TEACH IN CHINA I finished a class this week and there was applause. The general reticence of Chinese learners to be demonstrative in the classroom had me thinking their joy was merely over the fact that the period had finally end. Caught off guard, with tears in my eyes, I lowered my head and tried to understand what had brought on such a response. The class had been a simple one: an exercise that had them speaking about themselves, the origins of their families and the meanings inherent in the elegant pictographs that are the Chinese characters that represent their names. They chalked each one on the board and told the room stories of history, hope and love that had gone into the choices made for them and by whom the names had been given and why. Let me digress back a week and tell you of an encounter I had with one of the Chinese nationals teaching at our school: She wandered into a conversation I was having with two other Chinese professors and introduced herself with an English name I knew could not be hers by heritage. I then asked, as I always do, her “real” name in Chinese. She replied that it was much too difficult for a foreigner. I asked again and she answered with a simple name, nearly as common in China as is Smith or Jones in America. I was not sure if I should be angry, saddened or pedagogical or silent at that moment. I simply drew the character for her name in the air and then asked if I was correct. She confirmed my choice and left the conversation after quickly instructing, thereby saving face, that Chinese names were richer in meaning and more carefully chosen than were western ones. My three daughters Alizon (named for the beautiful lover in the verse play The Lady’s not for Burning), Adrienne (named for famed feminist poet Adrienne Rich) and Chieko (My “Thousand Blessings Child” nearly lost to a prenatal condition) might disagree, but I nodded acceptance and went back to small talk with my colleagues. It was later that day that I conceived the teaching lesson I mention above. And I cconceded that it was often true that Chinese families incorporated, on the whole, more thought and care when choosing a name: superstition, family placement, tradition about who in the family normally names a new child, hopes associated with the birth of the child (sometimes even questionable ones like giving the girl a boy’s name because they had hoped for a male child), Feng Shui master recommendations and dozens of other factors that never enter into our decisions in America. I thought that she had made actually made a great case for students (and herself) not using English names. I wanted students to know that some of us are really hungry to know more about Chinese culture and willing to endure being uncomfortable with the difficulties of language acquisition. And I wanted to re-instill a sense of identity and connection with their own culture that I dreaded they could lose if they abandoned their uniqueness because of a fear of not fitting in or being wholly understood for foreigners. Many foreign teachers, for convenience, give or accept English names from the foreign charges in their classes. They allow students to abandon the most beautiful written language on earth and deny their heritage by replacing their names with handles like “Flash,” Zinger,” Caca,” and “Bush” and “Bin Laden” (who incidentally are really friends)….Some students have perfectly reasonable names and, for whatever reason, ask to be called by the same. In those cases I obey their requests. Some teachers make the case that they give English names as part of practice in cultural education. I remember doing the same thing in German class in Germany. The difference was/is the English names here usually generally stick with the students for decades, even life. Coversely, I can remember many a foreign teacher in Japan expressing feelings of anger about having their name transliterated by a Japanese into an inadequate and odd sounding phonetic alphabet. Many teachers thought the practice was racist and that the Japanese should learn to correctly pronounce their names.. But, I have rarely heard an ESL teacher take the opposing stance when it comes to student titles.

How can we ever translate the stories of five thousand years written on their faces, hear their fragile voices chime with the long-traveled love of ancestors, or walk down the aisles of the dialectic between us without even knowing their real names?

I had dinner the following day with a British teacher who told me that a wise lecturer of his had once added this question to a final exam: “What is the name of the person who cleans this room for you every day?” Some thought it a joke while others saw it as a call to find learning in the commonplace–that upon examination becomes extraordinary. I don’t know how that teacher graded this lesson, but I know the best answer I could have received would have been: “I don’t know, but I will find out.” Some of greatest lessons in life and my deepest understanding of any culture has come from taxi drivers, and hospital orderlies–real stories for another post. These kinds of awakenings have been more commonplace than revelations gained through dialogue with supervisors or professional pedants. And too they have come from students, like mine this week, with the onomatopoeia of temple bells, the warmth of summer sun or the synestheia-like fragrance of jade in their names. Why wouldn’t I want to hear the wishes wished for them instead of some silly nickname foisted on them or adopted by themselves because of some misunderstanding of a western movie or TV show?

One of my friends in American, his last name is Lason, has kept meticulous records of his family tree. He comes from Russian Jewish roots. His original family name was Lashinsky. The customs officials at Ellis Island altered it for eternity because it sounded “too Jewish.” While some families changed their names voluntarily, many ethnic minority group members at Ellis had their names altered to accommodate the ethnocentrism of a few in power. If someone opts to choose an alternate pronunciation for whatever reason I can understand it, but I don’t ever want to be the cause.

My class showed its gratitude for being able to share a verbal communion, a common meal of understanding and appreciation with a curious stranger to their past. And after the applause I reflected on my job which I believe is to nurture what is already there: a shy and folded leaf of promise obediently growing toward the light available to them. I feel it is my duty as a visitor in this country to learn as much as I can about the people and places I inhabit. And it is always my mandate as a teacher to instill pride and a sense of identity in students; especially those who feel inferior because they have been affected by the stereotypes of a western media that often ridicules Asian names and customs.

So, after the applause I moved on to the next class hoping to a grateful janitor, taxi driver, and attentive educational orderly and hoping to keep learning from the teachers on the other side of the aisle. There is no requirement to remember my name.

Lonnie Hodge at SEO CHINA 

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