The Missing Piece in Your ESL Teaching Career
If you are teaching English to Chinese students, generic TESOL methods are not enough. Master the Double R Amalgam Method—the definitive framework for teaching Chinese learners.
Get Certified NowWhy Your Current Teaching Methods Are Failing Chinese Students
Chinese students don't struggle with English because they aren't smart. They struggle because they learn in the "Chinese way"—through rote memorization and direct translation (Chinglish).
- You correct the same grammar mistakes over and over (missing articles, tenses, "Because...So...").
- Your students can pass written tests but freeze when they need to speak.
- You spend hours creating materials from scratch because the provided textbooks don't address L1 interference.
The Double R Amalgam Method: The Standard for Chinese Learners
Developed by Rowena Tam (Chairlady of HK English Teachers' Support Association, Former HK A-Level Examiner), this is not just another teaching course. It is a complete paradigm shift.
Input → Segment → Output
A systematic framework to build sentences from the ground up.
Lucky 9 & Lovely 3
Tools to deconstruct complex sentences.
Diagnostic Approach
"Diagnose first, practice later. Only practice what they don't know."
What You Will Achieve
of your lesson preparation time saved
reduction in student Chinglish errors
improvement in student DSE/KET scores
Learn from the Expert Who Was Once a Struggling Learner
Rowena Tam hated English until she was 17. She discovered the "conversion method" (which later became Double R) during an exchange program. Within 6 months, she reached distinction standard. With over 300 publications and 30 years of experience, she is uniquely qualified to bridge the gap between Chinese learners and English mastery.
This Is Not Optional. It Is Essential.
As the education landscape evolves, teachers who understand the specific mechanics of Chinese learners will be the most in-demand. Don't just be an English teacher. Be the teacher who transforms Chinese students' lives.
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