Pub Date : 2018-09-01DOI: 10.1515/GLOCHI-2018-0015
Hsin-fu Chiu
Drawing upon ethnographic video-recordings of kin interactions in Chinese diaspora communities, I provide qualitative accounts of the parenting style by mothers of Chinese descent, and discuss the effect of their parenting on Chinese-American children’s development. My 72-hour digital data corpus yields evidence that a child, born to an authoritarian mother, assembles actions-in-interaction that not only position the mother high in esteem but also self-position his/her-self keenly alert to the mother’s effective power. In particular, prior to the enjoyment of, or privileged access to, leisure activities, the child will demonstrate his/her deference by initiating interactional rituals to secure parental approval; in responding to the mother’s moves of control, the child will display moral accountability by swift alignment with social impositions embedded in the mother’s control. By way of illustration, I argue that ways in which categorical power relations are orchestrated in kin interactions not only mirror mothers’ senses of themselves but also shape children’s construal of their own selves, the ones that are interdependent on other members in the family.
{"title":"Co-construction of categorical power relations in kin interaction","authors":"Hsin-fu Chiu","doi":"10.1515/GLOCHI-2018-0015","DOIUrl":"https://doi.org/10.1515/GLOCHI-2018-0015","url":null,"abstract":"\u0000 Drawing upon ethnographic video-recordings of kin interactions in Chinese diaspora communities, I provide qualitative accounts of the parenting style by mothers of Chinese descent, and discuss the effect of their parenting on Chinese-American children’s development. My 72-hour digital data corpus yields evidence that a child, born to an authoritarian mother, assembles actions-in-interaction that not only position the mother high in esteem but also self-position his/her-self keenly alert to the mother’s effective power. In particular, prior to the enjoyment of, or privileged access to, leisure activities, the child will demonstrate his/her deference by initiating interactional rituals to secure parental approval; in responding to the mother’s moves of control, the child will display moral accountability by swift alignment with social impositions embedded in the mother’s control. By way of illustration, I argue that ways in which categorical power relations are orchestrated in kin interactions not only mirror mothers’ senses of themselves but also shape children’s construal of their own selves, the ones that are interdependent on other members in the family.","PeriodicalId":12769,"journal":{"name":"环球中医药","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89635605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-01DOI: 10.1515/GLOCHI-2018-0014
Jing Huang
This study is situated in a bilingual community of Guangzhou where the local speech Cantonese used to have comparable power to the Chinese common language Putonghua regarding the range of domains, but recently a local concern has emerged over the declining status of Cantonese in association with the large number of immigrants and the vigorous implementation of the state language policy of Putonghua Promotion. This concern has been demonstrated in Guangzhou locals’ boundary-making practices and the categorization of immigrants in relation to language practices. This study aims to investigate the ways in which immigrants take up stances (Du Bois 2007; Alexandra, Jaffe. (ed.). 2009. Stance: Sociolinguistic Perspectives. Oxford: Oxford University Press.) to negotiate their identities in response to an imposed category of lau. Immigrants’ narratives of and comments on language use in their interactions with natives are analysed, at both semantic and formal levels, from a perspective of Critical Discourse Studies (e.g. Martin, Reisigl & Ruth Wodak. 2015. In Ruth Wodak & Michael Meyer (eds.). Methods of critical discourse studies, 3rd edn. 23–61. London: Sage, Fairclough, Norman. 2015. Language and power 3rd edn. London: Routledge.). As the analysis shows, immigrants negotiate the imposed identity category through coming to terms with the underlying language beliefs, negatively evaluating the social actors who categorize them, recontextualising the category, and combining Putonghua and Cantonese in one language unit to indicate the symbolic oppositions between social groups and languages.
{"title":"Language use difference and social group differentiation: Immigrants’ negotiation of an imposed category of lau in bilingual Guangzhou","authors":"Jing Huang","doi":"10.1515/GLOCHI-2018-0014","DOIUrl":"https://doi.org/10.1515/GLOCHI-2018-0014","url":null,"abstract":"\u0000 This study is situated in a bilingual community of Guangzhou where the local speech Cantonese used to have comparable power to the Chinese common language Putonghua regarding the range of domains, but recently a local concern has emerged over the declining status of Cantonese in association with the large number of immigrants and the vigorous implementation of the state language policy of Putonghua Promotion. This concern has been demonstrated in Guangzhou locals’ boundary-making practices and the categorization of immigrants in relation to language practices. This study aims to investigate the ways in which immigrants take up stances (Du Bois 2007; Alexandra, Jaffe. (ed.). 2009. Stance: Sociolinguistic Perspectives. Oxford: Oxford University Press.) to negotiate their identities in response to an imposed category of lau. Immigrants’ narratives of and comments on language use in their interactions with natives are analysed, at both semantic and formal levels, from a perspective of Critical Discourse Studies (e.g. Martin, Reisigl & Ruth Wodak. 2015. In Ruth Wodak & Michael Meyer (eds.). Methods of critical discourse studies, 3rd edn. 23–61. London: Sage, Fairclough, Norman. 2015. Language and power 3rd edn. London: Routledge.). As the analysis shows, immigrants negotiate the imposed identity category through coming to terms with the underlying language beliefs, negatively evaluating the social actors who categorize them, recontextualising the category, and combining Putonghua and Cantonese in one language unit to indicate the symbolic oppositions between social groups and languages.","PeriodicalId":12769,"journal":{"name":"环球中医药","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86969078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-01DOI: 10.1515/GLOCHI-2018-0011
Don Snow, Shen Senyao, Zhou Xiayun
The recent publication of the novel Magnificent Flowers (Fan Hua 繁花) has attracted attention not only because of critical acclaim and market success, but also because of its use of Shanghainese. While Magnificent Flowers is the most notable recent book to make substantial use of Shanghainese, it is not alone, and the recent increase in the number of books that are written partially or even entirely in Shanghainese raises the question of whether written Shanghainese may develop a role in Chinese print culture, especially that of Shanghai and the surrounding region, similar to that attained by written Cantonese in and around Hong Kong. This study examines the history of written Shanghainese in print culture. Growing out of the older written Suzhounese tradition, during the early decades of the twentieth century a distinctly Shanghainese form of written Wu emerged in the print culture of Shanghai, and Shanghainese continued to play a role in Shanghai’s print culture through the twentieth century, albeit quite a modest one. In the first decade of the twenty-first century Shanghainese began to receive increased public attention and to play a greater role in Shanghai media, and since 2009 there has been an increase in the number of books and other kinds of texts that use Shanghainese and also the degree to which they use it. This study argues that in important ways this phenomenon does parallel the growing role played by written Cantonese in Hong Kong, but that it also differs in several critical regards. The most important difference is that, to date, written Shanghainese appears almost exclusively in texts that look back to “old Shanghai” and/or to traditional alley life in Shanghai, and that a role of the type written Cantonese has in Hong Kong is not likely to be attained unless or until Shanghainese texts that are associated with modern urban Shanghai life, especially youth culture, begin to appear.
{"title":"A short history of written Wu, Part II: Written Shanghainese","authors":"Don Snow, Shen Senyao, Zhou Xiayun","doi":"10.1515/GLOCHI-2018-0011","DOIUrl":"https://doi.org/10.1515/GLOCHI-2018-0011","url":null,"abstract":"\u0000 The recent publication of the novel Magnificent Flowers (Fan Hua 繁花) has attracted attention not only because of critical acclaim and market success, but also because of its use of Shanghainese. While Magnificent Flowers is the most notable recent book to make substantial use of Shanghainese, it is not alone, and the recent increase in the number of books that are written partially or even entirely in Shanghainese raises the question of whether written Shanghainese may develop a role in Chinese print culture, especially that of Shanghai and the surrounding region, similar to that attained by written Cantonese in and around Hong Kong.\u0000 This study examines the history of written Shanghainese in print culture. Growing out of the older written Suzhounese tradition, during the early decades of the twentieth century a distinctly Shanghainese form of written Wu emerged in the print culture of Shanghai, and Shanghainese continued to play a role in Shanghai’s print culture through the twentieth century, albeit quite a modest one. In the first decade of the twenty-first century Shanghainese began to receive increased public attention and to play a greater role in Shanghai media, and since 2009 there has been an increase in the number of books and other kinds of texts that use Shanghainese and also the degree to which they use it.\u0000 This study argues that in important ways this phenomenon does parallel the growing role played by written Cantonese in Hong Kong, but that it also differs in several critical regards. The most important difference is that, to date, written Shanghainese appears almost exclusively in texts that look back to “old Shanghai” and/or to traditional alley life in Shanghai, and that a role of the type written Cantonese has in Hong Kong is not likely to be attained unless or until Shanghainese texts that are associated with modern urban Shanghai life, especially youth culture, begin to appear.","PeriodicalId":12769,"journal":{"name":"环球中医药","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89216511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-01DOI: 10.1515/GLOCHI-2018-0016
Qian Wu
Communication of emotion is at the heart of human interaction. For second language (L2) learners, the ability to communicate one’s emotion is crucial, especially in the context of study abroad when they are in frequent contact with native speakers. The aim of the case study is to investigate how an American sojourner Puppies and her Chinese roommate Kiki (both pseudonyms) participated in conversational narratives in the dormitory to construct emotions, and how the contextualized interaction facilitated Puppies’ development of a linguistic repertoire for the expression of emotion in Chinese. Informed by Vygotskian sociocultural theory, the study followed the genetic method in tracing the history of Puppies’ Chinese emotional repertoire across the semester, thereby elucidating the language developmental processes in the situated oral interaction. Audio-recorded everyday interaction in the dorm is triangulated by Puppies’ responses to the pre- and post-Mandarin Awareness Interview and interviews with Puppies and Kiki. Analysis revealed that the contextualized dorm talk provided abundant L2 resources for Puppies to develop a L2 emotional repertoire, especially fear-related emotion expressions. A discrepancy in the product of development as gleaned from the Mandarin Awareness Interview, and the process of development as seen in the naturally occurring dorm talk, suggests that Puppies’ use or non-use of local emotional expressions could be mediated by her partial understanding of the forms and the speech style and identity she wished to assume.
{"title":"Communicating emotions in L2 Chinese: Talk in the dorm during study abroad","authors":"Qian Wu","doi":"10.1515/GLOCHI-2018-0016","DOIUrl":"https://doi.org/10.1515/GLOCHI-2018-0016","url":null,"abstract":"\u0000 Communication of emotion is at the heart of human interaction. For second language (L2) learners, the ability to communicate one’s emotion is crucial, especially in the context of study abroad when they are in frequent contact with native speakers. The aim of the case study is to investigate how an American sojourner Puppies and her Chinese roommate Kiki (both pseudonyms) participated in conversational narratives in the dormitory to construct emotions, and how the contextualized interaction facilitated Puppies’ development of a linguistic repertoire for the expression of emotion in Chinese. Informed by Vygotskian sociocultural theory, the study followed the genetic method in tracing the history of Puppies’ Chinese emotional repertoire across the semester, thereby elucidating the language developmental processes in the situated oral interaction. Audio-recorded everyday interaction in the dorm is triangulated by Puppies’ responses to the pre- and post-Mandarin Awareness Interview and interviews with Puppies and Kiki. Analysis revealed that the contextualized dorm talk provided abundant L2 resources for Puppies to develop a L2 emotional repertoire, especially fear-related emotion expressions. A discrepancy in the product of development as gleaned from the Mandarin Awareness Interview, and the process of development as seen in the naturally occurring dorm talk, suggests that Puppies’ use or non-use of local emotional expressions could be mediated by her partial understanding of the forms and the speech style and identity she wished to assume.","PeriodicalId":12769,"journal":{"name":"环球中医药","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76160044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-01DOI: 10.1515/GLOCHI-2018-0017
Peiru Tong, Linda Tsung
Mobile Assisted Language Learning (MALL), as a specialisation within mobile learning by smartphones, has many benefits as its emphasis is on the mobility of the learner, spontaneous access to learning resources, and interaction across different learning contexts. However research on MALL implementation for Chinese learning is comparatively rare. This study aims to investigate Australian university students’ perceptions on the use of a mobile APP, WeChat, for Chinese language learning in a Studying Abroad (SA) program. The research approach in this study is mainly qualitative-based. Data were collected from 40 Australian university students in a Study Abroad (SA) program. The students’ opinions were collected through interviews and open-ended survey questions and were analysed thematically. Findings indicate in the SA context, the critical issues that emerged were related to learner agency, including language choice and sustained use of the platform for language learning. From an ecological constructivist perspective, a framework for mobile assisted language learning has been proposed. Recommendations are provided for future implementations and research on using WeChat for Chinese learning.
{"title":"L2 Chinese students’ perceptions of using WeChat for Chinese learning: A case study","authors":"Peiru Tong, Linda Tsung","doi":"10.1515/GLOCHI-2018-0017","DOIUrl":"https://doi.org/10.1515/GLOCHI-2018-0017","url":null,"abstract":"\u0000 Mobile Assisted Language Learning (MALL), as a specialisation within mobile learning by smartphones, has many benefits as its emphasis is on the mobility of the learner, spontaneous access to learning resources, and interaction across different learning contexts. However research on MALL implementation for Chinese learning is comparatively rare. This study aims to investigate Australian university students’ perceptions on the use of a mobile APP, WeChat, for Chinese language learning in a Studying Abroad (SA) program. The research approach in this study is mainly qualitative-based. Data were collected from 40 Australian university students in a Study Abroad (SA) program. The students’ opinions were collected through interviews and open-ended survey questions and were analysed thematically. Findings indicate in the SA context, the critical issues that emerged were related to learner agency, including language choice and sustained use of the platform for language learning. From an ecological constructivist perspective, a framework for mobile assisted language learning has been proposed. Recommendations are provided for future implementations and research on using WeChat for Chinese learning.","PeriodicalId":12769,"journal":{"name":"环球中医药","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82569975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-01DOI: 10.1515/GLOCHI-2018-0013
Chun Zhang, Ying Zhang
This qualitative study concerns foreign language teacher identity construction, where the focal participants are four non-native Chinese-speaking teachers (NNCSTs) working in a higher educational context in Denmark. The study aims to go beyond the current prevailing research on native speaking (NS) teachers by making NNCSTs’ challenges and contributions visible and meaningful. It attempts to raise awareness of NNCSTs’ voices and seek better understanding of their identities as foreign language teachers. Data are gathered from in-depth questionnaires, audio-recorded interviews, classroom observations and field notes over a period of four years. Participants’ perceptions of native Chinese-speaking teachers’ (NCSTs) pedagogical practices and their critical reflections on personal and professional traits as effective language teachers are examined. The roles of non-nativeness in a non-Chinese working environment are also explored. The study concludes that being a NNCST does not create barriers in a local Danish context. Rather, non-native speaker status has positive advantages over teacher-student relationships and interactions. NNSCTs’ beneficial personality traits, comparatively high sensitivity to linguistic and cultural differences, empathetic understanding of students’ learning trajectory, along with their constant and conscious development of locally appropriate practices, altogether enhance the process of professional identity construction.
{"title":"Language teacher identity construction: Insights from non-native Chinese-speaking teachers in a Danish higher educational context","authors":"Chun Zhang, Ying Zhang","doi":"10.1515/GLOCHI-2018-0013","DOIUrl":"https://doi.org/10.1515/GLOCHI-2018-0013","url":null,"abstract":"\u0000 This qualitative study concerns foreign language teacher identity construction, where the focal participants are four non-native Chinese-speaking teachers (NNCSTs) working in a higher educational context in Denmark. The study aims to go beyond the current prevailing research on native speaking (NS) teachers by making NNCSTs’ challenges and contributions visible and meaningful. It attempts to raise awareness of NNCSTs’ voices and seek better understanding of their identities as foreign language teachers. Data are gathered from in-depth questionnaires, audio-recorded interviews, classroom observations and field notes over a period of four years. Participants’ perceptions of native Chinese-speaking teachers’ (NCSTs) pedagogical practices and their critical reflections on personal and professional traits as effective language teachers are examined. The roles of non-nativeness in a non-Chinese working environment are also explored. The study concludes that being a NNCST does not create barriers in a local Danish context. Rather, non-native speaker status has positive advantages over teacher-student relationships and interactions. NNSCTs’ beneficial personality traits, comparatively high sensitivity to linguistic and cultural differences, empathetic understanding of students’ learning trajectory, along with their constant and conscious development of locally appropriate practices, altogether enhance the process of professional identity construction.","PeriodicalId":12769,"journal":{"name":"环球中医药","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77778139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-01DOI: 10.1515/GLOCHI-2018-0012
Haiqin Liu, P. Holmes
In recent years, the visibility and importance of the Chinese language (Mandarin) has been rising globally due to its emerging status as a significant global language used by native and non-native speakers and learners. This study looks into how Finland, a small country where English is used as a second language, deals with the growing prominence of the Chinese language. More specifically, we are interested in how Finnish policies and media respond and contribute to the emerging global discourses on the Chinese language. Drawing on critical discourse analysis we examined the discourses on the Chinese language presented in policy documents and two of the main news outlets in Finland—Yleisradio (Yle) and Helsingin Sanomat (HS)—with the aim to reveal what ideologies lie behind the construction of the Chinese language. Four prevailing categories of ideological discourses of the Chinese language emerged from our analysis of the political and media texts: Chinese as a useful language, Chinese as a world/global language, Chinese as an increasingly popular language, and Chinese as a different and/or difficult language. We argue that despite the multiple societal meanings the Chinese language appears to have in the policy documents and news articles, the discourses are related to the economic allure of China and share similar ideological roots that emphasize the symbolic capital of the Chinese language.
{"title":"Ideologies of the Chinese language in Finland","authors":"Haiqin Liu, P. Holmes","doi":"10.1515/GLOCHI-2018-0012","DOIUrl":"https://doi.org/10.1515/GLOCHI-2018-0012","url":null,"abstract":"\u0000 In recent years, the visibility and importance of the Chinese language (Mandarin) has been rising globally due to its emerging status as a significant global language used by native and non-native speakers and learners. This study looks into how Finland, a small country where English is used as a second language, deals with the growing prominence of the Chinese language. More specifically, we are interested in how Finnish policies and media respond and contribute to the emerging global discourses on the Chinese language. Drawing on critical discourse analysis we examined the discourses on the Chinese language presented in policy documents and two of the main news outlets in Finland—Yleisradio (Yle) and Helsingin Sanomat (HS)—with the aim to reveal what ideologies lie behind the construction of the Chinese language. Four prevailing categories of ideological discourses of the Chinese language emerged from our analysis of the political and media texts: Chinese as a useful language, Chinese as a world/global language, Chinese as an increasingly popular language, and Chinese as a different and/or difficult language. We argue that despite the multiple societal meanings the Chinese language appears to have in the policy documents and news articles, the discourses are related to the economic allure of China and share similar ideological roots that emphasize the symbolic capital of the Chinese language.","PeriodicalId":12769,"journal":{"name":"环球中医药","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89065184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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