CULTURAL IDENTITY PLANNING IN CHINA: A DIACHRONIC STUDY OF THE ENGLISH LANGUAGE EDUCATION POLICY

Лю Юаньюань

Институт образования, Шанхайский университет иностранных языков, Китайская Народная Республика

Дэн Фэй

Институт иностранных языков, Китайский народный университет, Китайская Народная Республика

Чжао Жунхуэй

Институт лингвистики, Шанхайский университет иностранных языков, Китайская Народная Республика

Аннотация

This paper, by applying Discourse-Historical Approach [Wodak & Boukala, 2015], makes a diachronic analysis of 38 English Language Education Policy (ELEP) documents mandated in China since the 1980s, with the aim of generalizing the changing trajectory of cultural identity planning in China context of teaching English as a foreign language. It finds that ELEP before the year 2000 had a strong instrumentalism orientation, where a scientific planning of Chinese cultural identity is missing; then after the year 2000, cross-cultural communication ability is emphasized and learners’ Chinese cultural identity has been brought to the foreground. Currently, the policy discourses are mainly on defining foreign language talents and optimizing curriculum design with an aim to cultivate “dialogical communicators” [Gao Yihong, 2014a, b]. The paper concludes that cultural identity construction through top-down policy implementation would be a prolonged and challenging endeavor.

Keywords: English language education policy (ELEP); cultural identity; language planning; diachronic study

Для цитирования: Лю Юаньюань, Дэн Фэй, Чжао Жунхуэй. Планирование культурной идентичности в Китае: диахроническое исследование политики в области образования на английском языке. [Электронный ресурс]. Социолингвистика. 2020, № 3(3). C. 55–69.
DOI: 10.37892/2713-2951-2020-3-3-55-69