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E-grāmata: English as a Global Language in China: Deconstructing the Ideological Discourses of English in Language Education

  • Formāts: PDF+DRM
  • Sērija : English Language Education 2
  • Izdošanas datums: 28-Oct-2014
  • Izdevniecība: Springer International Publishing AG
  • Valoda: eng
  • ISBN-13: 9783319103921
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English as a Global Language in China: Deconstructing the Ideological Discourses of English in Language EducationPalielināt
  • Formāts: PDF+DRM
  • Sērija : English Language Education 2
  • Izdošanas datums: 28-Oct-2014
  • Izdevniecība: Springer International Publishing AG
  • Valoda: eng
  • ISBN-13: 9783319103921
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This book offers insight into the spread and impact of English language education in China within China s broader educational, social, economical and political changes. The author"s critical perspective informs readers on the connections between language education and political ideologies in the context of globalizing China. The discussion of the implications concerning language education are of interest for current and future language policy makers, language educators and learners. Including both diachronic and synchronic accounts or China s language education policy, this volume highlights how China as a modern nation-state has been seeking a more central position globally, and the role that English education and the promotion of such education played in that effort in recent decades.

Recenzijas

The scope and depth this book achieves in deconstructing the ideological discourses of English in China make its contribution particularly valuable. For researchers, policy makers, and language educators who want to understand English education beyond classroom practices, this is the book. Given the rise of China in the globalising arena, insights gained from China's appropriations of English in this book also have significant implications for the understanding of English development in global contexts. (Weihong Wang, System, Issue 53, 2015)

Papildus informācija

This is a thought provoking and engaging investigation of English language education in China. It links English language education to important contemporary issues such as globalisation and draws on an impressive array of sources. Jeffrey Gil, Flinders University, Adelaide, Australia In China over the past several decades, the English language has moved from being considered 'barbarian', a source of 'spiritual pollution' and 'the language of the enemy', to its current state as valued linguistic capital and the focus of a national project whereby over 400 million school-age children and adolescents study it. In this book, Lin Pan provides us with a great deal of insight into why matters have evolved in this way. Drawing on multiple data bases (documents, group discussions, interviews and questionnaires), she is able to examine, both synchronically and diachronically, the evolution of English language ideologies and the kinds of actions taken by individuals and collectives based on them. All of this against the backdrop of an increasingly globalized China, understood through the prism of Wallerstein's World-systems Theory. English as a Global Language in China is a must read for anyone interested in the policy and practice of English language education in contemporary China. David Block, Universitat de Lleida, Spain In this richly documented and theoretically astute study, Pan manifests herself as a member of a new generation of Chinese sociolinguists and applied linguists capable of tackling the complex sociolinguistics of China with an unprecedented level of accuracy and depth of insight. This is a blessing for scholarship worldwide. Jan Blommaert, Tilburg University, The Netherlands A fascinating and insightful look at the role of English in modern-day Chinese society, and of the dynamic relationship between globalisation and the politics of language teaching. Philip Seargeant, the Open University, UK
1 Language Education in China: The Cult of English
1(16)
1.1 English as a Global Language in China
2(3)
1.2 English Language Ideologies in a Globalising World
5(2)
1.3 The Objectives of the Book
7(1)
1.4 Research Methods
8(3)
1.4.1 Document Analysis
8(1)
1.4.2 Group Discussions
9(1)
1.4.3 Interviews
9(1)
1.4.4 Questionnaires
10(1)
1.5 The Structure of the Book
11(6)
2 Globalisation: An Economic and Cultural Perspective
17(16)
2.1 Introduction
17(3)
2.2 Approaches to Globalisation Studies
20(1)
2.3 Wallerstein's World-Systems Analysis
21(7)
2.3.1 What Are World Systems?
21(2)
2.3.2 The Scales of Power Hierarchy in the World Capitalist Economy
23(1)
2.3.3 The States' Operation in the Interstate System
24(1)
2.3.4 The Significance of World-Systems Theory
25(3)
2.4 The Cultural Dimension of Globalisation
28(3)
2.4.1 Homogenisation or Heterogenisation
28(2)
2.4.2 The Scales of Cultural Globalisation
30(1)
2.5 Discussion: Language Education in the Context of Globalisation
31(2)
3 Ideologies in English Language Education: A Synchronic and Diachronic Approach
33(20)
3.1 Introduction
33(1)
3.2 Ideologies and Language Ideologies
34(5)
3.2.1 Ideology
34(4)
3.2.2 Language Ideology
38(1)
3.3 Ideologies of `English as a Global Language'
39(8)
3.3.1 The Ascent of English
39(3)
3.3.2 Different Types of Ideologies of `Global English'
42(5)
3.4 The Performativity of Global English
47(1)
3.5 Language Ideologies in a Time--Space Frame
48(2)
3.6 Discussion: Analysing Ideologies in Language Education
50(3)
3.6.1 Layered Ideologies
50(1)
3.6.2 A Diachronic Approach
50(1)
3.6.3 A Synchronic Approach
51(2)
4 State Ideologies of English Education in China: Revisiting the History
53(26)
4.1 Introduction
53(1)
4.2 China Before the Late Nineteenth Century: The Earliest Form of English
54(5)
4.2.1 The Sino-centric World Empire and Its Confucian Ideologies
54(3)
4.2.2 The Earliest English and English Teaching in China
57(2)
4.3 The Opium Wars: Learning English for `Self-Strengthening' (1840s--1911)
59(5)
4.3.1 The Clash of the Two World Systems
59(3)
4.3.2 English and Foreign Language Education for Self-Strengthening and Missionary Purposes
62(2)
4.4 The Republic of China: Language Learning in the New Culture Movements (1912--1949)
64(3)
4.5 The People's Republic of China: Changing Fortunes for English Language Teaching (1949--1976)
67(4)
4.5.1 Learning Russian from the Soviet Union (1949--1956)
67(2)
4.5.2 Sino-soviet Schism and the Back-to-English Movement (1957--1965)
69(1)
4.5.3 Cultural Revolution and the Politicisation of English (1966--1976)
70(1)
4.6 China's Opening and Reform: The English Boom (1979--1990s)
71(1)
4.7 China and Globalisation: Embracing English Fully (1990s--2010s)
72(2)
4.8 Post-Olympic China: The State's De-emphasis of English (Since the 2010s)
74(2)
4.9 Discussion: State Ideologies of English in Chinese History
76(3)
5 English Language Ideologies in Chinese Foreign Language Education Policies
79(20)
5.1 Introduction
79(1)
5.2 Language Policies and Foreign Language Education Policies
80(2)
5.3 The Ascribed Status of English
82(2)
5.4 The Objectives of English Education
84(2)
5.5 The Standard of English Learning
86(2)
5.6 The Culture Issue
88(2)
5.7 The Issues of Choice and Inequality
90(2)
5.8 English Education Policies in Post-Olympic China
92(3)
5.9 Discussion: Ideologies Reflected in the Chinese Foreign Language Education Policies
95(4)
6 English Language Ideologies Reflected in Teachers' and Students' Discourse
99(30)
6.1 Introduction
99(1)
6.2 Researching Students' and Teachers' ELIs
100(2)
6.3 The Status of English
102(4)
6.4 The Objectives of English Teaching and Learning
106(8)
6.5 The Standard of English Teaching and Learning
114(5)
6.6 The Culture Issue
119(3)
6.7 Issues of Choice and Inequality
122(4)
6.8 Discussion: Ideologies Embedded in Teachers' and Students' Discourses
126(3)
7 English Language Ideologies in Olympic Beijing
129(30)
7.1 Introduction
129(1)
7.2 Researching ELIs in Olympic Beijing
130(2)
7.3 What Does English Mean to Chinese People?
132(8)
7.4 What Is the Influence of English on Chinese People?
140(4)
7.5 Is English a Threat to Chinese Language and Culture?
144(4)
7.6 What Is English for?
148(3)
7.7 Discussion: Multilayered Ideologies and Their Contextual Implications
151(8)
7.7.1 World Linguistic Systems and the Functions of English in China
153(2)
7.7.2 Language Ideologies and Their Contextual Implications
155(4)
8 Ideologies in Language Education in China: Past, Present and the Future
159(10)
8.1 Ideologies in Language Education in China: The Past and the Present
160(4)
8.2 Ideologies in Language Education in China: Looking into the Future
164(2)
8.3 Implications for Future Research
166(3)
Appendix
169(6)
Appendix 1 Questionnaire for Students
169(2)
Appendix 2 Questionnaire for Teachers
171(2)
Appendix 3 General Questionnaire
173(2)
References 175
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