Navigating the Pitfalls of Mandarin Podcasts

 

A Learner's Frustration with Pronunciation and Tones

As someone who's spent years navigating the world of dyslexia and education—teaching kids labeled as dyslexic and authoring insights on why so many struggle with reading—I've come to appreciate how crucial clear, accurate instruction is in any language learning journey. In my recent blog post, "Unlocking the Potential of China's Dyslexic Students (Part 1)," I delved into the literacy challenges in Chinese schools, where a persistent 20-25% of students disengage due to confusion from flawed teaching methods. There, I highlighted how mixing Pinyin with Bopomofo initial sounds creates unnecessary hurdles: "Curious intelligent kids in China are confused when they cannot blend pinyin finals with bopomofo initials." This mirrors a broader issue I've encountered in my own pursuit of Mandarin fluency—frustrations with podcasts aimed at learners that butcher tones and pronunciation, undermining the language's inherent beauty and clarity.

Professional scepticism

 

My comments on a Substack Article by David Didau

Luqman Michel

Dec 16, 2025

Here are comments on Substack that I made on 16.12.2025 which has not received any response.

David Didau wrote: “We discount evidence that challenges us and overvalue evidence that confirms what we already think. The aim of research should not be to prove ourselves right but to find out where we are wrong.”

Unlocking Reading for "Dyslexic" Kids at No Cost – The Paradox of Parents Who Won't Try It

 

For years I've taught over 80 children labeled "dyslexic"—intelligent kids who couldn't read well despite average or above-average IQs. I've seen the same patterns: confusion from mixed phonics cues, shutdown from nonsense-word drills, and frustration from methods that don't align with how the brain actually learns to read. My approach is different, targeted, and fast: Give me a child with no vision or hearing issues who's behind grade level, and I'll get them reading proficiently in 4 months or less—with only 2 hours per week via Zoom.

The best part? It's completely free upfront. Parents pay nothing until they're satisfied their child is reading at (or above) grade level—and only if they choose to contribute afterward. No contracts, no pressure.

Another video on Pinyin taught wrongly

 

Around February 9, 2026, I came across a video by an English-speaking teacher based in Thailand. Her teaching style was engaging, so I subscribed to her channel to explore more content. However, I was disappointed to find a video on teaching Pinyin that promotes a non-standard approach.

In the video (available here: LINK), around the 4:10 mark, the teacher explains: "We use finals to make the letter clearer." She then demonstrates teaching Mandarin initials by pairing them with finals—similar to the traditional Bopomofo (Zhuyin) method—claiming that pronouncing the initials alone (as they might sound in English) is unclear, so they should always be taught with an added final for accuracy.

Pinyin Teaching Pitfalls in China:

 

The "玻坡摸佛" (Bofomopo) Mnemonic and Its Impact on Early Reading

As someone who has closely observed and documented grade 1 Pinyin teaching in mainland China through numerous videos, I have identified a persistent issue: the widespread use of the rote mnemonic "玻坡摸佛" (bō pō mō fō, often shortened to "bofomopo") for the labial initials b p m f. While this chant is traditional and helps many children quickly memorize the four initials, it frequently creates fixed-vowel interference that hinders proper blending (拼读) and leads some kids—especially those with dyslexia-like sensitivities or phonological processing challenges—to shut down from reading Pinyin and, consequently, characters.

China's Influencer Rules and the Shifting Sounds of Mandarin

 

On October 25, 2025, China's Cyberspace Administration (CAC) rolled out a major regulatory change: online influencers and content creators must now hold verified professional credentials—university degrees, licenses, certifications, or official stamps—to discuss "sensitive" or "serious" topics like education, medicine, law, or finance. Platforms such as Douyin (TikTok's Chinese version), Bilibili, and Weibo are required to verify these qualifications, with penalties including fines up to 100,000 yuan (~$14,000 USD), content removal, account suspensions, or permanent bans for non-compliance.

Lessons from Offering Help Without Charge

                                                         

I’ve discovered a paradox: when help is offered freely, many dismiss it; when a high fee is attached, people suddenly perceive value. Parents often post desperate pleas for guidance, yet when genuine, no‑strings‑attached support is extended, they hesitate or disappear.

We Were Sold Another Story—But There's a Better Way

Challenging the Phonics-Only Fix for "Dyslexic" Kids

This morning, 4 February 2026, I came across Melinda Karshner's thoughtful Substack post, "We Were Sold Another Story" (Feb 04, 2026). As a parent of a dyslexic child and an advocate who's been in the trenches, she raises valid frustrations about how the big push for Structured Literacy and heavy phonics hasn't delivered the promised miracle for many kids—especially those with dyslexia. She describes her own daughter's ongoing struggles (shutdowns, anxiety, headaches) despite intensive phonics through programs like Fundations and Into Reading, sometimes three times a day. She rightly calls out box-checking curricula that look perfect on paper but fail in practice: mismatched pacing, lack of depth, no rich texts for application, and overload that ignores nuance and real engagement.

Group Dynamics, Misdiagnosis, and Systemic Error

 

The phrase often attributed to George Carlin — "never underestimate the power of stupid people in large groups" — is catchy, but it misdiagnoses the problem. It suggests that dysfunction arises from individual stupidity, when in reality, the danger lies in systemic misdirection and the dynamics of group behavior.

Consider evidence that contradicts your beliefs.

 

The image above and its message resonate deeply with me, especially in the field of reading instruction and dyslexia

"You must always be willing to truly consider evidence that contradicts

your beliefs, and admit the possibility that you may be wrong.

Intelligence isn't knowing everything, it's the ability to challenge

everything you know."

Gatekeeping and Dysteachia: Ethical Dilemmas in Literacy Instruction That Prevent Student Success

                                    

        Get a copy of 'Teach Your Child to Read' LINK

Today, 29 January 2026, I read a post on LinkedIn by Sheron “The Ethicist” Fraser-Burgess, MSc. It invited educators to share ethical dilemmas they’ve faced, anonymous or named, to shape monthly dialogues.

 

After more than 20 years tutoring children labeled “dyslexic,” I’ve reached a clear conclusion: most reading struggles are not incurable brain-based disorders. They are often dysteachia—preventable failure caused by confusing, mismatched, or dogmatic instruction, later mislabeled as dyslexia. Children shut down, disengage, and fall behind not because they cannot learn, but because the system blocks clear, evidence-based paths to success.

Responding to a LinkedIn Post by Judine V on Teacher Burnout and Student Misbehaviour

  (For parents with dyslexic kids get a copy of 'Teach Your Child to Read') LINK

The Missing Piece—Shame Avoidance in Intelligent Children

A recent LinkedIn post powerfully captured the hidden toll of modern teaching: the constant emotional labor required to be present for 20+ students, regulate the classroom, respond with empathy, and manage behavior—all without adequate structural support. The author rightly points out that student misbehaviour often communicates unmet needs, but teachers' burnout, disengagement, or departure from the profession communicates something too: care without backup has limits. Student well-being and teacher well-being truly are the same priority, and sustainable classrooms require counseling teams, shared leadership on behaviour systems, and policies that don't place the entire emotional burden on one adult.

Debunking the Phonics-Only Myth:

 

A Balanced Approach to Teaching Reading to Dyslexic Students

In a recent LinkedIn post, reading consultant Brian Vieira argued strongly against sight word or whole word instruction, calling it the “worst way” to teach reading. He emphasized the superiority of phonics-based methods, pointing to the vast number of English words, the finite set of speech sounds, and scientific evidence favoring sound processing over memorization.

When Minds Shut Down – Confusion, Fixed Beliefs, and the Tipping Point

 

I’ve seen it countless times in my work with ‘dyslexic’ students: the moment when a child is present in body but absent in mind. They hear the words, but they’re not really listening. They’re not processing. Their mind has quietly “switched off.”

 

And truth be told, this isn’t unique to dyslexia. It’s something all of us experience in everyday life.

Dyslexic Children and Reading Comprehension

   

                               

 

We’ve already seen how poor teaching methods—whether Whole Word or phonics—can leave children confused about the very basics of reading. But what happens when decoding looks fine, yet comprehension falters? Too often, the label “dyslexia” is applied without asking the harder question: is the real issue fluency, or language itself?