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Young Man from Burundi Dreams to be a Chinese Teaching Expert
弗迪南是一位身高一米八的帅小伙，出生于布隆迪首都布琼布拉一个教师家庭，目前他会说汉语、英语、法语、布隆迪语和斯瓦西里语五门语言。从真正成为布隆迪大学孔子学院本土教师的那一刻起，他心中就有一个梦想 成为布隆迪优秀的汉教专家。
说起弗迪南与汉语的结缘，要追溯到2012年。那一年布隆迪大学孔子学院刚刚成立，作为大学计算机电子工程专业一年级学生的弗迪南，虽然会四门语言，但抱着多掌握一门语言多一条出路的想法报了汉语班，开启了第五门语言的学习。在学汉语之前，弗迪南对中国根本不了解，只知道法语如何说“中国”二字，除此之外就是在地理课上知道的那丁点儿知识了。但接触这门语言后，弗迪南就被汉语及中国文化深深吸引，学得非常努力。一年后，弗迪南顺利的通过了HSKI的等级考试，成功申请到了去沈阳师范大学汉语研修一年的奖学金机会，赴中国专心学习汉语。一年研修后，弗迪南回布隆迪大学完成本专业的学习，同时继续在孔院学习汉语。毕业后，弗迪南一边在孔院做教学秘书，一边坚持学习汉语，最终顺利通过了HSK5的等级考试。以此为契机，弗迪南又申请到了去渤海大学攻读汉语教育硕士的机会，来到中国继续专心学习汉语，并于2018年7月顺利毕业，取得汉硕学位。在此期间，正值孔子学院总部招考本土教师，弗迪南通过努力考取本土教师并回到布隆迪大学孔院任教。
为了做好汉教本土教師，弗迪南专门从学习语言的需求情况和孔院发展的现状作了调查，以便为自己找准定位。通过调查，弗迪南发现，随着中国“一带一路”倡议的实施，加之中国与布隆迪两国关系很好，中国在布隆迪的投资也越来越多。大环境影响小气候，掌握汉语的布隆迪人既可以在当地中资企业找工作，也可以到其他国家做翻译，由此，学习汉语的需求不断增大。针对孔院的发展状况，弗迪南看到，布隆迪大学孔子学院经过近六年的发展，已经取得了不俗的成果。比如教学点增多，学汉语的人数逐年上升，教学质量不断提高，汉语教育虽然没有纳入国民教育体系，但在大学里已经作为学分课存在了等等。但任何事物的发展都会遇到挑战和很多意想不到的困难。弗迪南发现，发展中遇到的困难和问题，有些孔院自己可以解决，但有些则需要双方共同协商解决。在沟通中，一些基于文化差异而导致的误解或冲突就在所难免。针对这个情况，有人做沟通的桥梁，避免误解和冲突，事情就会峰回路转、柳暗花明。在调查中弗迪南还发现，随着学汉语的布隆迪人增多和中国文化在布的传播，很多布隆迪人已经开始了解中国，中国人在布工作时如果遇到困难，都会有布隆迪人帮助他们解决，所以继续加大文化传播就非常必要。基于此，弗迪南将个人工作重点放在了汉语教学、文化传播和帮助孔院进行对外沟通上，以此来促进孔院的进一步发展。
汉语教学是弗迪南工作的重中之重。由于自己就是一个从零基础开始的汉语学习者，对于如何克服障碍学好汉语，他有丰富的经验和独到的见解。比如对于中学生，他将重点集中在学生学汉语的兴趣培养上，较多用拼音、图片讲解，用他们最熟悉的东西与汉语产生关联，鼓励学生多看汉语电影，看中文版的儿童书籍。同时，结合自己的特长，他还将音乐、体育教学内容嫁接到汉语教学中来，极大地引起了学生的兴趣。最突出的是在体育教学体验中，学生通过体育课直接体验的模式将球类、肢体运动、比赛用语等汉语词汇铭记在心，取得了很好的教学效果。弗迪南说，作为一名本土教师，加之自己是男性，擅长体育运动，很清楚哪些运动项目在布隆迪普遍流行和受欢迎，这样再准确地对接汉语词汇，学生学得很快乐。
对于大学生，由于他们年龄大，语言表达能力强一些，就让他们拼音、汉字同步学，课堂教学则多采用直观教学、情景教学等学生喜欢学习效果又好的方法。作为课堂教学的补充，弗迪南还非常重视培养学生自学的好习惯，鼓励学生用智能手机上网自学。最具有特点的是，由于布隆迪人语言掌握情况复杂，加上有些学生来自不同国家，所以大家擅长的语言不一，针对这种情况，弗迪南充分发挥自己的语言优势，用不同语言给学生讲解，学生很容易产生亲近感和融入感，也很快喜欢上了这个略带腼腆的本土老师。
作为首个本土汉教老师，弗迪南的目标是想成为一名布隆迪的汉教专家。由于在中国学习汉语的经历，弗迪南接触了很多优秀的中国传统教育思想。孔子的“知之者不如好之者，好之者不如乐之者”教育思想让他认识到授课中培养学生兴趣的重要性;“温故而知新”“学而时习之，不亦说乎”让他注重培养学生及时复习、巩固知识的好习惯;“学无常师”的理念让弗迪南经常鼓励学生要开发多途径学习，打开学生的视野和思维;因材施教、启发诱导的方法让他设计课堂教学时有了要先了解学生不同特点的意识。中国优秀的传统教育思想不仅让弗迪南在实践中受益匪浅，也让他对这些教育思想产生了极其浓厚的兴趣。他打算将这些教育思想在布隆迪传播和实施，同时结合语言学习和教学的特点，打造一个适合在布隆迪推广的汉教模式，从而圆自己成为汉教专家的职业梦想。
祝弗迪南梦想成真！
Ferdinand， born in a family ofteachers in Bujumbura， is ahandsome fellow with a height of1.8m and able to speak five languagesincluding Chinese， English， French，Kirundi and Kiswahili. Since thevery moment when he truly becamea local teacher of the ConfuciusInstitute at the University of Burundi，he has been holding a dream-becoming an excellent Chineseteaching expert in Burundi. Ferdinand's tie with Chinesedates back t0 2012 when theConfucius Institute at the Universityof Burundi was established. Asa freshman of the Universitymajoring in computer and electronicengineering， though Ferdinand hadbeen able to speak four languagesincluding English， French， Kirundiand Kiswahili， he signed up for theChinese language learning class ina hope to enjoy more opportunitieswith the ability to speak one morelanguage， hence starting the learningof his fifth language. Befo re learningChinese， Ferdinand barely knewabout China but the word "China" inFrench plus a bit knowledge about thecountry learned from the geographyclass. However， once he got to learnChinese， he was deeply attractedby the language and the Chineseculture. After one year of hard work，Ferdinand successfully passed theHSK （Level l） Examination andwon the scholarship for a one-yearChinese study in Shenyang NormalUniversity. Therefore， he speciallycame to China for his Chinese study.One year later， Ferdinand wentback to the University of Burundi tocomplete his major courses whilesticking to his Chinese study at theConfucius Institute. After graduation，as he acted as the te aching secretaryof the Confucius Institute， he keptlearning Chinese and passed theHSK （Level 5） Examination. By takingthis opportunity， Ferdinand wonanother scholarship for pursuing theMaster's Degree of Teaching Chineseto Speakers of Other Languages（MTCSOL） at Bohai University， onceagain coming to China for furtheringhis Chinese studies. He graduatedsmoothly in the end and earnedhis master's degree in July 2018. Atthat time， The Confucius InstituteHeadquarters was right recruitinglocal Chinese teachers throughscreening examinations. Ferdinandmanage d to pass these examinationsand thus was appointed as a teacherof the Confucius Institute at theUniversity of Burundi.
In order to do a good job as alocal Chinese teacher and find theniche in his job， Ferdinand carriedout a special investigation into thespecific needs of language learningand the current development ofthe Confucius Institute. He foundfrom the investigation that withthe implementation of China's Beltand Road Initiative， plus the goodrelationship between China andBurundi， the volume of Chineseinvestment in Burundi has been onthe rise. In this context， Burundianswho are proficient in Chinese maybe employed by local Chineseenterprises or serve as translatorsand interpreters in other countries.As a result， greater needs forlearning Chinese emerge. In termsof the development of the ConfuciusInstitute， Ferdinand learned thatafter six years' growth， the ConfuciusInstitute at the University of Burundihas made such extraordinaryachievements as building moreteaching sites， enrolling moreChinese learning students on a yearlybasis， improved teaching qualityand setting Chinese language as acredit course in universities eventhough Chinese teaching has not yetbeen incorporated into the nationaleducation system. However， there arealways challenges and unexpecteddifficulties arising in the course ofdevelopment. Ferdinand found thatsome of them can be solved by theConfucius Institute itself while othersshould be handled jointly by bothparties involved through discussion.Therefore， misunderstandings andconflicts due to cultural differencesin communication are inevitable. Insuch cases， anyone who can bridgethe gap in communication may helpavoid such misunderstandings andconflicts and turn adverse situationsaround. Ferdinand also found thatas more and more Burundians arelearning Chinese and Chinese culturecontinues to spread in Burundi， alarge number of Burundians havestarted to learn about China， and thatChinese people will always receivehelp from Burundians wheneverthey encounter difficulties in work inBurundi. There fo re， strengtheningcultural dissemination becomes anecessity. To this end， Ferdinandhas focused on teaching Chineselanguage， spreading Chinese cultureand facilitating the communicationbetween the Confucius Institute andthe outside world in his work so asto promote the development of theConfucius Institute. Chinese Language Teachingremains the top priority inFerdinand's work. As for how toovercome obstacles in learningChinese well， he has rich experienceand insightful views since hehimself is a Chinese learner startingfrom scratch. For instance， as formiddle school students， Ferdinandconcentrates on developing theirinterest in learning Chinese byinstructing lessons with spellings andpictures， linking Chinese words andphrases with objects they know thebest， and encouraging them to watchChinese movies and read children'sbooks in Chinese. At the same time，he combines his own strengths byincorporating Chinese teaching intomusic and sports teaching， greatlyarousing the students' interest.What stands out in his teaching isthat he applies Chinese teaching insports teaching where students canmemorize the Chinese words of balls，body movements， sports expressionsand so on based on their experiencein sports class， which has deliveredexcellent teaching results. Accordingto Ferdinand， as a local teacher， withhis male gender and excellence insports activities as a plus， he knowsvery well what kinds of sports arepopular among the public in Burundi，and students will learn Chinesehappily by matching the wordscorrectly with the sports.
As for college students whoare old enough and boast strongerexp ressiveness， Ferdinand will askthem to learn Chinese spellings andwords simultaneously and adoptteaching methods such as intuitionalinstruction and situational teachingin class， which are welcomed bystudents and produce great learningeffect. In addition， Ferdinandattaches great importance tocultivating students' self-studyhabits and encourages students tostu dy online with their smart phonesafter class. The most distinctivein teaching college students is thediversity of the languages spokenby Burundians. Besides， some of hisstudents even come from differentcountries， so not all of them are well-versed in one single language. In thiscase， Ferdinand will instruct lessonsin different languages， making fulluse of his language strengths， andthus creating an intimate feelingand sense of engagement among hisstudents. As a result， all students arefascinated with Ferdinand， a slightlyshy teacher.
As the first-ever indigenousChinese teacher， Ferdinand dreamsto be an expert in Chinese teaching inBurundi. Thanks to his experience oflearning Chinese in China， Ferdinandhas acquired many excellenttraditional Chinese educationalideas. From Confucius' educationalidea saying "they who know the truthare not equal to those who love it， andthey who love it are not equal to thosewho delight in it"， he realizes theimportance of developing student'sinterest in teaching. Enlightenedby the ideas of "if a man keepscherishing his old knowledge， hewill continually be acquiring new"and "Is it not pleasant to learnwith a constant perseverance andapplication？"， he focuses on helpingstudents cultivate their good habits of timely review and consolidatingwhat they have learned. Enlightenedby the idea of "one should not limitthemselves to particular teachers"，he often encourages his students tolearn through multiple channels， thus expanding their vision andimproving their thinking patterns.With the methods of individualizedteaching and heuristic teaching，he knows that designs of classroomteaching should be based onstudents' personalities. Not onlyhave these outstanding traditionalChinese educational ideas bene fitedFerdinand a lot in his teachingpractice， but also they attractedmuch his interest， so he decides topropagate and implement these ideasin Burundi， and at the same timecombines the features in languagelearning and teaching to create aChinese teaching model that is easyto be promoted in Burundi， thusre alizing his career goal of becominga Chinese teaching expert.
We wish his dream come true！
弗迪南是一位身高一米八的帅小伙，出生于布隆迪首都布琼布拉一个教师家庭，目前他会说汉语、英语、法语、布隆迪语和斯瓦西里语五门语言。从真正成为布隆迪大学孔子学院本土教师的那一刻起，他心中就有一个梦想 成为布隆迪优秀的汉教专家。
说起弗迪南与汉语的结缘，要追溯到2012年。那一年布隆迪大学孔子学院刚刚成立，作为大学计算机电子工程专业一年级学生的弗迪南，虽然会四门语言，但抱着多掌握一门语言多一条出路的想法报了汉语班，开启了第五门语言的学习。在学汉语之前，弗迪南对中国根本不了解，只知道法语如何说“中国”二字，除此之外就是在地理课上知道的那丁点儿知识了。但接触这门语言后，弗迪南就被汉语及中国文化深深吸引，学得非常努力。一年后，弗迪南顺利的通过了HSKI的等级考试，成功申请到了去沈阳师范大学汉语研修一年的奖学金机会，赴中国专心学习汉语。一年研修后，弗迪南回布隆迪大学完成本专业的学习，同时继续在孔院学习汉语。毕业后，弗迪南一边在孔院做教学秘书，一边坚持学习汉语，最终顺利通过了HSK5的等级考试。以此为契机，弗迪南又申请到了去渤海大学攻读汉语教育硕士的机会，来到中国继续专心学习汉语，并于2018年7月顺利毕业，取得汉硕学位。在此期间，正值孔子学院总部招考本土教师，弗迪南通过努力考取本土教师并回到布隆迪大学孔院任教。
为了做好汉教本土教師，弗迪南专门从学习语言的需求情况和孔院发展的现状作了调查，以便为自己找准定位。通过调查，弗迪南发现，随着中国“一带一路”倡议的实施，加之中国与布隆迪两国关系很好，中国在布隆迪的投资也越来越多。大环境影响小气候，掌握汉语的布隆迪人既可以在当地中资企业找工作，也可以到其他国家做翻译，由此，学习汉语的需求不断增大。针对孔院的发展状况，弗迪南看到，布隆迪大学孔子学院经过近六年的发展，已经取得了不俗的成果。比如教学点增多，学汉语的人数逐年上升，教学质量不断提高，汉语教育虽然没有纳入国民教育体系，但在大学里已经作为学分课存在了等等。但任何事物的发展都会遇到挑战和很多意想不到的困难。弗迪南发现，发展中遇到的困难和问题，有些孔院自己可以解决，但有些则需要双方共同协商解决。在沟通中，一些基于文化差异而导致的误解或冲突就在所难免。针对这个情况，有人做沟通的桥梁，避免误解和冲突，事情就会峰回路转、柳暗花明。在调查中弗迪南还发现，随着学汉语的布隆迪人增多和中国文化在布的传播，很多布隆迪人已经开始了解中国，中国人在布工作时如果遇到困难，都会有布隆迪人帮助他们解决，所以继续加大文化传播就非常必要。基于此，弗迪南将个人工作重点放在了汉语教学、文化传播和帮助孔院进行对外沟通上，以此来促进孔院的进一步发展。
汉语教学是弗迪南工作的重中之重。由于自己就是一个从零基础开始的汉语学习者，对于如何克服障碍学好汉语，他有丰富的经验和独到的见解。比如对于中学生，他将重点集中在学生学汉语的兴趣培养上，较多用拼音、图片讲解，用他们最熟悉的东西与汉语产生关联，鼓励学生多看汉语电影，看中文版的儿童书籍。同时，结合自己的特长，他还将音乐、体育教学内容嫁接到汉语教学中来，极大地引起了学生的兴趣。最突出的是在体育教学体验中，学生通过体育课直接体验的模式将球类、肢体运动、比赛用语等汉语词汇铭记在心，取得了很好的教学效果。弗迪南说，作为一名本土教师，加之自己是男性，擅长体育运动，很清楚哪些运动项目在布隆迪普遍流行和受欢迎，这样再准确地对接汉语词汇，学生学得很快乐。
对于大学生，由于他们年龄大，语言表达能力强一些，就让他们拼音、汉字同步学，课堂教学则多采用直观教学、情景教学等学生喜欢学习效果又好的方法。作为课堂教学的补充，弗迪南还非常重视培养学生自学的好习惯，鼓励学生用智能手机上网自学。最具有特点的是，由于布隆迪人语言掌握情况复杂，加上有些学生来自不同国家，所以大家擅长的语言不一，针对这种情况，弗迪南充分发挥自己的语言优势，用不同语言给学生讲解，学生很容易产生亲近感和融入感，也很快喜欢上了这个略带腼腆的本土老师。
作为首个本土汉教老师，弗迪南的目标是想成为一名布隆迪的汉教专家。由于在中国学习汉语的经历，弗迪南接触了很多优秀的中国传统教育思想。孔子的“知之者不如好之者，好之者不如乐之者”教育思想让他认识到授课中培养学生兴趣的重要性;“温故而知新”“学而时习之，不亦说乎”让他注重培养学生及时复习、巩固知识的好习惯;“学无常师”的理念让弗迪南经常鼓励学生要开发多途径学习，打开学生的视野和思维;因材施教、启发诱导的方法让他设计课堂教学时有了要先了解学生不同特点的意识。中国优秀的传统教育思想不仅让弗迪南在实践中受益匪浅，也让他对这些教育思想产生了极其浓厚的兴趣。他打算将这些教育思想在布隆迪传播和实施，同时结合语言学习和教学的特点，打造一个适合在布隆迪推广的汉教模式，从而圆自己成为汉教专家的职业梦想。
祝弗迪南梦想成真！
Ferdinand， born in a family ofteachers in Bujumbura， is ahandsome fellow with a height of1.8m and able to speak five languagesincluding Chinese， English， French，Kirundi and Kiswahili. Since thevery moment when he truly becamea local teacher of the ConfuciusInstitute at the University of Burundi，he has been holding a dream-becoming an excellent Chineseteaching expert in Burundi. Ferdinand's tie with Chinesedates back t0 2012 when theConfucius Institute at the Universityof Burundi was established. Asa freshman of the Universitymajoring in computer and electronicengineering， though Ferdinand hadbeen able to speak four languagesincluding English， French， Kirundiand Kiswahili， he signed up for theChinese language learning class ina hope to enjoy more opportunitieswith the ability to speak one morelanguage， hence starting the learningof his fifth language. Befo re learningChinese， Ferdinand barely knewabout China but the word "China" inFrench plus a bit knowledge about thecountry learned from the geographyclass. However， once he got to learnChinese， he was deeply attractedby the language and the Chineseculture. After one year of hard work，Ferdinand successfully passed theHSK （Level l） Examination andwon the scholarship for a one-yearChinese study in Shenyang NormalUniversity. Therefore， he speciallycame to China for his Chinese study.One year later， Ferdinand wentback to the University of Burundi tocomplete his major courses whilesticking to his Chinese study at theConfucius Institute. After graduation，as he acted as the te aching secretaryof the Confucius Institute， he keptlearning Chinese and passed theHSK （Level 5） Examination. By takingthis opportunity， Ferdinand wonanother scholarship for pursuing theMaster's Degree of Teaching Chineseto Speakers of Other Languages（MTCSOL） at Bohai University， onceagain coming to China for furtheringhis Chinese studies. He graduatedsmoothly in the end and earnedhis master's degree in July 2018. Atthat time， The Confucius InstituteHeadquarters was right recruitinglocal Chinese teachers throughscreening examinations. Ferdinandmanage d to pass these examinationsand thus was appointed as a teacherof the Confucius Institute at theUniversity of Burundi.
In order to do a good job as alocal Chinese teacher and find theniche in his job， Ferdinand carriedout a special investigation into thespecific needs of language learningand the current development ofthe Confucius Institute. He foundfrom the investigation that withthe implementation of China's Beltand Road Initiative， plus the goodrelationship between China andBurundi， the volume of Chineseinvestment in Burundi has been onthe rise. In this context， Burundianswho are proficient in Chinese maybe employed by local Chineseenterprises or serve as translatorsand interpreters in other countries.As a result， greater needs forlearning Chinese emerge. In termsof the development of the ConfuciusInstitute， Ferdinand learned thatafter six years' growth， the ConfuciusInstitute at the University of Burundihas made such extraordinaryachievements as building moreteaching sites， enrolling moreChinese learning students on a yearlybasis， improved teaching qualityand setting Chinese language as acredit course in universities eventhough Chinese teaching has not yetbeen incorporated into the nationaleducation system. However， there arealways challenges and unexpecteddifficulties arising in the course ofdevelopment. Ferdinand found thatsome of them can be solved by theConfucius Institute itself while othersshould be handled jointly by bothparties involved through discussion.Therefore， misunderstandings andconflicts due to cultural differencesin communication are inevitable. Insuch cases， anyone who can bridgethe gap in communication may helpavoid such misunderstandings andconflicts and turn adverse situationsaround. Ferdinand also found thatas more and more Burundians arelearning Chinese and Chinese culturecontinues to spread in Burundi， alarge number of Burundians havestarted to learn about China， and thatChinese people will always receivehelp from Burundians wheneverthey encounter difficulties in work inBurundi. There fo re， strengtheningcultural dissemination becomes anecessity. To this end， Ferdinandhas focused on teaching Chineselanguage， spreading Chinese cultureand facilitating the communicationbetween the Confucius Institute andthe outside world in his work so asto promote the development of theConfucius Institute. Chinese Language Teachingremains the top priority inFerdinand's work. As for how toovercome obstacles in learningChinese well， he has rich experienceand insightful views since hehimself is a Chinese learner startingfrom scratch. For instance， as formiddle school students， Ferdinandconcentrates on developing theirinterest in learning Chinese byinstructing lessons with spellings andpictures， linking Chinese words andphrases with objects they know thebest， and encouraging them to watchChinese movies and read children'sbooks in Chinese. At the same time，he combines his own strengths byincorporating Chinese teaching intomusic and sports teaching， greatlyarousing the students' interest.What stands out in his teaching isthat he applies Chinese teaching insports teaching where students canmemorize the Chinese words of balls，body movements， sports expressionsand so on based on their experiencein sports class， which has deliveredexcellent teaching results. Accordingto Ferdinand， as a local teacher， withhis male gender and excellence insports activities as a plus， he knowsvery well what kinds of sports arepopular among the public in Burundi，and students will learn Chinesehappily by matching the wordscorrectly with the sports.
As for college students whoare old enough and boast strongerexp ressiveness， Ferdinand will askthem to learn Chinese spellings andwords simultaneously and adoptteaching methods such as intuitionalinstruction and situational teachingin class， which are welcomed bystudents and produce great learningeffect. In addition， Ferdinandattaches great importance tocultivating students' self-studyhabits and encourages students tostu dy online with their smart phonesafter class. The most distinctivein teaching college students is thediversity of the languages spokenby Burundians. Besides， some of hisstudents even come from differentcountries， so not all of them are well-versed in one single language. In thiscase， Ferdinand will instruct lessonsin different languages， making fulluse of his language strengths， andthus creating an intimate feelingand sense of engagement among hisstudents. As a result， all students arefascinated with Ferdinand， a slightlyshy teacher.
As the first-ever indigenousChinese teacher， Ferdinand dreamsto be an expert in Chinese teaching inBurundi. Thanks to his experience oflearning Chinese in China， Ferdinandhas acquired many excellenttraditional Chinese educationalideas. From Confucius' educationalidea saying "they who know the truthare not equal to those who love it， andthey who love it are not equal to thosewho delight in it"， he realizes theimportance of developing student'sinterest in teaching. Enlightenedby the ideas of "if a man keepscherishing his old knowledge， hewill continually be acquiring new"and "Is it not pleasant to learnwith a constant perseverance andapplication？"， he focuses on helpingstudents cultivate their good habits of timely review and consolidatingwhat they have learned. Enlightenedby the idea of "one should not limitthemselves to particular teachers"，he often encourages his students tolearn through multiple channels， thus expanding their vision andimproving their thinking patterns.With the methods of individualizedteaching and heuristic teaching，he knows that designs of classroomteaching should be based onstudents' personalities. Not onlyhave these outstanding traditionalChinese educational ideas bene fitedFerdinand a lot in his teachingpractice， but also they attractedmuch his interest， so he decides topropagate and implement these ideasin Burundi， and at the same timecombines the features in languagelearning and teaching to create aChinese teaching model that is easyto be promoted in Burundi， thusre alizing his career goal of becominga Chinese teaching expert.
We wish his dream come true！