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ELF awareness in Chinese higher education: a focus on language policy

ELF awareness in Chinese higher education: a focus on language policy
ELF awareness in Chinese higher education: a focus on language policy
Given the fact that non-native English speakers greatly outnumber native English speakers in the globalization, English has been more and more frequently used as a lingua franca (ELF) in intercultural settings. However, the acceptance and recognition of legitimate status of ELF have not been fully recognized yet. Especially in the Chinese context, the majority of English users are still viewing English as a foreign language (EFL) under the theoretical framework of Second Language Acquisition (SLA) which gives priority to standard native English models. As language education serves as one of the major factors which will impact on the individuals’ language attitudes, choices and behaviours, it is necessary to investigate into the representation of English in English language education in the Chinese Higher Education (HE) context.

This study brings together language policy and ELF to explore whether and how far ELF is recognized in China. It is designed to consist of document analysis, interviews, focus groups and classroom observations, evaluating not only how English is represented in policy statements, but also how English is perceived among participants in English education in China. Following Wang (forthcoming), language policy is explored with the focus on grassroots levels in order to establish the legitimacy of ELF in China. The findings suggest inconsistencies among policy statements, the implementation of language policy and classroom participants’ perceptions about policy statements. Besides, while Standard English ideology has impacts on classroom practices, the data have revealed orientations towards ELF, more or less, during the research process. The research displays an overall picture of the representation of ELF in China’s higher education and offers readers’ insights into the interconnections between language ideology and language policy in China. The thesis concludes by discussing possible implications of the ELF approach for ELT in China.
University of Southampton
Wang, Yangyu
988a81f3-fa69-4601-96c7-eeabc1476663
Wang, Yangyu
988a81f3-fa69-4601-96c7-eeabc1476663
Wang, Ying
dae44497-8e51-48ab-8173-7844f152f6e9
Archibald, Alasdair
15b56a58-87df-4322-8367-70f4daff3f42

Wang, Yangyu (2019) ELF awareness in Chinese higher education: a focus on language policy. University of Southampton, Doctoral Thesis, 348pp.

Record type: Thesis (Doctoral)

Abstract

Given the fact that non-native English speakers greatly outnumber native English speakers in the globalization, English has been more and more frequently used as a lingua franca (ELF) in intercultural settings. However, the acceptance and recognition of legitimate status of ELF have not been fully recognized yet. Especially in the Chinese context, the majority of English users are still viewing English as a foreign language (EFL) under the theoretical framework of Second Language Acquisition (SLA) which gives priority to standard native English models. As language education serves as one of the major factors which will impact on the individuals’ language attitudes, choices and behaviours, it is necessary to investigate into the representation of English in English language education in the Chinese Higher Education (HE) context.

This study brings together language policy and ELF to explore whether and how far ELF is recognized in China. It is designed to consist of document analysis, interviews, focus groups and classroom observations, evaluating not only how English is represented in policy statements, but also how English is perceived among participants in English education in China. Following Wang (forthcoming), language policy is explored with the focus on grassroots levels in order to establish the legitimacy of ELF in China. The findings suggest inconsistencies among policy statements, the implementation of language policy and classroom participants’ perceptions about policy statements. Besides, while Standard English ideology has impacts on classroom practices, the data have revealed orientations towards ELF, more or less, during the research process. The research displays an overall picture of the representation of ELF in China’s higher education and offers readers’ insights into the interconnections between language ideology and language policy in China. The thesis concludes by discussing possible implications of the ELF approach for ELT in China.

Text
Yangyu Wang Thesis - Version of Record
Restricted to Repository staff only until 11 November 2022.
Available under License University of Southampton Thesis Licence.

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Published date: November 2019

Identifiers

Local EPrints ID: 435770
URI: http://eprints.soton.ac.uk/id/eprint/435770
PURE UUID: c44f8bb9-aa58-4c53-b342-adfd8c8a6c4c

Catalogue record

Date deposited: 20 Nov 2019 17:30
Last modified: 20 Nov 2019 17:30

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Contributors

Author: Yangyu Wang
Thesis advisor: Ying Wang
Thesis advisor: Alasdair Archibald

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