Pub Date : 2021-04-05DOI: 10.1080/07908318.2021.1910703
Nerea Villabona, J. Cenoz
ABSTRACT Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that balance. In the Basque Autonomous Community (BAC), a multilingual region in Spain, schools are implementing CLIL programmes in order to improve students’ English proficiency and foster multilingualism. This case study aims at exploring how teachers in this particular setting conceptualise the integration of content and language in CLIL and their understanding is reflected through pedagogical practices. For that purpose, the thoughts and practices of two CLIL teachers with different teaching backgrounds are examined here. The findings show that teachers understand and implement CLIL in different ways and that there are substantial differences between the content-oriented teacher and the language-oriented teacher. This study shows that it is difficult to achieve a balance of content and language in CLIL classrooms because some classes tend to be content-oriented without enough attention given to language, while others are language-oriented without enough attention paid to content.
{"title":"The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers","authors":"Nerea Villabona, J. Cenoz","doi":"10.1080/07908318.2021.1910703","DOIUrl":"https://doi.org/10.1080/07908318.2021.1910703","url":null,"abstract":"ABSTRACT Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that balance. In the Basque Autonomous Community (BAC), a multilingual region in Spain, schools are implementing CLIL programmes in order to improve students’ English proficiency and foster multilingualism. This case study aims at exploring how teachers in this particular setting conceptualise the integration of content and language in CLIL and their understanding is reflected through pedagogical practices. For that purpose, the thoughts and practices of two CLIL teachers with different teaching backgrounds are examined here. The findings show that teachers understand and implement CLIL in different ways and that there are substantial differences between the content-oriented teacher and the language-oriented teacher. This study shows that it is difficult to achieve a balance of content and language in CLIL classrooms because some classes tend to be content-oriented without enough attention given to language, while others are language-oriented without enough attention paid to content.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2021.1910703","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42764828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/07908318.2020.1797080
Germán Canale
ABSTRACT This guest-edited Special Issue of Language, Culture and Curriculum presents a collection of studies that look into language textbooks through three key themes: representation, interaction and learning. The full issue considers textbooks produced in different parts of the world, for different audiences (in terms of geographical location, age and level of proficiency), for the teaching of several languages (Chinese, English, French, German, Spanish) with different statuses (first, second and foreign language education). This diversity of contexts, texts and users allows us to find recurrent issues and patterns around the world and, at the same time, situate other issues locally for a richer qualitative understanding of the phenomena under investigation. Contributions provide new insight into the interconnectedness of these three key themes (representation, interaction and learning) and what the research field might gain from exploring all three in an articulated manner. They also expand our understanding of the textbook as an educational, cultural, pedagogical and ideological site for research. Discussions, findings and implications appeal not only to researchers but also to language teachers, language textbook publishers and other stakeholders.
{"title":"The language textbook: representation, interaction and learning","authors":"Germán Canale","doi":"10.1080/07908318.2020.1797080","DOIUrl":"https://doi.org/10.1080/07908318.2020.1797080","url":null,"abstract":"ABSTRACT This guest-edited Special Issue of Language, Culture and Curriculum presents a collection of studies that look into language textbooks through three key themes: representation, interaction and learning. The full issue considers textbooks produced in different parts of the world, for different audiences (in terms of geographical location, age and level of proficiency), for the teaching of several languages (Chinese, English, French, German, Spanish) with different statuses (first, second and foreign language education). This diversity of contexts, texts and users allows us to find recurrent issues and patterns around the world and, at the same time, situate other issues locally for a richer qualitative understanding of the phenomena under investigation. Contributions provide new insight into the interconnectedness of these three key themes (representation, interaction and learning) and what the research field might gain from exploring all three in an articulated manner. They also expand our understanding of the textbook as an educational, cultural, pedagogical and ideological site for research. Discussions, findings and implications appeal not only to researchers but also to language teachers, language textbook publishers and other stakeholders.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1797080","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43816657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-29DOI: 10.1080/07908318.2021.1906268
Jinfen Xu, Yumei Fan
ABSTRACT This study contributes to the limited research on teacher agency in task-based language teaching. Conceptualising agency through the lens of activity theory, the study investigated how two EFL teachers enacted their agency in TBLT implementation at a Chinese university and what factors mediated the enactment of their agency. Data collected by means of classroom observation, interviews and course documents were triangulated to provide a descriptive synthesis of teacher participants’ experiences with task-based language teaching. The analysis of the data revealed that these two teachers demonstrated agency through teaching as adaptation and teaching as learning to overcome the contradictions in the instructional activity system. They engaged with both proactive and reactive agency. A number of mediational factors were found to account for their agency. The study highlights the crucial role of teachers’ shared beliefs on the value of TBLT and curriculum reform and institutional support in influencing teachers’ adoption of task-supported language teaching.
{"title":"Finding success with the implementation of task-based language teaching: the role of teacher agency","authors":"Jinfen Xu, Yumei Fan","doi":"10.1080/07908318.2021.1906268","DOIUrl":"https://doi.org/10.1080/07908318.2021.1906268","url":null,"abstract":"ABSTRACT This study contributes to the limited research on teacher agency in task-based language teaching. Conceptualising agency through the lens of activity theory, the study investigated how two EFL teachers enacted their agency in TBLT implementation at a Chinese university and what factors mediated the enactment of their agency. Data collected by means of classroom observation, interviews and course documents were triangulated to provide a descriptive synthesis of teacher participants’ experiences with task-based language teaching. The analysis of the data revealed that these two teachers demonstrated agency through teaching as adaptation and teaching as learning to overcome the contradictions in the instructional activity system. They engaged with both proactive and reactive agency. A number of mediational factors were found to account for their agency. The study highlights the crucial role of teachers’ shared beliefs on the value of TBLT and curriculum reform and institutional support in influencing teachers’ adoption of task-supported language teaching.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2021.1906268","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47173421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-16DOI: 10.1080/07908318.2021.1898630
Julie Waddington
ABSTRACT Current foreign language education policies advocate plurilingual approaches to learning and teaching languages and call into question the ‘ideal native speaker’ as the ultimate model. Observations within a teacher training context indicate that this ideal still holds considerable weight among pre-service teachers. A study was carried out with students enrolled on the degree programme in Early Childhood Education at a university in Catalonia to explore the extent to which the ‘ideal native speaker’ model prevails within this community. The study analysed data from different instruments applied within the context of a core module which includes an innovative approach to embedding English as a foreign language in the early years. Findings confirm the prevalence of the model and reveal beliefs and assumptions which not only perpetuate the ideal itself, but also reinforce disempowering and discriminatory attitudes which are incongruent with current policies regarding language education. Changes reported in post-intervention findings highlight the need to develop reflective skills alongside linguistic and didactic competences in Early Childhood EFL Education. One of the main contributions of the study is its identification of deficit views of non-specialist teachers and its call for collaborative practice in which all linguistic abilities have a place. Video abstract Read the transcript Watch the video on Vimeo
{"title":"Rethinking the ‘ideal native speaker’ teacher in early childhood education","authors":"Julie Waddington","doi":"10.1080/07908318.2021.1898630","DOIUrl":"https://doi.org/10.1080/07908318.2021.1898630","url":null,"abstract":"ABSTRACT Current foreign language education policies advocate plurilingual approaches to learning and teaching languages and call into question the ‘ideal native speaker’ as the ultimate model. Observations within a teacher training context indicate that this ideal still holds considerable weight among pre-service teachers. A study was carried out with students enrolled on the degree programme in Early Childhood Education at a university in Catalonia to explore the extent to which the ‘ideal native speaker’ model prevails within this community. The study analysed data from different instruments applied within the context of a core module which includes an innovative approach to embedding English as a foreign language in the early years. Findings confirm the prevalence of the model and reveal beliefs and assumptions which not only perpetuate the ideal itself, but also reinforce disempowering and discriminatory attitudes which are incongruent with current policies regarding language education. Changes reported in post-intervention findings highlight the need to develop reflective skills alongside linguistic and didactic competences in Early Childhood EFL Education. One of the main contributions of the study is its identification of deficit views of non-specialist teachers and its call for collaborative practice in which all linguistic abilities have a place. Video abstract Read the transcript Watch the video on Vimeo","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2021.1898630","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49333379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-20DOI: 10.1080/07908318.2021.1874965
Nicola Bermingham
ABSTRACT Multilingualism in European classrooms is the norm, not exception, and while the management of linguistic diversity is increasingly at the fore of language policy debates, policy engagement with the multilingual realities of schools continues to be inadequate, and the linguistic habitus of present-day education systems remains largely monolingual [Piller, I. (2016). Linguistic Diversity and Social Justice: An Introduction to Applied Sociolinguistics. Oxford University Press.]. This article draws on a case study of Cape Verdean immigrants in the small fishing town of Burela in Galicia, Spain, to highlight the challenges associated with language education and immigration in a minority language setting specifically. The article presents an expansion of the concept of decapitalisation [Martín Rojo, L. (2010) Constructing Inequality in Multilingual Classrooms, De Gruyter Mouton.] as a framework for analysing how hegemonic ideologies in the Galician education system can contribute to social stratification and the marginalisation of the immigrant population. The article focuses specifically on discourses deployed by teachers to understand how processes of decapitalisation play out, and the grassroots initiatives taken to resist them.
{"title":"Countering decapitalisation: examining teachers' discourses of migration in Galicia","authors":"Nicola Bermingham","doi":"10.1080/07908318.2021.1874965","DOIUrl":"https://doi.org/10.1080/07908318.2021.1874965","url":null,"abstract":"ABSTRACT Multilingualism in European classrooms is the norm, not exception, and while the management of linguistic diversity is increasingly at the fore of language policy debates, policy engagement with the multilingual realities of schools continues to be inadequate, and the linguistic habitus of present-day education systems remains largely monolingual [Piller, I. (2016). Linguistic Diversity and Social Justice: An Introduction to Applied Sociolinguistics. Oxford University Press.]. This article draws on a case study of Cape Verdean immigrants in the small fishing town of Burela in Galicia, Spain, to highlight the challenges associated with language education and immigration in a minority language setting specifically. The article presents an expansion of the concept of decapitalisation [Martín Rojo, L. (2010) Constructing Inequality in Multilingual Classrooms, De Gruyter Mouton.] as a framework for analysing how hegemonic ideologies in the Galician education system can contribute to social stratification and the marginalisation of the immigrant population. The article focuses specifically on discourses deployed by teachers to understand how processes of decapitalisation play out, and the grassroots initiatives taken to resist them.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2021.1874965","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46859579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-11DOI: 10.1080/07908318.2020.1871002
X. Gao, Zhu Hua
ABSTRACT In this editorial introduction we present what motivated us to organise this collection of studies on international students in the Chinese context. As a follow-up to the 2006 special issue entitled ‘The Chinese Learner in Higher Education’ in this journal, this collection of studies problematise the domination of studies on international students in English medium universities, and extends our understanding of cross-border students’ experiences by focussing on international students in Chinese universities. This brief editorial introduction gives an overview of the studies included in this special issue, and ends with a call for further research on international students in China and contexts other than English-medium universities.
{"title":"Experiencing Chinese education: learning of language and culture by international students in Chinese universities","authors":"X. Gao, Zhu Hua","doi":"10.1080/07908318.2020.1871002","DOIUrl":"https://doi.org/10.1080/07908318.2020.1871002","url":null,"abstract":"ABSTRACT In this editorial introduction we present what motivated us to organise this collection of studies on international students in the Chinese context. As a follow-up to the 2006 special issue entitled ‘The Chinese Learner in Higher Education’ in this journal, this collection of studies problematise the domination of studies on international students in English medium universities, and extends our understanding of cross-border students’ experiences by focussing on international students in Chinese universities. This brief editorial introduction gives an overview of the studies included in this special issue, and ends with a call for further research on international students in China and contexts other than English-medium universities.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1871002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49557531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-11DOI: 10.1080/07908318.2020.1871003
Zhu Hua, X. Gao
ABSTRACT We start this coda with a discussion of the impact of the pandemic on higher education in our contexts. We then highlight the focus of this special issue, namely international students’ language learning and intercultural encounters in Chinese universities. Reflecting on the relevant findings reported in this collection of studies, we relate individual studies to the critical issues of language, culture and curriculum, which underpin the core of international students’ educational experiences. We conclude with our thoughts on what makes successful international experiences for cross-border students.
{"title":"Language, culture and curriculum: lived intercultural experience of international students","authors":"Zhu Hua, X. Gao","doi":"10.1080/07908318.2020.1871003","DOIUrl":"https://doi.org/10.1080/07908318.2020.1871003","url":null,"abstract":"ABSTRACT We start this coda with a discussion of the impact of the pandemic on higher education in our contexts. We then highlight the focus of this special issue, namely international students’ language learning and intercultural encounters in Chinese universities. Reflecting on the relevant findings reported in this collection of studies, we relate individual studies to the critical issues of language, culture and curriculum, which underpin the core of international students’ educational experiences. We conclude with our thoughts on what makes successful international experiences for cross-border students.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1871003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43040127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-07DOI: 10.1080/07908318.2020.1858094
K. Zhao, Xiangyun Du, H. Tan
ABSTRACT In light of increased cross-border movements of students to pursue their academic studies, university educators in many contexts are concerned about a lack of interactive engagement among students from different cultural backgrounds because of the use of L2 in international programmes. This study explores how students develop engagement in intercultural learning settings via mixed-group project work in an international curriculum provided by a Chinese university. 19 students in six mixed project groups participated in this qualitative study at three time points during one semester, with collected data including videoed project meetings after class and student presentations in class, student interviews, and student reflective essay writing. Analyses of video data identified the multifaceted nature of student engagement in intercultural learning, including collaborative, cognitive, emotional, and intercultural engagement, as well as their non-linear changing trajectories. Contrastive analysis of students’ interviews and reflections between successful and less successful groups further identified factors affecting student engagement. Implications are discussed for international and intercultural curriculum design to promote student engagement in intercultural learning.
{"title":"Student engagement for intercultural learning in multicultural project groups via the use of English as a lingua franca","authors":"K. Zhao, Xiangyun Du, H. Tan","doi":"10.1080/07908318.2020.1858094","DOIUrl":"https://doi.org/10.1080/07908318.2020.1858094","url":null,"abstract":"ABSTRACT In light of increased cross-border movements of students to pursue their academic studies, university educators in many contexts are concerned about a lack of interactive engagement among students from different cultural backgrounds because of the use of L2 in international programmes. This study explores how students develop engagement in intercultural learning settings via mixed-group project work in an international curriculum provided by a Chinese university. 19 students in six mixed project groups participated in this qualitative study at three time points during one semester, with collected data including videoed project meetings after class and student presentations in class, student interviews, and student reflective essay writing. Analyses of video data identified the multifaceted nature of student engagement in intercultural learning, including collaborative, cognitive, emotional, and intercultural engagement, as well as their non-linear changing trajectories. Contrastive analysis of students’ interviews and reflections between successful and less successful groups further identified factors affecting student engagement. Implications are discussed for international and intercultural curriculum design to promote student engagement in intercultural learning.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1858094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43189018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/07908318.2020.1767124
Weiqing Wang, Shaofeng Li
ABSTRACT Instructional context plays a crucial role in the learning of a second/foreign language. The present study compared the occurrence of corrective feedback (CF) and learner uptake across two instructional contexts at the tertiary level: English as a second language (ESL) in the US and English as a foreign language (EFL) in China. Analysis of 36 h of observation data showed that (1) recast was the most preferred feedback type in both settings, but with a much higher percentage in the EFL lessons than in the ESL lessons; (2) the distribution of CF was similar in terms of emphasis but was significantly different in terms of linguistic focus; and (3) the overall frequencies of uptake and repair were close between the two settings, but the rates of uptake and repair following explicit correction were significantly higher in the EFL lessons than in the ESL lessons. These findings suggest that although teacher-student interactions across ESL and EFL settings demonstrate a common trend, CF and uptake are not context-free.
{"title":"Corrective feedback and learner uptake in American ESL and Chinese EFL classrooms: A comparative study","authors":"Weiqing Wang, Shaofeng Li","doi":"10.1080/07908318.2020.1767124","DOIUrl":"https://doi.org/10.1080/07908318.2020.1767124","url":null,"abstract":"ABSTRACT Instructional context plays a crucial role in the learning of a second/foreign language. The present study compared the occurrence of corrective feedback (CF) and learner uptake across two instructional contexts at the tertiary level: English as a second language (ESL) in the US and English as a foreign language (EFL) in China. Analysis of 36 h of observation data showed that (1) recast was the most preferred feedback type in both settings, but with a much higher percentage in the EFL lessons than in the ESL lessons; (2) the distribution of CF was similar in terms of emphasis but was significantly different in terms of linguistic focus; and (3) the overall frequencies of uptake and repair were close between the two settings, but the rates of uptake and repair following explicit correction were significantly higher in the EFL lessons than in the ESL lessons. These findings suggest that although teacher-student interactions across ESL and EFL settings demonstrate a common trend, CF and uptake are not context-free.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1767124","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47840094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-31DOI: 10.1080/07908318.2020.1858095
Jia Li, H. Han
ABSTRACT Based on a larger ethnography (Li, 2017. Social Reproduction and Migrant Education: A Critical Sociolinguistic Ethnography of Burmese Students’ Learning Experiences at a Border High School in China. (PhD), Macquarie University. http://www.languageonthemove.com/wp-content/uploads/2017/05/LI_Jia_Social_reproduction_and_migrant_education.pdf) and focusing on 14 international students from Myanmar but of Yunnan origin, this paper aims to offer a nuanced account of their perspectives, learning experiences and trajectories during their Putonghua-medium degree programs at a Chinese university, and to shed light on the complex interplay of language, culture and state that international students experience in China and beyond. Informed by the concepts of linguistic nationalism and banal nationalism, the study examines how, while many of them had self-identified as ‘Chinese’ and aspired to study in their imagined ancestral homeland, their lack of legitimate forms of speaking and writing Putonghua and Chinese citizenship challenged their sense of authentic Chineseness and negatively impacted their academic attainment. We also analyse how the university essentialised Myanmar cultural and linguistic practices, and gradually oriented them to identify Myanmar as their (f)actual ‘homeland’ instead. We argue that the PRC government values other national languages as resources in global market and takes a reciprocal approach in promoting Putonghua. However, complicated by linguistic and cultural essentialisation in discourse and practice, this approach in effect may reproduce the linguistic hierarchy between standard/ national language(s) and other linguistic varieties already exists in China and beyond.
{"title":"Learning to orient toward Myanmar: ethnic Chinese students from Myanmar at a university in China","authors":"Jia Li, H. Han","doi":"10.1080/07908318.2020.1858095","DOIUrl":"https://doi.org/10.1080/07908318.2020.1858095","url":null,"abstract":"ABSTRACT Based on a larger ethnography (Li, 2017. Social Reproduction and Migrant Education: A Critical Sociolinguistic Ethnography of Burmese Students’ Learning Experiences at a Border High School in China. (PhD), Macquarie University. http://www.languageonthemove.com/wp-content/uploads/2017/05/LI_Jia_Social_reproduction_and_migrant_education.pdf) and focusing on 14 international students from Myanmar but of Yunnan origin, this paper aims to offer a nuanced account of their perspectives, learning experiences and trajectories during their Putonghua-medium degree programs at a Chinese university, and to shed light on the complex interplay of language, culture and state that international students experience in China and beyond. Informed by the concepts of linguistic nationalism and banal nationalism, the study examines how, while many of them had self-identified as ‘Chinese’ and aspired to study in their imagined ancestral homeland, their lack of legitimate forms of speaking and writing Putonghua and Chinese citizenship challenged their sense of authentic Chineseness and negatively impacted their academic attainment. We also analyse how the university essentialised Myanmar cultural and linguistic practices, and gradually oriented them to identify Myanmar as their (f)actual ‘homeland’ instead. We argue that the PRC government values other national languages as resources in global market and takes a reciprocal approach in promoting Putonghua. However, complicated by linguistic and cultural essentialisation in discourse and practice, this approach in effect may reproduce the linguistic hierarchy between standard/ national language(s) and other linguistic varieties already exists in China and beyond.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1858095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47988047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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