Newspaper Article about my Parent’s Trip to Visit me in China

This is the sixth article I have written for The Shenzhen Daily, the English-language newspaper in my host city of Shenzhen.  Titled, “My Parent’s Visit to China: Continued Global Education”, it highlights their visits to see me not only here, but across the globe, at different universities I have taught at, and the cultural and educational insight they get not only into the local people, but my students…

The Shenzhen Daily

My parents recently spent about 10 days visiting me in China, traveling to Hong Kong, Shenzhen and Macau.  Over the course of my time living and teaching abroad, they have had the opportunity to visit me in classrooms around the globe, including New Zealand in 2014, Ethiopia in 2015, and now China in 2017.  Growing up in a family which loved to see the world when I was young, those ideals have been instilled in me so that now, as an adult, I am able to incorporate traveling into my job.  To be able to share the cultures of these dynamic countries where I teach, with my parents, has become our new “family vacation” and something I am grateful for.

Back in 2014 I was teaching Korean students on a study-abroad program at Middleton Grange College in Christchurch, New Zealand, when I invited my parents to visit.  These cross-cultural opportunities seem to offer much more than the ordinary vacation, as I get to introduce my parents to the schools and students I am working with.  It offers an insight which most tourists don’t get to see – an understanding of the educational contexts of different countries, highlighting the importance of education regardless of where it is taking place.

In 2015, I invited my parents to Ethiopia, when I was lecturing at Ambo University as a Language Fellow.  Quite a change from the physical landscape of New Zealand, but still, inside the classrooms there remained a desire for knowledge on behalf of the students.  Ethiopian tertiary education may not offer the same resources as those in the West, yet my students showed interest in hearing about the cross-cultural dichotomies which exist not only in schools but in families.  They asked my parents about American family dynamics, curious about the degree of both social and academic freedom my parents allowed me growing up. 

Now in 2017, I again invited my parents to spend some time with me, seeing not only the local sights, but also Southern University of Science and Technology, where I teach, in Shenzhen, China.  Spending the course of a regular working week on campus, I was able to again introduce them to my students, including undergraduate Sophomores as well as Staff English students. As was the case in Ethiopia and New Zealand before that, they were able to have discerning dialogue with inquisitive students about the contexts of American education and culture.

Victoria Harbour

One topic which has come up in classrooms from Oceania to Africa to Asia is the importance of traveling, and the impact it has had on my parents, and subsequently, myself.  Each time they are asked, my Mom and Dad underscore the significance travel had on them, and how they were able to incorporate that into their children’s upbringing.  Years later as I continue to teach around the globe, I am grateful for the early exposure my parents showed me to different cultures so that now, as a teacher, I can invite them to help reiterate to my students the notion that Learning is Lifelong and Worldwide!


Chinese Newspaper Interview Article

“Teacher Stretches Beyond Classroom Into Culture”

In nearly a year of teaching at Southern University of Science and Technology (SUSTech), Matthew Jellick has initiated two clubs for both students and Chinese staff members, providing an authentic English environment and bridging their personal and professional lives through open-minded conversation.

Since joining SUSTech’s Center for Language Education (CLE) in late October 2016, the American has not only given both staff and students English classes but also organized an English Book Club and an English-Speaking Club and helped to edit the SUSTech Library’s English website and the English interface on its self-service machines.


Early this year, the members of the Book Club finished reading Peter Hessler’s River Town: Two Years on the Yangtze, an English non-fiction documenting Hessler’s teaching experience in Fuling, Sichuan Province, from 1996-1998. Fuling is now part of Chongqing municipality.

The 15 club members, all university staff, met every other Wednesday during lunch, sharing their opinions on the book. “We not only talked about the book, but also about our lives. When we were discussing the changes in Fuling over the years, someone brought up how Shenzhen’s changed,” said member Lu Zhengming.

“The club has improved our speaking and reading skills, but most importantly, our cross-cultural knowledge. Matthew encouraged us to think, not just read. We communicated freely and Matthew even arranged a Skype discussion for us with Peter Hessler. We never thought we could talk with the famous writer,” said Huang Feiyan, another member of the club. “In a traditional English-learning class, maybe we are good at grammar, vocabulary and passing exams, but if you want to improve real skills, you should expose yourself to a natural English-speaking environment,” she added.

Jellick believes that English learning should be culture-based, so at the end of the Spring Semester, he organized a Potluck with the club. “Everybody brought their hometown food, from Sichuan, Hunan or even California. Food is a part of culture and we shared our cultural identities through the potluck. Real learning takes place in an authentic environment,” he said.

Jellick’s English-Speaking Club is called “Voice of SUSTech.” Students meet through weekly meetings, assembling every Sunday night to practice conversational English. In June, Jellick organized a field trip to Shekou, encouraging students to talk with foreigners. “I acted more as a mentor, not as a teacher in the club. The foreigner interviews in Shekou gave the students opportunities to practice their English skills in a setting which pushed the boundaries of their comfort zones. At first, some students were nervous. They were required to ask yes/no and opinion questions to interviewees, but in many cases, they turned ‘interviews’ into conversations, adding deeper substance to the prescribed questions. It was hard but enjoyable,” said Jellick.

Jellick holds a Master’s Degree in Teaching (TESOL) from the University of Southern California and a BA in Liberal Studies (Migrant Education) from Portland State University. Before joining the faculty at SUSTech, he had taught English in the United States, Mexico, South Korea, New Zealand and Ethiopia. Wherever he has taught, he has written prolific articles about global education and culture for the local press, including the Shenzhen Daily, Korea Times and Ethiopian Herald.


When he worked as a university lecturer in Ethiopia from 2014-2016, he initiated a Women’s Club as well as a Soccer Club. With financial grants from the U.S. State Department, he obtained 40,000 books to donate to the Ethiopian university he taught at, which had very few books in its library for research, let alone for enjoyment. Through gender-empowerment initiatives, Jellick encouraged African women to play Soccer and obtained a US$50,000 donation from Nike Korea to support women’s Soccer training in Ethiopia and Djibouti. With the Women’s Club, he was able to introduce his students to ideas outside of their prescribed setting, taking them to the capital, Addis Ababa, to see art and music and even to the African Union to watch U.S. President Barack Obama give a speech, where of course, he too mentioned Gender Empowerment.

“In Ethiopia, mostly men play Soccer with only a few women receiving cultural or tertiary education. Through my role, I did what I could to encourage women to find their voice, whether through sports or education, creating a viewpoint of equality to men,” he said.

In the future, Jellick plans to teach in more countries. “I’ve been teaching abroad from nearly 10 years and I know how to culturally adapt to the circumstance regardless of if I find myself in Africa or Asia. When I’m teaching, I don’t portray my culture as the best. Rather, I come here not as an American teacher but a global citizen, and I’m sharing my ideas learned from Mexico, Africa, South Korea and China to my students and hope that they too can be part of the global community.”

Fifth Chinese Newspaper Article

The notion of global education is spoken of often, with the understanding that we, as global citizens, are being brought closer together due to technological innovations and ideological practices, regardless of the distance which may stretch between respective countries. No longer is China “on the other side of the world” from California, rather, it is an overnight-flight or a telephone call away, bridging that gap which explorers have fraught over for centuries. Following, the benefits derived from this smaller collective of learners allows for the exchange of not only educational ideas but similarly, cultural practices.

This Summer, one of my students at Southern University of Science and Technology (SUSTech) in Shenzhen, took the opportunity to study at the University of Southern California (USC) in Los Angeles, enrolling in the 2017 Summer International Acting Institute Program, through USC’s School of Dramatic Arts. Not necessarily a course which would be accessible in a traditional Chinese educational context, it was for this same reason that Krystal, a gifted student in her own right, chose to survey a trail which led off the prescribed path, following, what she described in her Personal Statement, as “the sum of craftsmanship, spirit, creative ideas, and inspiration.”

Matt & Krystal at USC
I completed my Master’s Degree in Teaching at USC, and while home in California this Summer, took time to visit campus, meeting up with Krystal to see her class while also touring the university. Offering innovative practices to learn not only the specifics associated with Dramatic Arts but also the creative approaches to underlying theory, the four-week course steered away from rote learning and instead used exploration as a guide, encouraging students to “let go” and let inspiration lead the way. Krystal mentioned that at first, this methodology surprised her, but after seeing the relationship between patience and practice, she realized that a redefinition of her approach was needed if she was truly to understand the varying identities which each of us have, and how we go about choosing which one we showcase to others both on and off the stage.

A leader in STEM-related fields, SUSTech offers students an impressive education in those subjects, partnering with the entrepreneurial spirit which thrives in Shenzhen. When coupled with ambitious students who wish to gain different perspectives from across the ocean, there is no limit to what cross-cultural and integrated educational partnerships can do, acting as a catalyst for cooperation and a mechanism for change. For myself, to be able to bridge two universities which have played an integral part of own my educational journey, acts a testament to the power of global education and the reach is has which stretches beyond distances and over time.

Student Interview: Shenzhen – New York

This past semester, I taught the (adult) Staff here at my university.  It was an interesting and exciting 16 weeks, working on English language acquisition while also addressing issues pertaining to global educational inequalities.  Myself, as an American who had recently taught in Africa, contrasted my experiences with theirs, most of whom had undergraduate level education in China but had traveled abroad for Masters and Doctoral work.

One of my students, Sandy, approached me after class asking if I could help her son, Michael, as he was a Senior in High School exploring options for universities in the United States.  I of course welcomed the opportunity to assist him, meeting the next week to discuss the circumstances surrounding his decision.  During his high school years, Michael’s parents had taken him on an extensive tour of American universities and he had decided upon completing his tertiary education in the States.  He came to me with questions about specifics including the difference in campus culture between the University of Miami and the University of Wisconsin(?!) as well as the educational guidelines for deciding upon a major with the option to change if need be.  It was refreshing to speak with a student who viewed the university experience as a part of collective personal growth, not solely limited to what takes place inside a classroom.

One of his interests was NYU, and he was curious to learn more.  Through my networking as part of the USC Alumni Association of Shenzhen, I had come in contact with Mark, the President of the NYU Shenzhen Alumni Association, and reached out to him to see if he would be interested in sharing information with Michael.  We set up a lunch meeting, and over the best Cantonese food I have ever eaten, we discussed the cultural and educational realities of being an International Chinese student at a place like NYU.  Throughout the nearly three-hour long meeting, we touched upon issues ranging from class size to campus diversity, and from the availability of Chinese food to the safety measures implemented by the school.  Michael and his parents listened intently, asking valid questions which addressed legitimate concerns while Mark told them of the countless benefits of attending school abroad, both from an international as well as domestic perspective.

Needless to say, Michael accepted the offer to attend NYU in the Fall, and has since been involved with the university’s preparatory committees both in Shenzhen and Hong Kong.  He and his parents will fly to New York in August for the welcoming convocation and begin the long (and expensive) path of university life in America.  In an effort to share his story, I interviewed Michael last week, and have now put together a 10-minute video where he talks about his decisions, the process, and his hopes for the future.  As someone who continues to have the opportunity to view education through different cultural lenses, I was grateful to have met Michael through his mom, one of my students; a testament to the global perspective I try to highlight in my classes.

If you have the time, I encourage you to watch the video, as it highlights the circumstances of a modern day young Chinese student and his understanding of international education, including the benefits of an expanded worldview which comes with studying abroad, where truly, the world is your classroom…

TOEFL: Linguistic Gateway to the World

Last year at this time, I was teaching on behalf of the U.S. Embassy’s Opportunity Fund, working with at-risk students in Ethiopia, helping them prepare for and apply to colleges and universities in the United States. This included preparation for the SAT (Scholastic Aptitude Test), Personal Statement essay writing, and of course, training for the TOEFL (Test Of English as a Foreign Language). All three are necessary for admittance to U.S. universities such as USC, Brown or Cornell, securing these students a path out of East Africa and paving their future with an education which will in turn help them reach their dreams.

This summer I find myself once again teaching TOEFL, this time to Chinese university students, most of whom have a vastly different set of educational realities which face them, including postgraduate degrees abroad and applications to some of the world’s leading high-tech companies.

Yet it is the same amount of motivation which I have found in classrooms around the world — students understanding the importance of English and the role it plays in acting as a gateway to global ambitions. The use of an adjective to describe a noun isn’t what will lead to aspired accomplishments, rather it is universal acceptance which comes with learning a second language and the social adaptation which underscores the importance of tests like TOEFL, measuring not only linguistic ability, but cultural understanding as well.

Two hours a day over the course of four weeks I worked with students at Southern University of Science and Technology (SUSTech) on speaking and listening skillsets associated with the TOEFL test. Contrast transition words providing clues to important shifts in the speaker’s content while intonation and variations in pitch highlight meaning and connotation.

Group Work

The topics of our listening examples shed light on Americanisms, where distance is measured in miles and where weight is abbreviated as lbs. The 30 students in our class laugh at the unfunny jokes, feign interest in the topics discussed, and gaze at words like vitriolic; the whole time understanding that this is a necessary means to an end. Intensive linguistic learning takes place on a different set of gears than in a regular 16-week semester, but still, lessons are shared by all, with myself careful to facilitate learning, not to master.

With previous experience teaching TOEFL courses in Ethiopia, and before that, South Korea, I feel confident that my practice within a Chinese context has likewise gone smoothly, encouraging student learning through cooperation, giving them ownership over materials which at times may seem as foreign to them as the idioms often mentioned in our listening exercises.

As the teacher, I am able to learn too, gaining cultural insight from my students, much as was the case in Africa, as each set of students learns differently. Grateful for these global opportunities, I hope that my instruction through TOEFL pedagogy will similarly give these students the same international prospects I have been afforded, expanding their worldview while opening a linguistic gateway to the world.

China – Cambodia: Cross Cultural Education

The physical divide that exists between Shenzhen, China and Phnom Penh, Cambodia has been mitigated by nonstop flights and social media, bridging the gap which stretches across the South China Sea.  As a result, the development of cooperative educational, economic and environmental partnerships has reached outside of the boardrooms and into the classrooms of respective universities, looking for ways to implement creative and innovative ideas into the minds of students before they take their seat at the corporate table.  Cross-cultural educational exchanges offer opportunities whereby students and teachers can learn about the complexities of life in different countries while at the same time working collectively on finding solutions to common problems both inside as well as outside the classroom.

Through research, innovation and entrepreneurship, the university I teach at, Southern University of Science and Technology (SUSTech), has a goal to become a top-tier international university which attracts scholars and students from across the globe focusing on interdisciplinary research.  With both undergraduate and graduate programs which emphasize Science, Technology, Engineering and Mathematics (STEM) subjects, SUSTech is looking beyond borders to attract the best and brightest students to continue their studies in a dynamic learning environment.  Last month in Phenom Penh, Cambodia, I had the chance to work with my university’s Global Engagement Office on a recruiting and interview trip whereby we met with local students and educators about the opportunity to study in Shenzhen, where they can be taught by international professors surrounded by a global city.  For Cambodian university students, this affords them the prospect of expanding their educational, personal, and professional horizons, learning from world-class instructors while coupling their newfound knowledge with practical applications in one of the fastest growing cities on the planet.  For SUSTech, it helps to expand the global framework of their student-body, giving credence to the notion of internationalization, and the benefits which it brings to everyone involved.

The dichotomy between Chinese and Cambodian education is decreasing as our world becomes smaller and more globalized.  Innovative curriculum development paired with creative teaching pedagogy has gone to increase matriculation in both countries, in turn paving the road for sustainable growth as it pertains to the economy.  No one country acts as a model for the other, rather both China and Cambodia trade cultural and educational ideas, learning from one another much the same way students pair on a class project.  University scholarships, such as the one which SUSTech offers Cambodian students, underscore the importance of this bilateral partnership, with keen eyes peering towards the future where these ideas are rewarded with success.

Cambodian Royal Palace

Much like myself, an American teaching in China, the Cambodian students we interviewed understand the benefits of leaving one’s homeland for different cultural and educational opportunities overseas.  It isn’t that one country is better than the other, instead, it is the comprehension that the unique and varying perspectives we have as global citizens is what ultimately adds to the collective dialogue we wish to engage in together.  Similarly for these students, when they interact with their professors and classmates at Southern University of Science and Technology, they will help create a platform which is receptive to new educational ideas from different cultures, highlighting the model already in place between China and Cambodia.

Field Trip: English Speaking Club

For the past two Semesters, I have led the Southern University of Science and Technology’s Speaking Club, “Voice of SUSTech” through weekly meetings, assembling every Sunday night to practice conversational English in an informal environment.  These gatherings – not classes – act as a practical platform for English language acquisition in an authentic setting, where rankings, competitions and tests are not part of the curriculum.

In an effort to underscore the notion of genuine learning opportunities I helped the students plan a field trip outside of campus, where they could practice their English conversational skills in a setting which pushed the boundaries of their comfort zone.  Within language attainment, it is challenges which foster growth, whereas rote learning only promotes an adherence to bygone practices.  Wishing to promote lessons that the students could utilize outside the classroom, we organized a “Foreigner Interview Project” at Shekou, an area with many international restaurants and shops, so that the students would have ample opportunities to speak and interact with people from across the globe.

Mexican Lunch
Lunch at Tequila Coyotes Cantina

Gathering at Noon in a Mexican restaurant, there were about 20 students, in addition to five staff, each of whom joined for this unique educational experience.  Language is a part of culture, and even the introduction to Spanish language and Mexican food sparked curiosity, as during our lunch, Sophomore student Liu Changgao found an immediate interest, sitting down to interview the owner of the restaurant, creating an instantaneous cultural exchange between the two, bridging any division of separation through simple conversation, with English acting as the common language.  Ideas and practices such as these were the goal of this project, and a Chinese student speaking with a Mexican business owner is a testament to this notion, and an example of the power of comfortability with language in an everyday setting.

Over the course of nearly two hours on a Sunday afternoon, the students and staff from the Speaking Club were able to interview people from across the globe, including Russia, France, Greece, the United States, and numerous other countries.  Asking a series of about five questions to the respective interviewees, the SUSTech students reported back with positive results, meeting people such as a Ukrainian filmmaker, a Uruguayan professor, and a Dutch researcher.  In many cases, the “interviews” turned into conversations, with dialogue flowing in each direction, adding deeper substance to the prescribed questions.

Interview Selfie

Part of my role as a foreign teacher within a Chinese educational context is not merely to espouse the importance of second language learning, but to similarly share the cultural aspects which encompass language.  Through activities such as this field trip, students and staff alike learned not only communicative skillsets associated with conversation, but moreover through the dialogues, they learned about cultural aspects associated with South American and European countries and the complexities which affect their realities living and working in China.  Not only were the student’s language skills enhanced through the “Foreigner Interview Project” but more importantly, their worldviews were expanded as well.