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"Chinese language Globalization."
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Learning Chinese, Turning Chinese
In this book Edward McDonald takes a fresh look at issues of language in Chinese studies. He takes the viewpoint of the university student of Chinese with the ultimate goal of becoming 'sinophone': that is, developing a fluency and facility at operating in Chinese-language contexts comparable to their own mother tongue. While the entry point for most potential sinophones is the Chinese language classroom, the kinds of \"language\" and \"culture\" on offer there are rarely questioned, and the links between the forms of the language and the situations in which they may be used are rarely drawn. The author's explorations of Chinese studies illustrate the crucial link between becoming sinophone and developing a sinophone identity - learning Chinese and turning Chinese.
Including chapters on:
relating text to context in learning Chinese
the social and political contexts of language learning
myths about Chinese characters
language reform and nationalism in modern China
critical discourse analysis of popular culture
ethnicity and identity in language learning.
This book will be invaluable for all Chinese language students and teachers, and those with an interest in Chinese linguistics, linguistic anthropology, critical discourse analysis, and language education.
Edward McDonald is currently Lecturer in Chinese at the University of Auckland, and has taught Chinese language, music, linguistics and semiotics at universities in Australia, China, and Singapore.
eBook
Taking Chinese to the World
In this book the author explores the work and living experiences of Confucius Institute Chinese teachers in the UK, how they interpret and make sense of their sojourning experience, and how this context and the wider globalised social environment have impacted on their understandings and their personal growth.
eBook
Teaching and Learning Chinese in Global Contexts
Although there is an extensive literature on the teaching of English as a Second or Other Language, there is very little published research on the teaching or learning of Chinese in similar contexts.
eBook
The internationalisation, or Englishisation, of higher education in East Asia
In recent years, one of the most significant trends in higher education in non-anglophone countries has been the growth in English Medium Instruction (EMI). However, provision is rapidly outpacing empirical research. This study examined how macro-level education policy with regard to EMI is both implemented and conceptualised at the institutional and classroom level in Chinese and Japanese universities. Utilising questionnaires with home students (n = 579) and staff (n = 28), interviews with home students (n = 29) and staff (n = 28) and four focus groups with staff and four with home students, in addition to questionnaires (n = 123), interviews (n = 10) and three focus groups with international students, the study provides insights into how EMI policy is operationalised, including types of programmes and language use, and how it is conceptualised by different stakeholders. The results highlight contextual constraints to policy implementation, calling for the need for more research into this growing trend and curriculum evaluation to inform context-sensitive ways to implement EMI policy. It also calls for a critical examination of monolingual EMI policies and academic norms amidst growing multilingualism in the EMI classroom as well as clear goals and objectives due to varying conceptualisations of the purposes of EMI amongst staff and students.
Journal Article
Geopolitics and the Changing Hierarchies of the Chinese Language: Implications for Policy and Practice of Chinese Language teaching in Britain
Chinese has been the fastest growing modern foreign language in British schools and universities in the last decade, due largely to the perceived growing importance of mainland China as a global economic and political power and the substantial investment in Confucius Institutes (CIs) and Classrooms (CCs) by the Chinese government. This article focuses on how China's geopolitical strategy of promoting Chinese as a global language has been received and implemented in the UK and how different groups of learners of Chinese have been differentially affected by the implementation of the policies of the Chinese National Office for Teaching Chinese as a Foreign Language, commonly referred to as Hanban. Based on conversations with key stakeholders of the Confucius Institutes and Classrooms, including managers, teachers, and students, as well as observations in these settings, the authors investigate the different motivations and ideologies of the different interest groups. They also examine the cultural elements that are being taught in the CIs and CCs. A particular focus is on how ethnic Chinese learners in the CIs and CCs react to the teaching of Chinese culture. The effect of promoting Putonghua on ethnic Chinese students who speak other varieties of Chinese and how 'foreignness' is constructed in the CIs and CCs are specific concerns of the present study. The study contributes to the wider discussions of language ideology, language attitudes, motivations for language learning, and learner identity vis-à-vis modern foreign language education. (Verlag, adapt.).
Journal Article
Automatic Speech Recognition Method Based on Deep Learning Approaches for Uzbek Language
Communication has been an important aspect of human life, civilization, and globalization for thousands of years. Biometric analysis, education, security, healthcare, and smart cities are only a few examples of speech recognition applications. Most studies have mainly concentrated on English, Spanish, Japanese, or Chinese, disregarding other low-resource languages, such as Uzbek, leaving their analysis open. In this paper, we propose an End-To-End Deep Neural Network-Hidden Markov Model speech recognition model and a hybrid Connectionist Temporal Classification (CTC)-attention network for the Uzbek language and its dialects. The proposed approach reduces training time and improves speech recognition accuracy by effectively using CTC objective function in attention model training. We evaluated the linguistic and lay-native speaker performances on the Uzbek language dataset, which was collected as a part of this study. Experimental results show that the proposed model achieved a word error rate of 14.3% using 207 h of recordings as an Uzbek language training dataset.
Journal Article
English-medium instruction in Chinese higher education
With the relentless internationalization and marketization of higher education in the past decades, English has been increasingly adopted as a medium of instruction at universities across the world. Recent research, however, has shown that despite its various optimistically envisioned goals, English-medium instruction (EMI) is not without problems in practice. This article reports a case study of an EMI Business Administration program for undergraduate students at a major university of finance and economy in mainland China. Informed by Spolsky's language policy framework, the study made a critical analysis of national/institutional policy statements and interviews with professors and students to uncover EMI-related language ideologies, language practices, and language management mechanisms. Findings evinced a complex interplay of these three constitutive components of language policy in the focal EMI program and revealed considerable misalignment between policy intentions and actual practices in the classroom. These findings raise concerns about the quality and consequences of EMI in Chinese higher education. The article concludes with recommendations for further research on EMI policies and practices in China. (HRK / Abstract übernommen).
Journal Article
China ‘goes out’ in a centre–periphery world
The current expansion of English language publishing by scholars from China is supported by national and university policies, including monetary and career incentives to publish in English. These incentives, which extend to work in the humanities and social sciences (HSS, the focus of this paper) as well as the sciences and technologies, are situated in evolving strategies of internationalization. China has moved from an internationalization strategy simply based on learning from the West, to a ‘going out’ strategy designed to both lift domestic research capacity and advance China’s influence in the world. However, the ‘going out’ strategy nonetheless embodies ambiguities and dilemmas. The world of academic knowledge is not a level playing field but more closely approximates the centre–periphery dynamic described in world systems theory. This study explores the influence of publication incentives in the context of a centre–periphery world. It draws on analysis of 172 institutional incentive documents and interviews with 75 HSS academics, university senior administrators, and journal editors. The study identifies practices within China’s HSS that reproduce centre–periphery relationships. By focusing on international publications, Chinese universities run the risk of downplaying Chinese-language publications and adopting standards and norms from global centres to assess domestic knowledge production. These could result in creating knowledge from and about China primarily in Western terms without adding a distinctive Chinese strand to the global conversation. Nonetheless, the study also identifies alternative dynamics that challenge the existing power hierarchies in global HSS, highlighting indigenous knowledge and the need to pluralize global knowledge production.
Journal Article