The purpose of this article is an examination of methods and result used in modifying
classroom management and curriculum delivery in the mainland China post-secondary education
system to enhance language acquisition skills. Using hybridized methods to optimize these
academic and environmental variables requires merging both national and international strategies
into a productive learning environment while maintaining State mandated guidelines. These
approaches were produced over the course of a five year study in both vocational college and
university settings and continually assessed in real time classroom environments culminating in
the deployment at the university level to freshmen and sophomore students pursing majors in
teaching, English language, and business. The results demonstrate increased academic utility and
the acquisition of skills and abilities across the spectrum of L2 language curriculum classes and
an elevated level of participation and academic progress for almost all students in these types of
classroom environments. Foreign experts and teachers should consider selectively utilizing these
elements in their classroom environment to enhance the students’ academic and personal
progress and their pedagogical goals in this type of educational setting.