worth as much as 500 billion yuan ($72 billion), the report said.
The high demand for English-language instruction had made finding a job for most foreigners, particularly those who are white, little more than a formality.
According to a survey by Banyuetan, a Xinhua News Agency magazine, in 2017, there were more than 400,000 foreign teachers working in the education sector in China, but only one-third of them were employed legally.
In recent years, the country has been rocked by a number of high-profile scandals resulting from a lack of vigilance in hiring foreign teachers. In some cases, people with questionable backgrounds have landed jobs.
The latest such case occurred last month. On July 23, an English-language teacher from Colombia working at the Hong Huang Lan Kindergarten in Qingdao, Shandong province, was arrested for allegedly molesting a 4-year-old girl.
Earlier in July, 16 foreigners were detained in Xuzhou, Jiangsu province, for allegedly taking drugs. According to Xuzhou police, seven of them work for an education company, and the remaining nine are students.
Media reports later said a number of foreign teachers from the EF Education center in Xuzhou had been detained by police for allegedly taking drugs. According to the company’s website, EF is an international education company based in Sweden, and has centers in many Chinese cities.
In April 2013, media reports said that Neil Robinson, from the United Kingdom, had taught at the Beijing World Youth Academy, an international school, for nearly four years while being wanted for questioning by British police in connection with child sex offences.
Such cases have aroused widespread concern among parents and students, with many of them calling for the qualifications of foreign teachers at English-learning organizations to be subject to nationwide inspection.
On some online expatriate forums, topics such as “How to become an English teacher in China without a work permit”, or “nonnative speakers can also teach in China” are popular. They offer tips for those who want to work in the country without the required documentation or experience.
One of the items stated, “Although a Chinese work visa is the only visa that it is technically legal to teach with, there is also the possibility that they might offer you an alternative one instead, such as a student visa or a business visa.
A friend who taught English in China told the 27-year-old Moroccan that foreign teachers are in high demand, there are boundless opportunities and the jobs are well paid.
Baghdadi’s own experience confirmed this. Replies flooded in after he posted a message on Facebook, stating: “Hello from Morocco. I am an English-language teacher searching for a good job with a good salary in China.”teaching jobs in China for foreigners
Many of the replies were job invitations from recruitment agencies, while others came from language institutes. For the most part, they told Baghdadi that applying for a job in China was straightforward. It was sufficient merely to submit a resume.
The salary also was tempting. Baghdadi teaches English in Morocco, where he is paid $500 a month. However, those who approached him from China offered a monthly salary ranging from $1,500 to $2,500, with a bonus.
But he said some of those who replied appeared too eager to hire foreign teachers, and Baghdadi said he was even given “illegal advice” about getting a job.
The regulation on foreign experts’ work permits states that overseas language teachers in China must obtain a work visa and be a native speaker with a bachelor’s degree or higher, have at least two years of related teaching experience and no criminal record.
This means that Baghdadi, who is not a native English speaker and does not have sufficient experience in teaching the language, may never have the chance to work in China as a teacher.
“But some agencies told me that they could help me apply for a Chinese business visa, and I could become a teacher in China, come what may,” he said.
Teaching English is a lucrative business in China, as the country’s opening-up to the world means more people are looking to learn the “universal language”. For foreigners, their nationality and even their skin tone can, at times, be their ticket to securing a teaching job.
According to a report last year from the Chinese Academy of Social Sciences, 300 million people in China were learning English. There were 50,000 English-language training institutions in the country and the training market was worth as much as 500 billion yuan ($72 billion), the report said.
The high demand for English-language instruction had made finding a job for most foreigners, particularly those who are white, little more than a formality.
According to a survey by Banyuetan, a Xinhua News Agency magazine, in 2017, there were more than 400,000 foreign teachers working in the education sector in China, but only one-third of them were employed legally.
In recent years, the country has been rocked by a number of high-profile scandals resulting from a lack of vigilance in hiring foreign teachers. In some cases, people with questionable backgrounds have landed jobs.
The latest such case occurred last month. On July 23, an English-language teacher from Colombia working at the Hong Huang Lan Kindergarten in Qingdao, Shandong province, was arrested for allegedly molesting a 4-year-old girl.
Earlier in July, 16 foreigners were detained in Xuzhou, Jiangsu province, for allegedly taking drugs. According to Xuzhou police, seven of them work for an education company, and the remaining nine are students.
Media reports later said a number of foreign teachers from the EF Education center in Xuzhou had been detained by police for allegedly taking drugs. According to the company’s website, EF is an international education company based in Sweden, and has centers in many Chinese cities.
In April 2013, media reports said that Neil Robinson, from the United Kingdom, had taught at the Beijing World Youth Academy, an international school, for nearly four years while being wanted for questioning by British police in connection with child sex offences.
Such cases have aroused widespread concern among parents and students, with many of them calling for the qualifications of foreign teachers at English-learning organizations to be subject to nationwide inspection.
On some online expatriate forums, topics such as “How to become an English teacher in China without a work permit”, or “nonnative speakers can also teach in China” are popular. They offer tips for those who want to work in the country without the required documentation or experience.
One of the items stated, “Although a Chinese work visa is the only visa that it is technically legal to teach with, there is also the possibility that they might offer you an alternative one instead, such as a student visa or a business visa.
Six police officers who speak English, Japanese and Korean are at the
service of foreign visitors at three Metro stations near the site of the
second China International Import Expo.The second China International
Import Expo will be held at the National Exhibition and Convention
Center in Shanghai from November 5 to 10, 2019.For further information
about China International Import Expo, please visit: https://www.shine.cn/China-International-Import-Expo/ or
https://www.shine.cn/ciie2019/v1.To get more ciie shanghai 2019 dates, you can visit shine news official website.
One of them is Xu Wenyi, who speaks English and Japanese. She works at East Xujing Station on Line 2 and can be found at Exits 4, 5 or 6.Xu said both Chinese and foreigners make inquiries about directions when arriving at the station.
“Many foreigners are not sure if they can get help from us. When I spot someone looking hesitant, I’ll come up to help,” she said.
Xu, who has been working as a police officer for nine years, normally works at the People’s Square Metro Station. Like many of her colleagues, she was assigned to work at East Xujing only for the expo, which is visited by hundreds of thousands of people.
With her knowledge of Japanese, she also provides translation support when Japanese speakers call police at the emergency number 110.
Xu is no stranger to big crowds at Metro stations. She said that People’s Square Station during the Chinese National Day holiday can be even more crowded.
Xu has two colleagues who speak foreign languages at East Xujing Station, while three other multilingual officers can be found at Zhuguang Road Station on Line 17 and the station of Hongqiao Railway Station on Lines 2, 10 and 17.
About 380 police officers and their assistants are working at the Metro stations of East Xujing, Zhuguang Road and Hongqiao Railway Station during the expo. The three stations typically have less than 20 police officers and assistants.
https://www.shine.cn/ciie2019/v1.To get more ciie shanghai 2019 dates, you can visit shine news official website.
One of them is Xu Wenyi, who speaks English and Japanese. She works at East Xujing Station on Line 2 and can be found at Exits 4, 5 or 6.Xu said both Chinese and foreigners make inquiries about directions when arriving at the station.
“Many foreigners are not sure if they can get help from us. When I spot someone looking hesitant, I’ll come up to help,” she said.
Xu, who has been working as a police officer for nine years, normally works at the People’s Square Metro Station. Like many of her colleagues, she was assigned to work at East Xujing only for the expo, which is visited by hundreds of thousands of people.
With her knowledge of Japanese, she also provides translation support when Japanese speakers call police at the emergency number 110.
Xu is no stranger to big crowds at Metro stations. She said that People’s Square Station during the Chinese National Day holiday can be even more crowded.
Xu has two colleagues who speak foreign languages at East Xujing Station, while three other multilingual officers can be found at Zhuguang Road Station on Line 17 and the station of Hongqiao Railway Station on Lines 2, 10 and 17.
About 380 police officers and their assistants are working at the Metro stations of East Xujing, Zhuguang Road and Hongqiao Railway Station during the expo. The three stations typically have less than 20 police officers and assistants.
A promotion meeting on trade in services for the Belt and Road regions,
an important supplement of the second China International Import Expo,
was held on Thursday.The second China International Import Expo will be
held at the National Exhibition and Convention Center in Shanghai from
November 5 to 10, 2019.For further information about China International
Import Expo, please visit: https://www.shine.cn/China-International-Import-Expo/ or
https://www.shine.cn/ciie2019/v1.To get more ciie china 2019, you can visit shine news official website.
The meeting aimed to acquaint participating enterprises with the latest policies on trade in services, offer them a chance to showcase their major service trade projects, and served as a platform for domestic and foreign companies to build connections.
Trade in services is playing an increasingly important role in the world's economy and has become a new source of momentum for the development of foreign trade, said Shanghai vice mayor Xu Kunlin.
"Openness is the biggest advantage of Shanghai, and the opening up of the service sector is among the top priorities," Xu said.
In 2018, the city's total foreign service trade approximated US$200 billion in total. This year, Shanghai issued 40 new measures for a new round of opening up in the service sector in August.
The city's Commission of Commerce has in recent years compiled a series of reports on service trade development and guidelines for key overseas markets, introducing countries along the Belt and Road.
The reports help Chinese service enterprises to strengthen cooperation with these regions and to seize business opportunities in the Belt and Road areas.
At today's meeting, such a report for the United Arab Emirates was officially released, providing a comprehensive overview of the UAE's trade in services.
Nearly 400 representatives of government authorities and businesses from thirteen countries (Belarus, Tajikistan, Kyrgyzstan, Russia, Turkmenistan, Ukraine, Germany, Mongolia, Nepal, Bangladesh, Kenya, Colombia, Barbados) attended the meeting.
https://www.shine.cn/ciie2019/v1.To get more ciie china 2019, you can visit shine news official website.
The meeting aimed to acquaint participating enterprises with the latest policies on trade in services, offer them a chance to showcase their major service trade projects, and served as a platform for domestic and foreign companies to build connections.
Trade in services is playing an increasingly important role in the world's economy and has become a new source of momentum for the development of foreign trade, said Shanghai vice mayor Xu Kunlin.
"Openness is the biggest advantage of Shanghai, and the opening up of the service sector is among the top priorities," Xu said.
In 2018, the city's total foreign service trade approximated US$200 billion in total. This year, Shanghai issued 40 new measures for a new round of opening up in the service sector in August.
The city's Commission of Commerce has in recent years compiled a series of reports on service trade development and guidelines for key overseas markets, introducing countries along the Belt and Road.
The reports help Chinese service enterprises to strengthen cooperation with these regions and to seize business opportunities in the Belt and Road areas.
At today's meeting, such a report for the United Arab Emirates was officially released, providing a comprehensive overview of the UAE's trade in services.
Nearly 400 representatives of government authorities and businesses from thirteen countries (Belarus, Tajikistan, Kyrgyzstan, Russia, Turkmenistan, Ukraine, Germany, Mongolia, Nepal, Bangladesh, Kenya, Colombia, Barbados) attended the meeting.
This introductory course is designed to acquaint students with the basic
elements of film production. Students are taught the aesthetics and
techniques required for producing a short narrative film. They are also
introduced to techniques in producing, writing, cinematography,
directing, and editing. Students are required to write, produce, and
direct a short film. Note: Students are required to share in the
expenses involved in their productions.wisepoqder CMS121
Course Goals: Upon successful completion of this course, students should be able to do the following:
develop a storyboard and script for a short film from an original idea;
utilize cinematographic techniques to convey meaning and create visual interest in a short film;
plan and implement a film shoot with a variety of crew roles; and
edit filmed scenes into a short narrative or experimental film.
Course Goals: Upon successful completion of this course, students should be able to do the following:
develop a storyboard and script for a short film from an original idea;
utilize cinematographic techniques to convey meaning and create visual interest in a short film;
plan and implement a film shoot with a variety of crew roles; and
edit filmed scenes into a short narrative or experimental film.
This Phase I clinical study will assess the safety and pharmacokinetics
of the experimental drug J147 in healthy adults. Researchers are
investigating the drug as a potential treatment for Alzheimer's disease.wisepoqder J147 powder
Exclusion Criteria
History or evidence of heart, endocrine, blood, immune, gastrointestinal, genital, urinary, or other body system disease
History or evidence of disease or dysfunction in neurological or psychiatric system that is likely to affect study results
Any disorder that would interfere with the absorption, distribution, metabolism, or excretion of drugs
Any concurrent disease or condition that would make the participant unsuitable for study participation
Positive for hepatitis B surface antigen, hepatitis C antibody, or HIV antibodies
Positive test for ethanol (alcohol) or cotinine (tobacco) at screening or admission
Positive urine drug test (e.g., cocaine, amphetamines, barbiturates, opiates, benzodiazepines, cannabinoids) at screening or admission
Is unwilling to avoid consumption of grapefruit, Seville oranges, or other products containing grapefruit or Seville oranges within 14 days of taking the study drug
History of alcohol and/or illicit drug abuse in past year or is unwilling to avoid use of alcohol or alcohol-containing foods, medications, or beverages within 48 hours of admission until discharge from the clinical unit
Has donated blood or blood products within 30 days of first dosing
Requires treatment with any prescription drugs or over-the-counter medications, including vitamins (large doses), dietary supplements, or herbal medications, within 14 days of study medication (acetaminophen 1,000 mg per day and recommended daily doses of vitamins are permitted)
Has received any known liver or kidney clearance altering agents (e.g., erythromycin, cimetidine, barbiturates, phenothiazines, or St. John's wort) within 30 days of study start
Has used an investigational drug within 30 days of screening
Hypersensitivity or allergies to J147, any of its components, or any drug within the same class
Significant abnormal vital signs on physical exam or laboratory results
Is considering or has scheduled any surgical procedure during study participation
Requires a special diet or has a significant food allergy or intolerance (vegetarian diet may be permitted)
Currently enrolled in another clinical study
Evidence of cognitive decline that is greater than expected for participant's age or changes in level of independence in everyday life
Detailed Description
J147 is a synthetic derivative of curcumin, a component of the curry spice turmeric. In this study participants will be randomly assigned to take either the study drug or a placebo in an escalating dose. Doses will first be given to younger participants after an 8-hour fast. Older participants will then receive doses that have been found to be safe in younger participants.
Exclusion Criteria
History or evidence of heart, endocrine, blood, immune, gastrointestinal, genital, urinary, or other body system disease
History or evidence of disease or dysfunction in neurological or psychiatric system that is likely to affect study results
Any disorder that would interfere with the absorption, distribution, metabolism, or excretion of drugs
Any concurrent disease or condition that would make the participant unsuitable for study participation
Positive for hepatitis B surface antigen, hepatitis C antibody, or HIV antibodies
Positive test for ethanol (alcohol) or cotinine (tobacco) at screening or admission
Positive urine drug test (e.g., cocaine, amphetamines, barbiturates, opiates, benzodiazepines, cannabinoids) at screening or admission
Is unwilling to avoid consumption of grapefruit, Seville oranges, or other products containing grapefruit or Seville oranges within 14 days of taking the study drug
History of alcohol and/or illicit drug abuse in past year or is unwilling to avoid use of alcohol or alcohol-containing foods, medications, or beverages within 48 hours of admission until discharge from the clinical unit
Has donated blood or blood products within 30 days of first dosing
Requires treatment with any prescription drugs or over-the-counter medications, including vitamins (large doses), dietary supplements, or herbal medications, within 14 days of study medication (acetaminophen 1,000 mg per day and recommended daily doses of vitamins are permitted)
Has received any known liver or kidney clearance altering agents (e.g., erythromycin, cimetidine, barbiturates, phenothiazines, or St. John's wort) within 30 days of study start
Has used an investigational drug within 30 days of screening
Hypersensitivity or allergies to J147, any of its components, or any drug within the same class
Significant abnormal vital signs on physical exam or laboratory results
Is considering or has scheduled any surgical procedure during study participation
Requires a special diet or has a significant food allergy or intolerance (vegetarian diet may be permitted)
Currently enrolled in another clinical study
Evidence of cognitive decline that is greater than expected for participant's age or changes in level of independence in everyday life
Detailed Description
J147 is a synthetic derivative of curcumin, a component of the curry spice turmeric. In this study participants will be randomly assigned to take either the study drug or a placebo in an escalating dose. Doses will first be given to younger participants after an 8-hour fast. Older participants will then receive doses that have been found to be safe in younger participants.