• The Conference
  • Home
  • Programme
  • Venue & directions
  • Organizing Committee
  • Scientific Committee
  • Exhibitors & sponsors
  • Satellite events
  • Conference Party
• Past & future
  • Previous symposia
  • Finland 2014
  • Spain 2016
• About FU Berlin
  • University homepage
  • Humanities at FU

Programme: accepted abstracts

Abstract ID: 479

Part of General Paper Session (Other abstracts in this session)

Language ideologies with regard to English in China: an analysis of institutional discourses

Authors: Pan, Lin
Submitted by: Pan, Lin (Beijing Language and Culture University, China, People's Republic of)

This paper investigates what language ideologies the Chinese students and teachers in general hold with regard to the importance of English (learning). The analysis is based on Pennycook and others’ categorization of language ideologies (2002); namely, colonial-celebration, instrumentalism, laissez-faire liberalism and linguicide and linguicism etc.. The paper explores the institutional language learning and teaching ideologies from the perspectives of the supremacy of English, the functional usefulness of English, the neutrality of English, and the maintenance of the Chinese cultural integrity, linguistic human rights and social equality.

The research was carried out by doing interviews and questionnaire surveys. Research respondents include students and teaching professionals from primary schools, middle schools and universities. By examining the status of English, the paper ascertains that English is viewed without much controversy as an international universal and global language. An inquiry into the classroom objectives of English language teaching suggests that a combination of instrumental ideology and exam-as-the-priority ideology is commonly held by both teachers and students. When it comes to the standard for English language teaching and learning, my research results reveal that there is a strong orientation to and open preference for American English. In addition, there seems to be a successful and effective state and culture governance as my research respondents in general hold strong confidence on the integrity of Chinese culture and language and trust their national identity is not under threat. Nevertheless, my research respondents also admit that the de facto compulsory education has generated problems of inequality in Chinese society.