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.
This method isn't uncommon among some teachers, including a number in China, who borrow from Bopomofo habits or aim to help learners (especially children or non-natives) avoid mispronouncing isolated initials. In standard Pinyin, however, initials are distinct consonants (or consonant-like sounds) pronounced independently, without requiring a final vowel or nasal for "clarity." Official guidelines from China's Ministry of Education and the Hanyu Pinyin Scheme treat initials and finals as separate components of syllables. Isolated initials are taught and pronounced on their own (e.g., "b" as an unaspirated /p/, "zh" as a retroflex affricate), and resources emphasize mastering them separately before combining them into full syllables.
While this paired approach might serve as a temporary teaching aid in some classrooms, it deviates from the official Pinyin standard, which prioritizes precise, standalone pronunciation of initials to build accurate phonetic foundations.
As for the Chinese government's response to the spread of such non-standard Pinyin teaching videos—whether on YouTube, domestic platforms like Bilibili, or elsewhere—there appears to be no specific, targeted crackdown or policy enforcement against them as of early 2026. China's education authorities have focused heavily on regulating private tutoring (especially post-2021 "double reduction" policies), online foreign language instruction, and broader content censorship via the Great Firewall and platform self-regulation. These measures address profit-driven tutoring, foreign influence in core subjects, or politically sensitive material, but not pedagogical variations in Pinyin pronunciation tutorials.
Misinformation or non-standard teaching persists in scattered content, much like variations in language instruction globally, without triggering widespread government intervention.
I left the following comment on her YouTube video to highlight the issue constructively:
@LuqmanMichel
Teacher, I am sorry to say that the way you teach the sounds of the letters wrong. This is how many teachers in China have been teaching for several years now. This is not Pinyin. I have now finished HSK 3 and learning HSK 4. Meanwhile I also listen to HSK 5 for listening practice. Teacher, if we teach Pinyin correctly all students learning Chinese will be able to read Pinyin after no more than 2 weeks. I listen to the foreigner whom you interviewed after 4 months of intensive learning. That is truly a feat that most can't duplicate. Leaving that aside let us please have a zoom meeting which will help you with foreign students. Try me by giving me a paragraph only in Pinyin up to HSK 3. Another paragraph with HSK 4 words which I may or may not know but will be able to read. Finally, a paragraph with any word in the Chinese language and I will read it. Then we can have a discussion where I can help you to promote your blog. This will be all free of charge to you. You are young and can go far if you discuss this matter with an open mind. No one seems to know why many kids are unable to read Pinyin. Please let us have a zoom meeting.
I found her email address and wrote to her. Here are the email exchanges:
Luqman Michel <luqmanmichel@gmail.com>
Sun, Feb 8, 3:08 PM (7 days ago)
to Tanjiejune
Hello Ms. Tan,
I am Luqman Michel from Sabah, Malaysia.
This is my email address.
Please let us have a Zoom meeting and let me promote your podcast.
The way you are teaching Pinyin is like most teachers in China.
You have nothing to lose.
Regards,
Luqman michel
Tanjiejune@163.com
Sun, Feb 8, 7:50 PM (7 days ago)
Hello Lugman,
Thank you for your email, and it's nice to know you're from Sabah, Malaysia!
I'm quite interested in your proposal regarding podcast promotion. If possible, could you please elaborate a bit more on:
1. How do you plan to promote my podcast? (e.g., through which platforms/methods?)
2. Why are you interested in promoting my podcast?
Luqman Michel <luqmanmichel@gmail.com>
Mon, Feb 9, 4:19 AM (6 days ago)
to Tanjiejune@163.com
Good morning and thank you for your response, Teacher Jie.
My name is LUQMAN and not LUGMAN.
The views in my blog are on an average about 3,000 per day.
In November 2025 the greatest number of readers were from China when I wrote about China and how many teachers are teaching Pinyin incorrectly.
I had more than 17,000 views per day for over 2 weeks.
I am interested in promoting your podcast because of the way you are presenting it.
You look young and I believe you can't be over 30 years old and have a bright future if you teach pinyin correctly. I think you are teaching kids in a school in China and you can help many so-called dyslexic kids in China.
I have helped many teachers and parents around the world to get their dyslexic children to read for free. I am still doing that.
I am disappointed that you are asking me the questions above instead of asking why I think you are teaching Pinyin wrongly.
I am disappointed why you are not curious how a Malaysian Indian can read anything in Pinyin even when he does not understand most words higher than HSK 4.
I hope to hear from you soon.
Happy Days.
Luqman Michel
Luqman Michel <luqmanmichel@gmail.com>
There was no response from her.
What is the Chinese government doing about such proliferation of videos that teach pinyin wrongly?
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