Illustration: Lu Ting/GT





Coming from England, there are two prevalent stereotypes we have in regards to China. One being that modern Chinese education tends to stifle individuality and creativity. The other is in regards to China's strict policy within education and general discipline. Both of these were partially confirmed upon my arrival in Shanghai as a foreign English teacher.



There is an interesting social phenomenon occurring in China. Its creative, liberal ideals are directly contrasting with traditional-minded opponents. I currently work at two very different local primary schools in Shanghai.



One is modern, embraces Western ideals and is forward-thinking; whereas the other is quite traditional, less bothered about Western culture and takes a stern approach to teaching.



This divide is becoming very apparent. In August, Parallells reported that "in China, some schools are playing with more creativity, less cramming." Former journalist Zhang Liang symbolizes a modern, forward thinker who has experimented with different techniques in the classroom. Arguably, he signifies just one of many in this "alternative education movement."



So, are foreign teachers in China encouraging or enhancing this alternative education movement? The very fact that this was headlined suggests that it is not yet common in China to embrace creativity and alternative methods of teaching and learning.



However, it seems that it is becoming quite common to find some way of teaching that is different to the status quo, be it Confucius-style or home schooling.



In my experience, even in the modern school I work at, group- and teamwork is not utilized, at all. I often feel frustrated having to urge my students to work together. China has so many people, perhaps its very future can be enhanced if these smart minds come together to work as a team and shape the future.



From a broader social perspective, with the increase of its expat community and a demand for native English teachers, this is having a coinciding impact on China's education system. But due to traditional values, unique approaches to teaching have not yet been embraced.



Foreigners who teach in different ways, adopt different cultural ideals or even have different hairstyles may be subconsciously influencing the younger generations of Chinese.



For example, while some schools ban certain hairstyles, how does it look if your foreign English teacher walks in with dyed red hair or a mohawk? The difference between normal and abnormal, acceptable and unacceptable, is becoming blurred due to China's multiculturalism.



With this in mind, our impact on young Chinese could potentially be huge. Gooverseas.com, a program that places Westerners in teaching positions abroad, even goes so far as to refer to China's "obsession with English" as a selling point.



Statistics estimate that at least 100,000 English teachers are currently working in China, which, multiplied by the average 50-student classroom, means that every year there are at least 5 million Chinese students exposed to foreign influence.



This raises the question of what the future of China holds. Arguably, along with teaching English language is a coinciding, natural teaching of Western customs. It's instinctive for a foreign English teacher to discuss festivals such as Halloween.



However, is this necessary? Or do these festivals demonstrate the integrated relationship that language and culture has.



Perhaps this is why there is a deep social divide in China. Or maybe the divide only becomes more apparent when a foreign teacher is in the classroom, with such a contrasting approach to students' "regular" Chinese teacher.



There is definitely a divide in China's education sector that needs addressing. Some schools continue to adopt a traditional approach, others embrace a modern, more Western approach.



But this divide will only be increased with the ever-increasing number of foreign teachers coming to China.



We are naturally not just bringing our language to China, but also our cultures, customs and behaviors. School is an institution in which learning and inspiration occur, but also where great influence can occur.



The opinions expressed in this article are the author's own and do not necessarily reflect the views of the Global Times.