The Promise of Chinese: African International Students and Linguistic Capital in Chinese Higher Education

Autor/inn/en	Xu, Wen; Stahl, Garth; Cheng, Hao
Titel	The Promise of Chinese: African International Students and Linguistic Capital in Chinese Higher Education
Quelle	In: Language and Education, 37 (2023) 4, S.516-528 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Wen) ORCID (Stahl, Garth) ORCID (Cheng, Hao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2022.2074797
Schlagwörter	Foreign Students; Study Abroad; Chinese; Second Language Learning; Second Language Instruction; Power Structure; Foreign Countries; Migration; Employment Potential; Language Attitudes; Student Attitudes; International Relations; Social Capital; Self Concept; Vocational Education; Higher Education; Africa; China + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Sprachverhalten; Schülerverhalten; Internationale Beziehungen; Sozialkapital; Selbstkonzept; Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Afrika
Abstract	The proportion of international students in Chinese higher education is increasing, however, there remains little research that explores their motivations and how their learning of Chinese influences their identities and imagined futures. In this paper, we address the need for research on South-South migration--specifically Sino-African relations--and draw on the concept of linguistic capital to explore what it means for 15 self-funded international students from six different African countries. The findings highlight African youths' negotiation of power matrices in different fields and their desire for Chinese linguistic capital. The acquisition of such capital would position themselves advantageously in terms of employability and social prestige within the geopolitical and geo-economic context of China-Africa relations. In documenting their investment in Chinese language learning, the study compels us to reflect on the intersection of identity, ideology and capital within the language acquisition process and what Chinese language learning has come to mean for those from the peripheral nation-states. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01