English Language Education Across Greater China
Edited by: Anwei Feng
- Paperback - 304 pages
- 01 Feb 2011
- Multilingual Matters
- 210 x 148
This volume is the first to offer a comprehensive and, at the same time, in-depth examination of the spread of English and English language education across Greater China. It consists of two parts. Part 1 presents rich sociolinguistic data for easy comparisons between mainland China, Singapore, Taiwan, Hong Kong, and Macao, while Part 2 explores in depth the phenomena inside mainland China to provide contrastive analysis of English language use and education in economically booming areas such as Shanghai and Guangdong and underdeveloped regions like Xinjiang and Yunnan. With the descriptive, comparative and analytical accounts of different territories ranging from nation-states to small villages in remote areas, theories on the spread of English, second/third language acquisition and identity are challenged with new concepts proposed and established.
Anwei Feng and the contributors of this book offer a comprehensive, informative, and timely discussion of English language education across â€˜Greater China.â€™ Surveying a variety of contexts and employing various research methodologies, this book echoes some of what English as a Foreign Language researchers already are keenly aware of in working on Chinese or Asian Englishes, while simultaneously adding some much-needed perspective when it comes to the impact of English on minority groups and languages. It is a valuable text for graduate students and researchers alike who are interested in knowing more about English language education and its stakeholders in this region of Asia. This book touches upon many of the issues that are meaningful to those doing research on world Englishes, including language policy, language and globalization/glocalization, and language and access.
- World Englishes, Vol. 32, No. 3, pp. 443â€“458, 2013
- Genevieve Leung* and Ying Yang, University of San Francisco, USA
In summary, this book is practically inspiring, contextually complex, and theoretically rich. Policy makers can compare and contrast various dimensions of English language planning to make informed decisions for particular contexts. Language teachers will gain insights into the rationale behind different models and teaching approaches. For language researchers, it revisits and synthesises theory around World Englishes, linguistic imperialism, cultural and linguistic capital, social divisiveness, and home or minority language maintenance. It also deserves to be read by postgraduate students interested in English education in China and beyond. I therefore have no hesitation in recommending this book to readers.
- TESOL in Context Journal, Vol 23, Issue 1 + 2
- Michael Mu, Beijing Normal University, China
Dr Anwei Feng has teaching and research experience in tertiary institutions in many countries and regions including China, Hong Kong, Singapore as well as the UK. He is currently Reader in Education and directs Graduate Programmes in the School of Education at Bangor University, UK. His main research interests are in the areas of bi/trilingualism and bi/trilingual education and intercultural studies in education. His recent publications include Becoming Interculturally Competent through Education and Training (2009, with M. Byram and M. Fleming) and Bilingual Education in China: Practices, Policies and Concepts (2007). He also regularly publishes articles in these areas in peer-reviewed journals.
Postgraduate, Research / Professional