Dreaming of Göttingen: Teaching Chinese in the City of Knowledge

When I first heard of Göttingen, it was through the writings of the famous Chinese scholar Ji Xianlin, who spent ten years studying there. His poetic descriptions of walking under the trees, visiting the Bismarck Tower, and watching deer in the forest created a magical image of this small German city. For me, those words planted a seed. Years later, when I had the chance to teach abroad, I chose without hesitation to join the Confucius Institute at the University of Göttingen.

Göttingen: A City of Knowledge and History

Though home to just over 100,000 people, Göttingen has produced 46 Nobel Prize winners, including the 2021 Nobel Laureate in Physics, Klaus Hasselmann. The University of Göttingen has nurtured world-class scientists, philosophers like Schopenhauer, poets like Heine, and even the Brothers Grimm, who once taught there.

The entire city feels like an extension of the university. Bicycles rush past on every street, students gather in cafés, debate in parks, and study beside statues of Gauss and Weber. It’s a place where knowledge is both celebrated and lived.

Collaborative Teaching: A Unique Experience

At the University’s Department of East Asian Studies, Chinese teaching follows a collaborative model. Instead of one professor managing an entire course, nine teachers work together, each focusing on grammar, vocabulary, listening, or tutoring. This system allows students to experience different teaching styles and accents, while teachers benefit from shared resources and peer support.

As one colleague put it: “Students gain exposure to many methods, and teachers grow together through cooperation.”

For me, this was a refreshing contrast to the more individual-centered teaching I was used to in China.

Engaging Students: Debates on Real Issues

German students love learning by doing. Passive listening is not their preferred style, so I often designed classroom activities around real-life communication. One of the most memorable was a debate on the topic: “Is environmental protection the responsibility of individuals or the government?”

Students came well-prepared, citing statistics and global examples—from Brazil’s deforestation to pollution in India and Russia. Their perspectives were fresh, sometimes surprising. One student explained that she always bought near-expiry products in supermarkets, not just for the discount, but to reduce food waste. Another suggested lowering home heating in winter to save energy.

I realized I was not only teaching Chinese—I was also learning about sustainability from my students.

Music in the Classroom

If there’s one thing almost every student enjoys, it’s music. I began integrating Chinese songs into lessons, from the folk tune “Jasmine Flower” for beginners, to Jay Chou’s “Listen to Mother’s Words” for advanced classes.

Songs made phonetics practice less tedious, turned grammar into stories, and created emotional connections. During the COVID-19 outbreak, when German students sang “Let the World Be Full of Love” in Chinese to support Wuhan, I was deeply moved. Music truly became a bridge between cultures.

Reflections

Teaching in Göttingen was not just about language—it was about building connections across cultures. I will never forget my colleagues’ warmth, my students’ creativity, and the unique charm of this city where every corner breathes academia.

Even after returning to China, I continue online teaching for Göttingen students. Because once you have taught, learned, and lived in a place like this, it never really leaves you.