We're very proud of our partnership with Beijing Verbal Education China and their prestigious integration with Beijing Normal University. Professor Yang Quingyun (Cathy Yang) is a wonderful, warm person who has dedicated her life's work to education and the English language. We look forward to you joining us on the next chapter of a great adventure!


Beijing Normal University

Professor Yang Qingyun (Cathy Yang)

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British and European Universities

About Beijing Normal University


Beijing Normal University is one of the oldest and most prestigious universities, with its roots in the capital, it has a reputation for equality and fairness – harnessing some 40% of its intake from Western China (often referred to as the more rural and underdeveloped area of China). BNU takes the ‘Normal’ part of its name from its status as one of the original teacher-training institutions in the early twentieth century. All universities with their foundations in teacher development continue to take this official title despite diversifying to other subjects.

About Professor Yang Qingyun (Cathy Yang), Director, Foreign Language Faculty, Beijing Normal University


Yang Qingyun (Cathy Yang) is Professor of the Beijing Normal University Foreign Language Institute, a doctoral tutor and President of Verbal Education China, the project to develop verbal education, grown from a seed some 10 years ago. She is a highly respected and influential figure at Beijing Normal University, and the University itself is one of the oldest and most prestigious universities in China.

This is a direct script sent to us for our website to illustrate Cathy’s (as we know here) credibility and accolades:


“Yang Qingyun, female, DR, Professor of the Beijing Normal University

Foreign Language Institute, doctoral tutor. Professor Yang was sent to

University of California, San Diego branch campus, as senior visiting

scholar in 2010 .


Professor Yang was a awarded the Teaching Award in 2002 at Beijing

Normal University, and Beijing Teaching Achievement Education Award

(5 group) in 2005.


Professor Yang’s Research areas includes: Social Linguistics, functional

linguistics, Second language teaching monographs. Professor has

published: monographs, a dozen academic papers, 5 textbooks. She held

over 4 provincial projects: 2015 national social science project “Irony

research based on a corpus of English and Chinese”;2012 annual


Humanities and Social Sciences project “Social cognitive perspective of

English verbal irony of interpersonal meaning” of the Ministry of

education, 2004 annual University English teaching reform extended

project “New mode — a new idea of inquiry of students’ listening

autonomous learning mode “of the Ministry of Education, 2008 annual

The Education Committee teaching reform project “the construction

based on network of College English autonomous learning and meta

cognition “of Beijing City , etc.


In recent years, the main research achievements are as follows:

Monograph: ((Social cognitive research on interpersonal meaning of

irony discourse))

Foreign language teaching and Research Press, December 2014.


Major academic papers:

  1. New method to improve the comprehensive ability of English

chanting. Journal of Institute of foreign languages Shandong Normal University.

2006 (1).


  1. Research on “Learning – Guide” writing teaching mode based on the

network. Normal College English teaching and Research. 2008 (6).


  1. The relationship between teachers and students while college English

autonomous learning and cooperative learning. Reading and writing. 2008 (11).


  1. The construction and the metacognitive ability of College English

autonomous learning based on network. Journal of Beijing University of

Posts and Telecommunications. 2009 (3).


  1. Social linguistic thought before Qin Dynasty. Journal of Northwest University For Nationalities (PHILOSOPHY AND SOCIAL SCIENCES EDITION), CSSCI (Extended(2010) (3).


  1. Hezhuci poem four. Search (CSSCI source journals).2012 (8).


  1. Xunzi’s thought of social linguistics.Zhongzhou Journal (CSSCI source journals).2012 (5).


  1. Cognitive reference point and irony recognition. Foreign language and foreign language teaching (CSSCI source journal).2013 (1).


  1. The construction of pragmatic presupposition and irony. Foreign language teaching (CSSCI source journal). 2013 (6).


10 Inquiry of College English writing mode based on the WRM2.0 online system “double main interaction”. College English teaching and Research 2013 (5).


Editor in chief (deputy editor) textbooks:

  1. New Thinking in English comprehensive course of Higher Vocational and Technical College (first volumes). Beijing Institute of Technology press. 2007.
  1. New practical English comprehensive course (student’s book) (first volumes). Jilin University press. 2009.
  1. Contemporary practical English comprehensive course (student book) (volume 1-4). Minzu University of China press. 2010.
  1. Challenge English audition (second volumes).(Associate Editor) of Beijing Normal University publishing group. March 2014.
  2. 5 Comprehensive English – spoken English and Anglo cultures (“12th Five-Year” national planning textbook of Vocational Education). Education Science Press. July 2014.


Recognition of Verbal Education by Chinese Government

As part of a Government realisation that more was needed to be done to empower the wider Chinese population to connect with the outside world, the focus became firmly on the Second and Third Tier Cities in China, to nurture the next economic hubs and places where social mobility is not simply reserved for the wealthy. Chinese people who are fluent English speakers are usually the wealthier segements, who have opportunities to travel abroad and to access paid for private tuition (which is also what most TEFL jobs are about).

Yang Qingyun forming the  basis of the textbook ‘Let’s Talk’, through the partnering of Chinese and English speaking teachers and a hands-on approach. What started as an experiment, grew into a drive to empower young Chinese from Second and Third Tier Cities in more than 300 schools The development of the first book of its kind ‘Let’s Talk’ began to formalise the project and some 10 years on, still provides the structure for many native English speakers to teach verbal English, whilst enabling the freedom to adjust teaching methods and styles to the local students’ needs.

Why is this project different from other jobs in China?

Gain genuine respect

This programme focuses on helping those who can’t always afford to pay for the extra tuition, and to give ‘normal’ schools a chance to give something to their students that goes beyond an exam.

Most TEFL jobs exist to furnish private schools and evening / weekend extra-curricular English language schools to help Chinese speakers write better – essentially to pass their exams. You may have heard about the high-stess environment that lends itself to an academic, studious approach with lots of learning by rote. Well, this is generally true – but many of the wealthier Chinese parents pay large sums of money for their children to access these extra classes and more privileged private schools.

In terms of speaking, Chinese fluent English speakers are also usually from the wealthier segments – those who have the financial means to travel abroad and access paid-for private tuition. Most TEFL jobs tap into this market – taking a more sanitized (but nevertheless useful) approach, as Western companies recruit Chinese students for ‘trips’ to the UK – involving some TEFL, trips to London, Cambridge and Oxford and some mixing with French, Italian, German and Spanish students. BUT, ironically, they may rarely come into contact with English children – mainly because they’re all on holiday during the peak summer season when the Chinese travel

So, many people who take on TEFL jobs never really see the ‘real’ China, or even Chinese children for that matter – the schools and communities where a billion people only have the means to access the standard state education.

Hearing how tough and pressurized the Chinese exam system is, this programme takes the focus OFF the gruelling written exams and onto a fun, lively approach to developing the spoken word. No formal assessments, no homework and no written work, with the VEC programme now developing as a key part of many schools’ standard curriculum.

Going a little deeper - into the Chinese mindset...

Hope Zhang

Through classroom contextual dialogue, fundamental questions about the differences in modes of thinking to solve the issues of Chinese children often staying mute when tasked with speaking, compared with writing. There is no question there’s a link between writing, speaking, reading and listening – but, without the speaking, (the missing link so to speak), the writing is less useful and more difficult to master.

The operational aspects of the Verbal Education China project have seen native English speakers traveling to Shandong, Shanxi, Hebei, Henan, Anhui, Hunan, Zhejiang, Jiangxi, Hunan, Hubei, Guangxi, Sichuan, Guizhou, Yunan,
Shanxi, Gansuand more – covering, in some small part at least 80% of Chinese mainland. VEC has carefully placed more than 2000 foreign teachers In recent years, and with the diversification of Chinese careers, the government attaches more
importance to internationalisation, to purposely cultivate international exchange and cooperation between people from around the world.

However, exchanges and cooperation without a basis of the world’s most widely spoken language is – English unfeasible. The security of China’s future is in its international cooperation – and – speaking English plays a full part in that cooperation.

So more and more schools are putting practical English learning to the front of the queue when constructing the curriculum, helping parents and students to see the importance and how it can also impact on writing skills for exams.

The Workforce

To support this thirst for spoken English, Beijing VEC chose Real World Education Group Ltd. to partner with – recognising us as a leading specialist in education methodology and China-UK relations, and passionate about supporting growth and development of children in less-wealthy contexts.

While China has the self-proclaimed disadvantage that local English teachers find it difficult to offer students a good English teaching atmosphere mode of thinking, so the demand for native English speakers continues to grow.

So, we help to support the Chinese agenda, whilst providing superb opportunities for UK and European English fluent English speaking adults (Graduates, under-graduates and non-university educated adults).

We ONLY work with Beijing VEC – no other Chinese agencies or consultancies, and our belief is that building the strongest partnership with the strongest in China lets us support the whole process of placing foreign teachers in China – from recruitment and training to administration and in-country support. We have been contacted many times by Chinese and Engllish companies to support the recruitment of foreign teachers into China through our education-focused approach, and our answer has always been a polite, but firm ‘No thank you’.

We believe in this project – and we hope you find your way to doing so too.