When teacher o was teaching abroad, her student Mike came to her and expressed that he wanted to make some Chinese friends to improve his Chinese, but he realized that his Chinese roommates were quiet

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When teacher o was teaching abroad, her student Mike came to her and expressed that he wanted to make some Chinese friends to improve his Chinese, but he realized that his Chinese roommates were quiet, so he thought all Chinese people are quiet. if you were teacher o, how would you suggest? thanks for the question. first, I would praise Mike's attitude of willing to learn. and I would explain to Mike that what he has are preconceived Notions or stereotype of Mike. Chinese people are also human. he needs to think of them as fully human in the first place. for example, a dog bites him or even just scares him when he's a child and so for the rest of his life he's afraid of dogs. Because he believes that all dogs are scary and dangerous and want to bite him. when he meets a dog, he doesn't have to evaluate it as an individual. his roommates are quiet doesn't mean that all Chinese people are quiet. and maybe his roommates are not like what he thinks. because in traditional Chinese culture, The nature of junzi is displayed in action rather than speech. we encourage people to act rather than speak. I would suggest Mike, if he would like to practice his Chinese, he can create opportunities of having conversations and increase interactions. after getting familiar with his roommates, I believe that they will talk more with Mike and even become friends. and I would also organise more activities to give students opportunities to speak, inviting local Chinese to our school and make students in pairs with them.

Nov 12, 2025 4:15 AM

Corrections · 1

Here’s how I’d approach it First, I’d praise Mike’s curiosity and his willingness to learn through connection — that’s a wonderful mindset. Then, I’d help him gently unpack a hidden stereotype. It’s natural for us to form generalizations — our brain saves energy that way. But it often leads us to see people as a “type,” not as full individuals. I might say: “Mike, imagine you were bitten by a dog when you were little — and since then, you believed all dogs were dangerous. That belief would stop you from ever meeting a friendly one.” His belief about “quiet Chinese people” works the same way. His roommates might just be shy, tired, thoughtful, or unsure of their English. It doesn’t mean all Chinese people are quiet. I’d explain that in traditional Chinese culture, people are often taught that “The nature of a true gentleman (君子) is shown through actions, not words.” So quietness isn’t avoidance — it can be respect, modesty, or reflection. Then I’d help him turn awareness into action: Find moments to start small, friendly conversations Invite roommates to join him for meals or games Ask questions that open stories, not just yes/no answers Participate in group activities with locals And from the teaching side — I’d create interactive sessions where local students join foreign learners. That way, both sides break cultural ice and learn through real connection. 💬 What do you think? How do you help students overcome cultural assumptions while learning a language?

11 hours ago

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