Traditions vary depending on what part of the country you’re in and whether you are in an urban or rural area. The rural weddings tend to be more traditional while urban ones are more modern with some western elements. However there seem to be three aspects of the wedding protocol common to all.

The first is the marriage license or certificate. Most weddings in China do not take place in a church and the license is often obtained months in advance. Although the happy couple is legally married they are not really considered so (and do not live together) in the eyes of their family and friends until the wedding banquet is held.

The second aspect is the wedding photos. Weddings are now big business here and photo wedding shops (hun sha yinglou) are everywhere. Unlike western weddings, where the photos are normally taken on the wedding day, the couple will arrange several photo shoots and have a DVD made in advance of the wedding banquet or ceremony. It is common to see brides and grooms strolling around public parks and other scenic areas in full wedding attire looking for the perfect location. The wedding photo shop not only does the shoots but provides the wedding dress, the jewels, and the groom’s outfit, both for the photo album and for the wedding banquet.

The third and most important part is the wedding banquet and signifies that the couple is truly married and can live together. The banquet may take place months after the marriage certificate has been obtained although choosing the date is a delicate matter and often left in the hands of a well trusted fortune teller. The date is selected according to the lunar calendar and the numbers of the months and the days must be lucky ones and the moon and the stars have to be properly aligned. Although weddings are held throughout the year they often occur during major Chinese holidays such as the spring festival (Chunjie).

Stephen Chappell
Footprints Alumnus
Anqing City, Anhui
China

In 2008, China's government revised the national holiday system in order to recognize more traditional Chinese festivals. One of the new statutory holidays created was for the QINGMINGJIE, commonly translated as "Tomb-Sweeping Day", which normally falls in early April. This festival, which has a very long history, provides an opportunity for the Chinese to remember and honour their ancestors at grave sites. Usually all the family members will travel together to the tomb site and clean the grave, then burn paper money and set off fireworks. The deceased, especially those in the countryside, are often buried on the sides of hills and mountains and often facing water.

Several members of our English corner took this long holiday weekend to enjoy a break and went to a hot springs resort nestled in the foothills of a famous mountain, (Lushan),located in an adjacent province, (Jiangxi). It was a most relaxing and enjoyable outing. We are all looking forward to the next festival holiday.

ONLINE TEACHING AND LEARNING 101
by Peg Deaton, M.Ed., Roving Reporter, TESL Kingston

In April, 2007, I attended a fascinating workshop on online teaching and learning at PennTESOLEast's spring conference, held at Pennsylvania State University , Abington. The following formed a panel of faculty and students, who discussed the current state of online teacher education:

Hang's Progress in Learning to Communicate in Mandarin

Editor's Note: Following is an excerpt from one of TESL Kingston member Hang Nhan's emails, describing her creative approach to mastering the art of communicating in China while exploring her surroundings. She has a particular handicap in this venture, as her appearance leads everyone to assume she's a Chinese citizen!

I've become very independent and somewhat of a risk-taker. For example, while my colleagues are taking taxis to places, I am on my cheap made-in-China bike, arm-wrestling and weaving my way through streets congested with cars, motorcycles carrying heavy loads of propane tanks, pigs and chickens sardined in tiny barbed wire cages, other bicycles with multiple passengers and anything you can imagine that can move.

My colleagues have the luxury of using their skin colour as an excuse for not knowing Mandarin. I, on the other hand, don't have that, especially with first contacts. But it's good for me. It forces me to speak Mandarin. This is a typical scene...

A local slurs a mouthful of words; Hang looks confused and says, (in Mandarin), "I don't understand. I don't speak Chinese." The local looks confused and can't accept that Chinese-looking Hang can't speak Chinese. Hang then initiates a gesturing conversation blended with Mandarin, Cantonese and English. The local either can't be bothered and waves Hang off or he/she and Hang both laugh and try again.

I thoroughly enjoy this part of life in China. I have become friendly with this bike fixer guy that sits at the corner of the street with his wagon of tools from dawn to dusk every day. We say hi to each other almost every day when I head to the gym. I also do a great job of keeping him in business because my new el cheapo bike likes to break down every week. Last week was the pedal shaft falling off and this week is a broken pedal pad. The bike is only 3 weeks old, by the way. There's also my usual noodle girl at the local market. I've gone there enough times to name all the ingredients in Mandarin that I want in my mix. Sometimes I can't remember the word so I just say, "that one" in Chinese as I point. Her similar friendliness also allows me to teach her a few English phrases.

I often get emails from the Open Book ESL students, from the Chinese ones mostly, because they're worried about my being a mute in China. But if you include gesturing, I'm getting pretty darn good at conversing in Mandarin about the day-to-day stuff. I'm going to be a great mime by the time I leave this country!

Overview of the TOEFL iBT Presentation at the TESL Ontario Conference, 2006

Teaching to the New iBT TOEFL Presented by: Evelyn Pedersen and Steve Bahry – University of Toronto
The 34 th Annual TESL Ontario Conference
Saturday, November 18th, 2006

At 8:30 in the morning the room was filled with educators, some juggling coffee mugs and breakfast tidbits, anticipating how their Saturday morning efforts to attend another workshop would be met. We were not disappointed. Both presenters were exceedingly knowledgeable in the presentation topic. They distributed useful handouts and proceeded to present in a direct and well-organized manner. Whether participants were trained TOEFL preparation instructors or novices to proficiency testing, like myself, it seems we all gained useful information that made the 2- hour weekend workshop worth attending.

Evelyn first overviewed the recent changes to the TOEFL test such as:

• It is no longer computer adaptive The iBT focuses on integrating all skills and not testing in isolation Note taking is now allowed Grammar is not integrated throughout the entire test Spoken English is tested digitally and scored by certified ETS human raters Due to the computer format, some typing skills are necessary to complete writing assignments within the allotted t ime Each skill area is equally weighted by 30 points
• A new feature glosses scientific vocabulary to view the definition

READING and LISTENING Participants read a sample TOEFL passage on the topic of childhood amnesia followed by a listening passage on the cause. We took brief notes and were able to relate both passages. Instructors were reminded to teach students how to answer short questions; write introduction statements and identify details of both reading and listening passages. Students should be reminded that a conclusion statement is not necessary.

Test takers should be prepared with:
Endurance to write the 4 hour test
Comprehension and analytical skills to respond to 3-5 academic reading passages

SPEAKING and WRITING To assist students to be prepared for this section, educators should:

• Practice timed responses; 45 second answers will mimic the actual test questions. Emphasize economy of words; be concise and choose ideas carefully Google ‘learn to type' to find a typing program to include in the program Teach formulaic introductory sentence such as ‘This reading passage identifies. .” Include comparing and contrasting in the class curriculum, inference, organization skills, identifying main ideas Students must learn to relate listening and reading passages to answer either the written or the spoken sections correctly and concisely
• Speaking is integrated with other skills

Steve Bahry followed Evelyn's overview of the new test format with suggestions to incorporate TOEFL testing writing skills in EAP and TOEFL iBT preparation programs. Include in-class activities that develop sentence and paragraph order using contextual clues. Teachers should also promote interest in a wide range of topics and emphasize concentration skills by including long reading segments for homework. It was noted that students with an interest in a variety of topics tend to have better results on the test. Introduce sample TOEFL writing topics randomly to promote discussion and expect t ime d responses to develop concise responses. Students become aware of actual sample test questions and it promotes knowledge of various universal topics such as health care, education, the environment, technology, war and peace.

Teachers should remind students to allow enough time to write the test a minimum of 2-3 times. This eliminates the pressure and stress of the initial testing experience and students can consider this as an overview of the testing process. To assist in preparing students to write the test, instructors should:

• Encourage self confidence, include relaxation techniques
• Incorporate material from many texts with an emphasis on:
• Skimming and scanning techniques
• Note taking skills
• Use outside sources such as:
• CBC radio
• Obtain in-house permission to use sound files and archives for in reading, listening and academic writing lesson plans
• Daily Planet TV broadcast
• Newspapers; National Geographic articles, maps and charts
  

Steve reviewed a selection of diagnoses with the participants, analyzing how test writers results show which skills were lacking and what skills could be improved. The results included:

• Lack of stamina
• Promote reading longer reading articles. Encourage 30 minute intense listening chunks
• Include 30 minute writing activities
  
• Slow reading
• Teach skimming and scanning techniques
• Lack of knowledge in various topics
• Include practice reading in various areas
• First date is a trial; the second date can be more comfortable because it is now a review in the process
• Independent speaking is scored for flow and comprehensibility
• Include pronunciation skills such as fluency, linking, rhythm, stress

Whether TOEFL iBT is a good test to assess language proficiency was not discussed; however, the revisions promote a more holistic approach to English language testing. Since this proficiency test is accepted internationally, many students are determined to write this test to assess their own skills and gain admission into the college or university of their choice.

Evelyn and Steve provided a thorough overview of the TOEFL iBT test and showed how educators can support their goals by offering programs and teaching testing strategies that focus on specific skills. As we watch our students grow to expressively articulate their opinions and formulate structurally sound responses, we can feel satisfied to have had a small part in their academic success.

by Maritta Polowick
ESL Coordinator
Confederation College
Thunder Bay , Ontario

Teaching in China
by Stephen Chappell

I arrived in China in mid-November to teach conversational English at a private language school in Anqing City, Anhui Province. I have just finished the first term and can make the following observations and suggestions for anyone considering a teaching position here.China is a very dynamic and exciting place to teach and live.I love the food, the culture,the history, the music and friendliness of the people. They are most eager to learn English and western ways. It has been to date a most rewarding experience and if you have a zest foradventure and change then China will answer the call.

I strongly suggest the use of a reputable recruiting company. They will work for you and with you at every step and will continue to do so during your teaching assignment. The salaries offered in China are not large compared with such places as Korea or Japan but you can live very comfortably here on such a salary. If you have a teaching degree and experience you can command a much better wage. Food, transportation and entertainment are very affordable and you will be provided with accommmodation with another teacher. This can be somewhat of a challenge if you are not flexible and prepared to compromise. I am 57 and my roommate is 22. Need I say more?

Regarding the teaching, (and remember that's why you are here), you must conform to and respect the Chinese teaching methodology. I initially thought that discipline would not be a problem, but with the grades I teach (7 and 8) it can be. Some of this may be the result of China's one-child policy, which puts them at the centre of attention. Nevertheless the students work very hard and put in long days. At my school they have exercise every morning before class and also have cleaning duties. Chinese teachers also work very hard and have 51/2 day weeks. My workload is quite heavy as I have 22 classes a week, but it is very rewarding. I teach in a private school which means that the parents have an greater influnence on the decision-making. Sometimes this may be at odds with educational goals. Take a look at both private and public sectors before making a decision. In both sectors ample holidays are provided during the school year which allows you time to travel and explore.

Regarding living in China some points of concern are as follows:
* *air quality is rather poor and pollution control does seem to have a high priority
* *spitting in public is socially acceptable
* *smoking is prevalent and there are only a few areas where it is not allowed. Most Chinese men smoke
* *many areas of China, especially in the south where I am, do not have heat in the schools, public buildings or in homes. At my request my school installed a space heater in my bedroom but the apartment common areas are unheated. This can be a major adjustment.
* *begging and panhandling here is becoming more common and it can be disturbing when you see children as young as 3 and 4 on the street.

Leaving all the comforts of home to work in a foreign land without the proximity of family and friends can be a difficult and somewhat lonely experience. My suggestion is to try to get involved even in small ways in the Chinese culture. You can take Chinese language lessons or cooking lessons as an example. I am taking ballroom dancing lessons which has opened new avenues and friendships.

If you love to teach, have an open mind and an interest in and respect for other cultures, then China has much to offer. Stephen Chappell Anqinq Foreign Language School Anqing City,China stbradch_6@hotmail.com

Teaching Writing Skills with Weblogs
Peggy Deaton, Roving Reporter, TESL Kingston

At the recent TESL Ontario Conference, Patricia Glogowski, M.A. of York University English Language Institute gave a one-hour technology presentation on weblogging, the "new" journal writing. The York course on weblogging was established in September,2004. Sessions are of a two-month duration. Students have four essays to write, and re-write.A weekly journal is required. Apparently, "...once the students start, they can't stop," she said.

Ms. Glogowski's first example was a student at YUELI, Demi, who had visited Niagara Falls, then spoke about it on the blog by linking to the other students in his class; from this, students created a learning community. Students learn from each other and then explore on their own. Another example was a Korean student who wrote about and posted pictures of activities before and after class. This evolved into all the students in class writing about thier lives and their universities.

Book Review:
Adding English
by Elizabeth CoelhoPippin Publishing / 0-88751-095-7 / 2003 / 320 pp / paperback
Grade Level: K-12

This book is about teaching in classrooms where some—or all—of the students are learning English at varying levels of proficiency, at the same time as they are working to learn the mainstream curriculum.
Written in a clear and straightforward style, Adding English: A Guide to Teaching in Multilingual Classrooms addresses these issues, providing important background information and detailed practical advice to help instructors at all levels meet the challenge of teaching effectively in multilingual settings.

Several of our members highly recommend this book for ESL teachers working in elementary and secondary schools, and also suggest that those of us working in multi-level, multi-lingual adult classes may find it useful as well.

CBC Learning Tool for ESL

CBC Ottawa and community partners, including Carleton University and OCISO, have created an exciting new ESL learning tool based on TV and radio clips from the CBC Archives website. Take a look and share this resource with learners!

www.cbc.ca/ottawa/esl

     More than seven years ago, TESL Ontario saw the need for standards and recognition to be raised for the many instructors of adult ESL who had no certification, perhaps no formal training, but years of experience in various community ESL programs. With funding from the Ontario Ministry of Training and Colleges as well as that of Immigration & Citizenship, professionals were hired to design Standards and Certification protocol for instructors of adult non-credit ESL.     For the first two years, people who met criteria based mainly on experience were “grandparented”. Now, however, any new applicants must have formal training focused on adult, non-credit instruction of ESL, as distinct from OTC-AQ training available through Faculties of Education in TESL, which is aimed at teachers of ESL students in elementary or secondary public school programs. As you can see on the TESL Ontario website, there is quite a long list of institutions that have been approved by TESL Ontario to provide this teacher training. MANY more applied and were rejected. TESL Ontario’s standards are as high as or higher than any others across Canada, as we try to exercise some sort of quality control in the face of the ever-increasing numbers of private TESL and ESL schools.     The LINC program run by Immigration and Citizenship Canada for adult newcomers to Canada is the only one so far that has mandated this certification for its instructors. There is still great variance in the requirements for instructors in adult education centers across the province. I think that most people who have become TESL Ontario certified have recognized: a) a professional desire for high standards and b) another valuable certificate in their portfolio which will help pave their way to employment in the always-changing field of TESL.

    Recently a link was created between Algonquin College and St. Lawrence College, in order to have the TESL Ontario course available in Kingston. Algonquin provided the teachers and curriculum, while St. Lawrence provided the college facilities, including classroom space, library, parking and other resources.

     This worked very well, but unfortunately, the enrolment was insufficient to make it possible to continue the course after the current cohort completed their certification in December, 2005. Aspiring ESL teachers in the Kingston area wishing to obtain an Ontario recognized TESL certificate may do so through the CERTESL distance education program offered by the University of Saskatchewan. For more information about recognized institutions, click this link: http://www.teslontario.ca/certification/recognized-training-institutions/

Acquiring Canadian Experience

     In June, 2004, executives from some of Canada's largest corporations and municipal governments offered to create 153 internship positions for foreign-trained professionals in the following year. This marked the official launch of Career Bridge, an initiative by the Toronto Region Immigrant Employment Council to give the country's newcomers a chance at the "Canadian work experience" all employers seem to require.     Although the pledges met the program's first-year target of 150 placements, there were already 830 pre-screened candidates ready for the paid training with an average of eight years of professional work experience outside of Canada.     Career Bridge is intended to become financially self-sustaining when the government aid ends in 2006. After that, it will be fully supported through a $9,970 delivery fee paid by each participating employer.

Immigrants who are qualified international professionals can register online to apply for the screening process. You will need an up-to-date resume and a general cover letter ready to upload as part of the application process.

For more information about eligibility and requirements, visit the Web site at http://www.careerbridge.ca.