An immigrant professor exemplifies an indomitable spirit by facing challenges with resilience and determination. Despite students’ initial skepticism, his persistent efforts transformed challenges into victories, earning him deep admiration and respect.
Recipient of the Excellent Teaching Award
As another academic year drew to a close, I excitedly returned home to share my professional achievements with my wife. I proudly presented her with the prize money and medal, hoping to surprise her with a delightful twist to our weekend. My wife graciously accepted the prize money but was somewhat skeptical about my receiving the school’s only Excellent Teaching Award of the year. “Teaching American students in English is challenging enough, and with your distinct accent, how could you win such a prestigious award?” she questioned.
When the department head informed me a few weeks earlier that I must attend the annual university-wide ceremony to recognize outstanding teachers and prepare for the award, I could hardly believe it.
Time has swiftly passed, and it has been over a decade since I began teaching at an American university. I’ve progressed from assistant professor to tenured professor and have received several awards. Still, I had never dared to hope for the Excellent Teaching Award, knowing its significance to an educator.
English is not my native language. I studied a non-English humanities major in China and only just passed the English portion of the college entrance exam. However, after immigrating to the United States, English became crucial for my survival and career. Despite significant improvements in my English proficiency, my pronounced Chinese accent persisted, often making learning and professional interactions challenging. The notion of winning an Excellent Teaching Award seemed like a distant dream. Now that this dream has come true, looking back on the journey reveals a path that was anything but easy.
Challenges and triumphs of an accented professor
From the outset of my career, I was fortunate to find a mentor. I remember my early days as an assistant professor: I was proficient in research, but sometimes found teaching daunting. Despite being knowledgeable and articulate, my imperfect English often perplexed American students and even made me question my career choice.
In teaching, I needed to instruct American college students in English literature for children, demonstrating how to appreciate, create, and apply it, along with storytelling, loud reading, and debating skills — a daunting task.
After the initial semesters, students frequently complained to the department head about my difficult-to-understand English, and I worried about my job security.
However, in response to student complaints and criticisms, Professor H, the department head, always managed to defuse the situation with humor and seriousness: “We are all individuals and develop our own unique accents. Dr. Ma’s Chinese accent has charm, and if students listen carefully in class, they will get used to his accent and eventually understand him clearly.”
Professor H’s endorsement not only silenced the complaints, but also highlighted his belief in the value of diversity. A respected figure, Professor H had survived harrowing experiences as a Navy intelligence officer during the Vietnam War. He later used his GI Bill benefits to earn degrees in English and education. His support was crucial when the university initially decided to hire me to teach English education — a decision he influenced significantly.
Today, I still reflect on how my limited spoken English at that time impressed the hiring committee. Perhaps they saw potential and enthusiasm in me, which Professor H also recognized. His ability to spot and nurture talent without conforming to traditional criteria was indeed a gift.
Elevating teaching standards through innovation and interaction
Protected by Professor H’s support, I approached teaching with doubled determination, turning inspiration into a driving force.
I tirelessly improved my English speaking and teaching skills during weekends and school breaks whenever possible. I engaged with the media to hone my language skills and stay informed on current affairs, enriching my material for classroom discussions. I also collected cartoons and comics relevant to my teaching, enhancing my lessons with these resources.
In the classroom, I shifted from a lecture-centric approach to an interactive model involving student discussions, group debates, and practical demonstrations sprinkled with concise humor and relevant cartoons. This approach not only made learning enjoyable, but also facilitated deeper understanding.
Gradually, my English became more fluent, my lectures more dynamic, and my unique integration of stories and cartoons became a hallmark of my teaching. As student complaints diminished and praise increased, even non-major students sought out my courses, leading to steadily rising teaching evaluations. Five years later, this positive feedback helped me secure a tenured position, firmly establishing my career in the American university system.
Over the years, many things have changed, but my accent remains. While I may not have reached all corners of the globe, the number of students who have passed through my classroom is vast. I maintain contact with many graduates through letters, phone calls, and emails, cherishing the meaningful gifts they have given me. One such gift is a hand-woven plaque from a group of students that is prominently displayed in my office. It reads: “A mediocre teacher tells, a good teacher explains, and an excellent teacher inspires.” This plaque has continually motivated and challenged me. Now, I proudly display my Excellent Teaching Award medal next to it as a constant reminder to strive for excellence and leave mediocrity behind.
Translated by Audrey Wang
