An Interview with Dr. Ke Peng, 2023 SCOLT Teacher of the Year

Q. Tell us a little bit about your background as a world language (WL) teacher. For example, how many years have you taught, which language(s) and levels, and what is your educational background?

A. My name is Ke Peng. I am a professor of Chinese and Director of the Chinese Flagship Program at Western Kentucky University. I started my position in 2011, and was charged to establish the Chinese major and minor program. The students I work with mostly come from rural areas in Kentucky and neighboring states. They usually fall into two patterns: those who have little idea about college and are exploring a different future usually take the Chinese major; and those who are academic ready but socio-economically under-privileged usually do the Chinese Flagship program.

A little background information about the Chinese Flagship Program. It is one of the 13 such programs in the nation. Our program is sponsored by the National Security Education Program. Flagship focuses on supporting students in reaching a Superior, or professional, level of proficiency, during their undergraduate. The majority of our students are true beginners with two or three majors, and within 3-4 years, they must reach advancedlevel before they are eligible for the one-year Capstone program in Taiwan or Defense Language Institute in California.

As for what I do, I spent the past decade doing basically two things: First, I built a value-based community of a cross-functional high-performance team with 6 full-time and 12 part-time positions. Second, I built a learner-center proficiency-based curriculum coupled with dynamic cultural enrichment activities.

I grew up in a small city in China and my dream in high school was to study and travel abroad. I received my doctorate in Chinese linguistics with a focus on Second Language Acquisition and Teaching from the University of Arizona. I earned my master’s degree in Foreign Language Education at Indiana University. I teach modern Chinese language and content classes at all levels and offers courses in Second Language Acquisition and Teaching Methods of Foreign Languages to both undergraduate and graduate pre-service teachers.

Q. In your opinion, what is the most challenging aspect of being a WLteacher today?

A. There are many challenges and opportunities in serving as a WL teacher in the current time and condition. One of the most challenging aspects of being a WL teacher is that there are many confusions and distractions out there about the value of world language learning and teaching. My solution is not to lose sight of my vision and focus on what I can do at every moment with every opportunity for every student that I have the privilege to interact with. My vision is to inspire and help students make massive life transformations through holistic learning and intercultural experiences. In holistic learning, I empower students to overcome their existing limitations and boundaries; in holistic learning, I enable students to achieve personal mastery and professional acceleration; in holistic learning, I heal students by immersing them in a new language, new culture, new mindset, and re-building them up through nurturing their inner life force.

Q. What is the most rewarding part of your job as a WLteacher?

A. The most rewarding part of my work as a WL teacher is to witness the little progress that we (students, teachers and I) make every day. It’s exciting to wake up every morning and know that I will see a better version of students and me myself today.

Q. What advice would you give to new people coming into the WLteaching profession?

A. This is a profession that you will never regret to dedicate to. The return on your investment of time and energy in this profession only gets higher year after year. I have three pieces of advice to share with new teachers: First, language is powerful. Always use language to build people up, not tear them down. When you use this powerful tool effectively and wisely, you will get all the things you want in life. Second, be a visionary leader. Our program will never outgrow our vision. Develop a clear vision for the program you desire to build and create a valuebased holistic community to achieve your goal. Third, invest in yourself, always be learning. Personal mastery will lead to professional acceleration.

Q. How do you motivate students to learn language?

A. I wouldn’t say that I motivate students to learn. I tend to believe that I only connect with students. I do it through four methods: (1) Faith or trust; (2) emotions and feelings; (3) reason; (4) Will.

First, authenticity and professionalism help students build faith and trust in teachers. I hold high standards of myself, and I enjoy being authentic with students because it helps us communicate and collaborate most effectively. Second, true love and genuine care help me bond with students’ emotions and feelings. When students feel safe, calm, supported, being loved and empowered, they work hard, and they excel. The third way to connect with students is by reasoning. Listen to them wholeheartedly, understand them deeply, and advise them objectively. The fourth way is will, to honor and respect their will. I may offer my opinions and suggestions as a teacher or facilitator, but students must be in their own authority. Ultimately, it’s their life. I remind myself to fully accept who they are and where they are.

Q. Is there anything else that you would like to add?

A. Thank you for giving me this opportunity to share! Thank you for reading this far! One last point I would like to share is that, to make our field thrive, to get ready for the immense opportunities ahead, we not only must be masters in teaching, but also visionary leaders, effective program builders, active community servants and strong advocates for policies and resources at the state and national levels. With a clear vision, the right mindset and indomitable will, and by creating a set of systems and processes that fit for our ecosystem, WL education will thrive.