• About ESEC
  • ESEC's Ministry
  • What is TIP?
  • Why TIP?
  • Teacher Certification
  • Whom we serve

About ESEC

Since 1981, ESEC has served China through education development. Our main focus today is training Chinese English teachers from all over China, equipping them to conduct effective English classes for their students.  We have trained thousands of teachers from literally every province in China and from almost every ethnic minority group. ESEC primarily seeks to encourage and empower schools and their teachers from China’s western regions. By reaching out to these rural and impoverished areas, ESEC is sending educational aid to where it is needed most. As a Christian organization operating in China, we desire that our service and presence in China reflects the spirit of Christ’s love.



Over the last 30 years, we’ve developed an excellent international reputation as a Christian service organization. Our primary ministry is meeting educational needs in the spirit of Christ’s love by advancing our students’ educational skills and career development. Also, by God’s grace, we humbly seek to open doors for Christians to explore God’s calling to serve in China.  Our prayer is that, through our lives, service and words, others will experience the love of God.


The Total Immersion Program, also known as TIP, is an innovative, dynamic English immersion program that first began in 2005. The focus of the program is on improving oral English. Since the majority of our students have studied English for years, they have a sufficient vocabulary to draw from and quickly discover that they are much more capable of speaking English than they had previously thought. Students’ final masterpiece is a 10-minute speech in which they share from their heart about a meaningful life experience, their teaching philosophy or a strong opinion. It is a special time as students allow themselves to be known by each other in a whole new way, creating a bond that can last for a lifetime. TIP empowers Chinese students.  By creating a loving, encouraging atmosphere for them, it shatters the traditional barriers that hinder their ability to learn English.


A radically different approach to learning English in China

TIP greatly emphasizes self-initiated learning, collaborative learning, and learning through immersion in the environment. There are many limitations in the traditional approach of English learning, and all stem from making the teacher the most important factor in the learning process. The teacher-centered approach easily channels the teacher’s weaknesses in English to students, rendering him a major hindrance to the students’ improvement and learning productivity.

The TIP training method puts students at the center of the learning process so they’re not limited by a teacher, especially by the availability of a foreign teacher. Another advantageous characteristic of TIP is its focus on building self-confidence, which opens up a reservoir of hidden resources, reveals students’ abilities and potential, enables them to overcome previous limitations, and results in surprisingly rapid learning and productivity. Therefore, at the beginning of every TIP session, we spend time working with the students in the area of confidence. They assess their value systems, particularly those related to learning. By correcting faulty attitudes towards learning, success, and themselves, students often find that the TIP experience leads to opportunities for personal improvement, besides advancement in oral English. So far, all TIP graduates have found the TIP training uplifting in their lives and the TIP methodology effective in their classrooms.


Effective follow-up with TIP’s 15 teaching attributes

Our Teacher Certification training is a 1-to-2-year program in which teachers work to earn a certificate in TIP’s 15 Teacher Attributes. It offers hands-on training and practice in TIP teaching methodology that builds on the speaking confidence and enthusiasm for learning that teachers gain in TIP’s 21-day program. Teachers learn how to apply TIP methodology and principles in their classrooms via 15 Teaching Attributes, such as Attitude, Communication, Student Centered Learning, and Taxonomy of Thinking. Our students study attribute standards and skills, and then practice using them in English teaching demonstrations. They learn how to develop teaching plans that incorporate what they’ve learned and prepare them to implement the material into their own classrooms.


While much attention is given to the more developed, urban areas in China, we actively recruit our students from the more rural provinces in China. This fosters a diverse learning experience and helps valuable educational tools to be spread among students in underserved areas. In the last two years alone, we were able to train 5,400+ teachers from more than 28 regions throughout China.