Research Article
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Çin’de İngilizce Eğitim Planlaması için Toplumdilbilimsel Bir Çerçeve

Year 2023, , 59 - 67, 21.06.2023
https://doi.org/10.5152/AUJFL.2023.22058

Abstract

Çin’de İngilizce eğitiminin karşı karşıya olduğu zorluklar iyi bilinmekte ve belgelenmektedir. Bu zorluklar profesyonel öğretim standartlarından İngilizce müfredat standartlarının uygulanmasına ilişkin konulara kadar uzanmaktadır. Çin, İngilizce eğitimini de içeren sosyoekonomik reformları başlattığı 1978 yılından bu yana bu zorlukların üstesinden gelmede büyük adımlar atmıştır. Bu zorlukların üstesinden gelmek için geliştirilen çözümler arasında müfredat revizyonu, politika oluşturma ve batılı eğitim fikirlerinin benimsenmesi yer almaktadır. Bununla birlikte, araştırmalar, bu çözümlerin uygulanmasının hala algılanan gerçeklikten uzak olduğunu göstermiştir. Bu makale önceki çalışmaları tamamlamaya çalışmaktadır. Çin’de İngilizce eğitimi planlaması için teorik bir çerçeve önermektedir. Ayrıca, Çin’de İngilizce eğitiminin öncelikle hem makro hem de mikro düzeyde toplumdilbilimsel bir bakış açısıyla incelenmesi gerektiğini savunmaktadır. Makro düzeyde, İngilizce dil eğitimi planlaması ve geliştirmesi, Çince dilsel topluluğundaki anadilin (Mandarin) ve ikinci dilin (İngilizce) işlevsel dağılımının haritasını çıkarmalıdır. Mikro düzeyde, konuşma topluluğundaki bireysel iki dillilik düzeylerine ilişkin çalışmalar yapılmalıdır. Bu analizlerden elde edilen sonuçlar, Çin’deki İngilizce öğretmenleri ve öğrencilerine en iyi şekilde hizmet edecek uygun İngilizce eğitimi türünü belirlemek için bilgi sağlayacaktır.

References

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  • Shi, J. (2017). English language education in China: Progress, problems, and reflections. Journal of Literature and Art Studies, 7(7), 935–938.
  • Spolsky, B. (1989). Conditions for second language learning. Oxford University Press.
  • Stephens, K. (1997). Cultural stereotyping and intercultural communication: Working with students from the People’s Republic of China in the UK. Language and Education, 11(2), 113–124. [CrossRef]
  • Sun, Y. (1999). John Dewey in China: Yesterday and today. Transactions of the Charles S. Peirce Society, 35(1), 69–88.
  • Wang, W., & Gao, X. (2008). English language education in China: A review of selected research. Journal of Multilingual and Cultural Development, 29(5), 380–399.
  • Wardhaugh, R. (2006). An introduction to sociolinguistics (5th ed). Blackwell Publishing.
  • Weinstein, B. (1980). Language planning in francophone Africa. Language Problems and Language Planning, 4(1), 55–77. [CrossRef]
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  • Xi, J. (2017). The governance of China II (1st ed). Foreign Languages Press.
  • Yang, Y. (2000). History of English education in China (1919–1998). https://eric.ed.gov/?id=ED441347.
  • Yen, R. T. (1987). Foreign language teaching in China: Problems and prospective. Canadian and International Education, 16(1), 48–61.
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  • Zhang, W. W. (2012b). The China wave: Rise of a civilizational state. World Century.
  • Zhang, W. W. (2016). The China horizon: Glory and dream of a civilizational state. World Century.
  • Zheng, X., & Adamson, B. (2003). The pedagogy of a secondary school teacher of English in the People’s Republic of China: Challenging the stereotypes. Regional Language Centre Journal, 34(3), 323–337.
  • Zhou, M. L. (2003). Multilingualism in China: The politics of writing reforms for minority languages 1949–2002. Mouton de Gruyter.

A Sociolinguistic Framework for English Language Education Planning: China as a Test Case

Year 2023, , 59 - 67, 21.06.2023
https://doi.org/10.5152/AUJFL.2023.22058

Abstract

The challenges confronting English language education in China are well-recognized and documented. These challenges range from professional teaching standards to issues concerning the implementation of English curriculum standards. China has made great strides in addressing these challenges since 1978 when it launched socioeconomic reforms that included English language education. The solutions developed to address these challenges include curriculum revision, policymaking, and the adoption of Western educational ideas. Nevertheless, studies have shown that the implementation of these solutions is still far from its perceived reality. This article attempts to supplement previous studies. It proposes a theoretical framework for English language education planning in China. It argues that English language education in China must first be studied from a sociolinguistic perspective at both macro- and micro-levels. At the macro-level, English language education planning and development should map out the functional distribution of L1 (Mandarin) and L2 (English) in the Chinese speech community. At the micro level, stud- ies must be conducted regarding the levels of individual bilingualism in the speech community. The results from these analyses will provide the information for determining the suitable type of English language education that will best serve English language teachers and learners in China.

References

  • Baker, C., & Jones, S. P. (1998). Encyclopedia of bilingualism and bilingual education. Multilingual Matters.
  • Clark, R., & Gieve, S. N. (2006). On the discursive construction of “the Chinese learner. Language, Culture and Curriculum, 19(1), 54–73. [CrossRef]
  • Cobarrubias, J. (1984). Ethical issues in status planning. In J. Cobarrubias & J. A. Fishman (Eds.). Progress in language planning: International perspectives (pp. 41–86). Mouton.
  • Dewey, J. (1897). My pedagogic creed. School Journal, 54(3), 77–80.
  • Dewey, J. (1916). Democracy and education. Macmillan.
  • Dewey, J. (1925). Experiences and nature. Open Court.
  • Dewey, J. (1938). Experience and education. Collier.
  • Dzau, Y. F. (2000). Historical background. In Y. F. Dzau (Ed.). English in China (pp. 11–39). API.
  • Fasold, R. (1984). The sociolinguistics of society. Basil Blackwell.
  • Fishman, J. A. (1972). The relationship between micro- and macro-sociolinguistics in the study of who speaks what language to whom and when. In J. B. Pride & J. Holmes (Eds.). Sociolinguistics: Selected readings (pp. 15–32). Penguins.
  • Fishman, J. A. (1981). Language policy: Past, present, and future. In C. A. Ferguson & S. B. Heath (Eds.). Language in the USA (pp. 516–533). Cambridge University Press.
  • Gu, M., & Magaziner, J. (2016). The gaokao: History, reform, and rising international significance of China’s national college entrance examination. https:// wenr.wes.org/2016/05/the-gaokao-history-reform-and-international-significance-of-chinas-national-college-entrance-examination.
  • Haugen, E. (1966). Linguistics and language planning. In W. Bright (Ed.). Sociolinguistics (pp. 50–71). Mouton.
  • Holmes, J. (2008). An introduction to sociolinguistics (3rd ed). Pearson and Longman.
  • Hu, G. (2005). English language education in China: Policies, progress, and problems. Language Policy, 4(1), 5–24. [CrossRef]
  • Hudson, R. A. (1996). Sociolinguistics (2nd ed). Cambridge University Press.
  • Jernudd, B. (1973). Language planning as a type of language treatment. In J. Rubin & R. Shuy (Eds.). Language planning: Current issues and research (pp. 263–276). Georgetown University Press.
  • Kumaravadivelu, B. (2003). Problematizing cultural stereotypes in TESOL. TESOL Quarterly, 37(4), 709–719. [CrossRef]
  • Lam, A. S. L. (2007a). The multi-agent model in language choice: National planning and individual volition in China. Cambridge Journal of Education, 37(1), 67–87. [CrossRef]
  • Lam, A. (2007b). Bilingual or multilingual education in China: Policy and learner experience. In A. W. Feng (Ed.). Bilingual education in China: Practices, policies and concepts (pp. 13–33). Multilingual Matters.
  • Language Magazine (2021). Chinese progresses as a world language. https://www.languagemagazine.com/2021/01/06/chinese-progresses-as-a-world- language/.
  • Lau, G. (2012). From China to Hong Kong: A reflection on the impact of the educational reform in the Deweyan perspective on early childhood education in the land of the dragon. International Journal of Educational Reform, 21(1), 2–23. [CrossRef]
  • Leung, C. (2011). Language teaching and language assessment. In R. Wodak, B. Johnstone & P. Kerswill (Eds.). The SAGE handbook of sociolinguistics (pp. 555–564). Sage Publications.
  • Lu, J. (1995). Traditions of Chinese education and TEFL in China: A case study of a modern college English curriculum [Diss.]. Columbia University.
  • Mouton. Preston, D. R. (1989). Sociolinguistics and second language acquisition. Basil Blackwell.
  • Ong, H. T. (2016). The multilingual Jesus and the sociolinguistic world of the new testament. LBS 12. Brill.
  • Ong, H. T. (2021). Sociolinguistic analysis of the new testament: Theories and applications. Bins 195. Brill.
  • Peng, Y. (2018). Foreign language education in China: When reforms meet tradition. Canadian Journal for New Scholars in Education, 9(2), 122–130.
  • Pool, J. (1972). National development and language diversity. In J. A. Fishman (Ed.). Advances in the sociology of language (pp. 213–230).
  • Pride, J. B. (Ed.) (1979). Sociolinguistic aspects of language learning and teaching. Oxford University Press.
  • Romaine, S. (2004). Bilingual language development. In K. Trott, S. Dobbinson & P. Griffiths (Eds.). The child language reader (pp. 287–303). Routledge.
  • Shi, J. (2017). English language education in China: Progress, problems, and reflections. Journal of Literature and Art Studies, 7(7), 935–938.
  • Spolsky, B. (1989). Conditions for second language learning. Oxford University Press.
  • Stephens, K. (1997). Cultural stereotyping and intercultural communication: Working with students from the People’s Republic of China in the UK. Language and Education, 11(2), 113–124. [CrossRef]
  • Sun, Y. (1999). John Dewey in China: Yesterday and today. Transactions of the Charles S. Peirce Society, 35(1), 69–88.
  • Wang, W., & Gao, X. (2008). English language education in China: A review of selected research. Journal of Multilingual and Cultural Development, 29(5), 380–399.
  • Wardhaugh, R. (2006). An introduction to sociolinguistics (5th ed). Blackwell Publishing.
  • Weinstein, B. (1980). Language planning in francophone Africa. Language Problems and Language Planning, 4(1), 55–77. [CrossRef]
  • Wong, M. (2019). English language education in China: Initiation, innovation, and integration. http://www.china.org.cn/opinion/2019-12/28/ content_75555420.htm.
  • Wu, Z. (Ed.) (2019). Contemporary Chinese (rev. ed, vol. 1, X. Wei, trans.). Sinolingua Co., Ltd.
  • Xi, J. (2017). The governance of China II (1st ed). Foreign Languages Press.
  • Yang, Y. (2000). History of English education in China (1919–1998). https://eric.ed.gov/?id=ED441347.
  • Yen, R. T. (1987). Foreign language teaching in China: Problems and prospective. Canadian and International Education, 16(1), 48–61.
  • Zhang, W. (2012a). A brief introduction to foreign language education policy in China. https://eric.ed.gov/?id=ED530281.
  • Zhang, W. W. (2012b). The China wave: Rise of a civilizational state. World Century.
  • Zhang, W. W. (2016). The China horizon: Glory and dream of a civilizational state. World Century.
  • Zheng, X., & Adamson, B. (2003). The pedagogy of a secondary school teacher of English in the People’s Republic of China: Challenging the stereotypes. Regional Language Centre Journal, 34(3), 323–337.
  • Zhou, M. L. (2003). Multilingualism in China: The politics of writing reforms for minority languages 1949–2002. Mouton de Gruyter.
There are 48 citations in total.

Details

Primary Language English
Subjects Linguistics (Other)
Journal Section Research Articles
Authors

Hughson T.ong This is me 0000-0001-9249-1975

Publication Date June 21, 2023
Published in Issue Year 2023

Cite

APA T.ong, H. (2023). A Sociolinguistic Framework for English Language Education Planning: China as a Test Case. Edebiyat Ve Beşeri Bilimler Dergisi(70), 59-67. https://doi.org/10.5152/AUJFL.2023.22058