English as a Global Language in China: Deconstructing the Ideological Discourses of English in Language Education by Lin PanEnglish as a Global Language in China: Deconstructing the Ideological Discourses of English in Language Education by Lin Pan

English as a Global Language in China: Deconstructing the Ideological Discourses of English in…

byLin Pan

Hardcover | November 10, 2014

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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, economic 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 is 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.
Title:English as a Global Language in China: Deconstructing the Ideological Discourses of English in…Format:HardcoverDimensions:189 pagesPublished:November 10, 2014Publisher:Springer-Verlag/Sci-Tech/TradeLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:3319103911

ISBN - 13:9783319103914

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Table of Contents

Chapter 1: Language Education in China: the Cult of English.- English as a Global Language in China.- English Language Ideologies in a Globalizing World.- Methods.- Document Analysis.- Group Discussions.- Interviews.- Questionnaires.- The Structure of the Book.-   Chapter 2: Globalization: an Economic and Cultural Perspective.- Introduction.- Approaches to Globalization Studies.- Wallerstein's World-Systems Analysis.- What are World-Systems?.- The Scales of Power Hierarchy in th World Capitalist Economy.- The State's Operation in the Interstate System.- The Significance of World-Systems Theory.- The Cultural Dimension of Globalization.- Homogenization or Heterogenization.- The Scales of Cultural Globalization.- Discussion: Language Education in the Context of Globalization.- Chapter 3: Ideologies in English Language Education: A Synchronic and Diachronic Approach.- Introduction.- Ideologies and Language Ideologies.- Ideology.- Language Ideology.- Ideologies of "English as a Global Language".- The Ascent of English.- Different Types of Ideologies of 'Global English'.- Language Ideologies in a Time-Space Frame.- Discussion: Analysing Ideologies in Language Education.- Layered Ideologies.- A Diachronic Approach.- A Synchronic Approach.- Chapter 4: State Ideologies of English Education in China: Revisiting the History.- Introduction.- China before the Late Nineteenth Century: the Earliest From of English.- The Sino-Centric World Empire and Its Confucian Ideologies.- The Earliest English and English Teaching in China.- The Opium Wars: Learning English for 'Self-Strengthening'(1840's-1911).- The Clash of the Two World-Systems.- English and Foreign Language Education for Self-Strengthening and Missionary Purposes.- The Republic of China: Language Learning in the New Culture Movements (1912-49).- The People's Republic of China: Changing Fortunes for English-Language Teaching (1949-76).- Learning Russian from the Soviet Union (1949-1956).- Sino-Soviet Schism and the Back-to-English Movement (1957-1965).- Cultural Revolution and the Politicization of English (1966-1976).- China's Opening and Reform: the English Book (1979-1990's).- China and Globalization: Embracing English Fully (1990's-2010's).- Post-Olympic China: the State's De-emphasis of English (since the 2010's).- Discussion: State Ideologies of English in Chinese History.-  Chapter 5: English Language Ideologies in Chinese Foreign Language Education Policies.- Introduction.- Language Policies and Foreign Language Education Policies.- The Ascribed Status of English.- The Objectives of English Education.- The Standard of English Learning.- The Culture Issue.- The Issues of Choice and Inequality.- English Education Policies in Post-Olympic China.- Discussion: Ideologies Reflected in the Chinese Foreign Language Education Policies.- Chapter 6: English Language Ideologies Reflected in Teachers' and Students' Discourse.- Introduction.- Researching Students' and Teachers' ELIs.- The Status of English.- The Objectives of English Teaching and Learning.- The Standard of English Teaching and Learning.- The Culture Issue.- Issues of Choice and Inequality.- Discussion: Ideologies Embedded in Teachers' and Students' Discourses.- Chapter 7: English Language Ideologies in Olympic Beijing.- Introduction.- Researching ELIs in Olympic Beijing.- What does English Mean to Chinese People?.- What is the Influence of English on Chinese People?.- Is English a Threat to Chinese Language and Culture?.- What is English for?.- Discussion: Multi-layered Ideologies and Their Contextual Implications.- World Linguistic Systems and the Functions of English in China.- Language Ideologies and Their Contextual Implications.- Chapter 8: Ideologies in Language Education in China: Past, Present and the Future.- Ideologies in Language Education in China: the Past and the Present.- Ideologies in Language Education in China: Looking into the Future.- Implications for Future Research.-Appendix A: Questionnaire for Students.- Appendix B: Questionnaire for Teachers.- Appendix C: General Questionnaire   

Editorial Reviews

This book offers insight into the spread and impact of English language education in China within China's broader educational, social, economic 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 is 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.   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, SpainIn 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 NetherlandsA 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