Negotiation of Native Linguistic Ideology and Cultural Identities in English Learning: A Cultural Schema Perspective

Autor/in	Gao, Fang
Titel	Negotiation of Native Linguistic Ideology and Cultural Identities in English Learning: A Cultural Schema Perspective
Quelle	In: Journal of Multilingual and Multicultural Development, 42 (2021) 6, S.551-564 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1857389
Schlagwörter	Native Language; Language Attitudes; Self Concept; Cultural Background; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Asian Culture; Student Attitudes; Story Telling; Role; Global Approach; Teaching Methods; Undergraduate Students; Code Switching (Language); Course Content; Chinese; Schemata (Cognition); Philosophy; China + Suchen Sie Ihr Suchwort? Sprachverhalten; Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schülerverhalten; Rollen; Globales Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; China; Chinesen; Cognition; Schema; Kognition; Philosophie
Abstract	Despite the proven benefits of combining target language education with corresponding cultural studies, little is known about the impact of infusing and integrating native culture and ideology into English as a Foreign Language (EFL) education. Few studies focus on how Chinese English language learners (ELLs) negotiate multifaceted identities in English classes in which native oriental culture and philosophical values are deeply embedded. Situated within a tertiary-level English classroom located in southeastern China, this article explores how Chinese ELLs negotiate linguistic ideology and construct cultural identity during their English learning. Qualitative analysis of the data reveals that students experience cultural capital enrichment with an increasing capability to tell Chinese stories worldwide in English, while at the same time experiencing a clash of ideological struggles and multilayered identity construction. The findings have significant implications for understanding the role of cultural capital, linguistic ideology, and identity construction in EFL teaching and learning, and for the global spread of teaching English to speakers of other languages (TESOL). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01