People in PRC suffer from the rote memorization educational system and the emphasis on active language, so your left/right brain theory may be about the readily used vs passive vocabulary. There is little about creativity at either primary or secondary levels and there's a lot of indoctrinating interference in Chinese classrooms. Moreover, in those schools, the absence of accumulative learning is obvious, and some stories in books lack logic which produces young people with poor critical thinking skills.

To provide an example to you, here, I'll share one of my experiences with the Chinese grade 3 primary school course book in which in one of the units where kids have to learn a bunch of characters from. There's a story about a Chinese student joining a public school in the US. In this American school's classroom, after many students' suggestions that too many Chinese leave their homeland, this girl stands up to confront the notion with her "China is a sleeping lion that'll wake up one day". Once her voice stops in the classroom, everyone applauds her according to this Chinese course book which seems to be highly unlikely unless the classroom is full of Chinese Americans and which appears to make kids believe that they can get away with derailing arguments. This apparently unreal story from the local course book is followed by another story with a whole bunch of Chinese characters and little in a sense of language is carried over to the new unit there which shows how little the Chinese educational experts add from previous learning in the book. Anyhow, all that those dictators expect from their learners is obedience, 24/7 commitment and unconditional loyalty to the nation's leadership.

People in different cultures are brought up in different ways; the importance for all of us is to bridge the gap between either culture by learning from each other and thus to fill this gap by bridging. It would certainly contribute to a higher level of mutual understanding and a much more relaxed way of communication between foreigners and Chinese people. It is perhaps something Western teachers in China should think about.

Chinese most often do not build bridges with westerners but by themselves, and under the communist regime they'll probably never change their impractial educational system. So, no matter how much the west contributes, there will only be cheap and short lasting products, and disoriented generations coming out of the system. What "Western teachers in China should think about" is the fact that regardless how hard they may work they will always be compromised and so will their students progress.