Foreign teachers can greatly improve the popularity and social image of the school. Kindergartens can actively cooperate with local education institutes to carry out a number of scientific research activities and carry out innovative education, especially the systematic and gradual bilingual teaching experiment, which will greatly improve the local social image of the school and even cause a sensation in the surrounding areas.
Foreign teachers can bring good returns to the school's enrollment. Foreign teachers will give lectures in relevant schools with students, carry out English corners and organize some fellowship activities, which will attract many students. It is the same reason that so many advertisements should invite movie stars and sports stars to publicize. Foreign teachers can also be called stars among English teachers. Using stars for publicity can certainly recruit more and better students.
Foreign teachers can drive the reform and development of school quality education. Foreign teachers not only bring English language, but also many new ideas, new thinking, new culture, new methods and new teaching systems, especially in the second stage of bilingual teaching. The introduction of foreign teachers and foreign teaching methods will promote a school to form an all-round quality education reform. Thus, it has put into practice Comrade Deng Xiaoping's guiding ideology of "education should face the world".
Foreign teachers can greatly improve students' enthusiasm and interest in learning English. Kindergartens can use foreign teachers to organize English corners to improve students' listening and conversation skills. At the same time, foreign teachers can be used to test students' English application ability, which will greatly improve their sense of achievement and promote them to like learning English more.
Foreign teachers can promote the improvement of Chinese English teachers' oral English and teaching methods. Although many English teachers in China graduated from English major and even passed CET-6 and CET-8, due to long-time Chinese education, they rarely have the opportunity to practice their oral English, so that they stutter and are difficult to communicate fluently with foreign teachers. With foreign teachers, they can often prepare lessons and talk together, and even learn from each other with foreign teachers, teaching Chinese and Chinese and English, which complement each other.