Our involvement in a venture with Unitec NZ in Beijing fuelled our intense interest in language teaching and learning in China. As we examined students for the oral and written components of IELTS, we found that students were sometimes disadvantaged and at other times helped by the Chinese approach to learning. Further research helped us develop the Fusion Teaching Model, which we define as a synergy of traditional and contemporary theory and teaching techniques, based on the language needs of Confucian Heritage Culture learners.
The Fusion Teaching Model combines the strengths of traditional local approaches, such as memorization, understanding, reflecting and questioning, with contemporary international views on teaching. We believe that this combination leads to more efficient learning and higher levels of fluency than a single use of either the traditional or communicative approaches.
We have since discovered that the Fusion Teaching Model is highly effective, not only for CHC learners but for students with different backgrounds and from all corners of the world.
Key Fusion Components:
techniques to combine model-based memorizing and analysis with skills-based fluency development
integration to provide context and maximize efficiency in learning
interaction within and outside the class to generate fluency
interest in topics to motivate interaction and learning