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Language ideologies and English in Chinese primary education

Language ideologies and English in Chinese primary education
Language ideologies and English in Chinese primary education
English education has been promoted widely in China and has driven scholarly attention to young Chinese learners of English. However, not much has been done to address language ideologies embedded in English education oriented towards young Chinese learners from a perspective informed by the research on the global spread of English as a lingua franca (ELF). To narrow the gap, we adopt an ELF perspective to investigate textbook representations and teacher perceptions of English in relation to culture and identity in Chinese primary education. The findings demonstrate a Standard English ideology and an essentialist approach to language. We thus argue for a reconsideration of ‘English’ in primary education in order to empower young generations of English learners in China. While English is an essential language for international engagement, it is necessary to reconsider the relationship between English and China and to review the ownership of English.
Wang, Ying
dae44497-8e51-48ab-8173-7844f152f6e9
Weng, Hui
b0e2381d-5516-4367-a994-2b32d6fdfdb2
Li, Yuren
6cffe7b0-11cf-499a-b03f-47d1db7987e5
Wang, Ying
dae44497-8e51-48ab-8173-7844f152f6e9
Weng, Hui
b0e2381d-5516-4367-a994-2b32d6fdfdb2
Li, Yuren
6cffe7b0-11cf-499a-b03f-47d1db7987e5

Wang, Ying, Weng, Hui and Li, Yuren (2019) Language ideologies and English in Chinese primary education. Asian Englishes. (doi:10.1080/13488678.2019.1681719).

Record type: Article

Abstract

English education has been promoted widely in China and has driven scholarly attention to young Chinese learners of English. However, not much has been done to address language ideologies embedded in English education oriented towards young Chinese learners from a perspective informed by the research on the global spread of English as a lingua franca (ELF). To narrow the gap, we adopt an ELF perspective to investigate textbook representations and teacher perceptions of English in relation to culture and identity in Chinese primary education. The findings demonstrate a Standard English ideology and an essentialist approach to language. We thus argue for a reconsideration of ‘English’ in primary education in order to empower young generations of English learners in China. While English is an essential language for international engagement, it is necessary to reconsider the relationship between English and China and to review the ownership of English.

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Accepted/In Press date: 15 October 2019
e-pub ahead of print date: 30 October 2019

Identifiers

Local EPrints ID: 437488
URI: http://eprints.soton.ac.uk/id/eprint/437488
PURE UUID: 274ee2a7-3250-42d4-a84b-1d1df7f48942

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Date deposited: 31 Jan 2020 17:34
Last modified: 25 Nov 2021 18:31

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Contributors

Author: Ying Wang
Author: Hui Weng
Author: Yuren Li

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