Matt and Judy Batschi spent three years teaching English in China. Now out of the classroom, they use their experiences to help future teachers.
What if you could become a teacher in China because of your fluency in English, not Chinese? For over 1,500 members of the BYU community, this has become a reality with the help of the China Teachers Program. For 35 years, this program has sent English speakers to one of 17 universities in China to teach English for at least a year. Having participated in the program themselves, deputy directors Matt and Judy Batschi explain that this time in China will change a volunteer’s life forever, whether they speak Chinese or not.
Introducing the China Teachers Program
The Kennedy Center founded the China Teachers Program in response to the need for native English-speaking teachers in China. Initially, the program was only available for BYU professors; however, as it became increasingly more successful, this opportunity became available for mid-career to retirement-aged singles and couples who meet university-specific requirements. After participating in a mandatory two-week workshop, the volunteers set out for China, where they teach university-level English courses and, in return, receive a modest monthly salary, round-trip airfare, and lodging.
Though creating a syllabus and curriculum for students who speak a different language may seem like a daunting task, Matt and Judy Batschi have seen how effective and impactful this program can be for both teachers and students because they saw it in their own classroom.
The Batschis Go Abroad
Before becoming acting deputy directors of the program, the Batschis started out as volunteer teachers in China. They decided to take three years off from work and other obligations so they could experience a new culture and use their talents to serve others. Though they both had some experience teaching, neither of them had ever taught English in a different country. For the couple, this experience was very new—yet very exciting.
The Batschis were assigned to China Foreign Affairs University in Beijing, where they improved their students’ oral English while forming meaningful relationships within the classroom. To encourage practicing English outside of class, Judy Batschi had her classes complete a language journal where each student would summarize at least five English conversations they had with each other that week. After weeks of this project, she noticed a difference in the classroom that expanded beyond the language. She says, “It was amazing because not only did [the students] improve their English and did we learn more about them, but they also got closer to each other.”
The Batschis also found other interactive ways to help their students get more practice speaking English: they joined their students attending school events, invited students to lunch, and created personalized study plans with students wanting extra practice. Their dedication to helping each person individually made a lasting impression on their students, even outside the classroom. Matt Batschi recalls receiving a text while traveling in Asia that read, “Professor Batschi, are you in the Singapore Airport?” Matt Batschi explains, “I recognized it was [from] one of my former students from 2020. He came up and we hugged.” This particular student had joined online English classes during COVID-19 and had picked Matt Batschi out in an airport of people despite the two never having met in person. Years later, both of the Batschis treasure this memory. Matt Batschi says, “The bottom line is, that relationship with that student—that was just priceless.”
The Batschis’ approach to teaching made an impact on them as well. As they served the students in their classes, they also developed a love for China and its people. Matt Batschi says, “This is about people, and it’s about building bridges. It’s no longer ‘China’; it’s people who are walking down the street, holding hands with their children, [and] it’s that individual relationship that’s developed at the micro level.”
After helping bring teachers back to China following COVID-19, the Batschis accepted the role of deputy directors of the program. Now, they cherish the opportunity to help other volunteers come to love China and the people they serve.
The Lifelong Impact of Teaching in China
Since starting their role as deputy directors, the Batschis have heard hundreds of personal stories from volunteers returning from China. Though each person experiences unique trials, victories, and memories, one thing seems fairly consistent with each volunteer: China becomes more than a country—it becomes a second home. Judy Batschi explains, “Our teachers have developed such a love for the people, for the culture, for the history—they just say, ‘This has become home to me.’”
Check out the China Teachers Program website to see how you can get involved.