|
Showing 1 - 2 of
2 matches in All Departments
This volume explores Chinese identity through the lens of both the
Chinese and English languages. Until the twentieth century, English
was a language associated with capitalists and "military
aggressors" in China. However, the massive progression of
globalisation in China following the 1980s has transformed the
language into an important tool for China's modernisation.
Regardless of the role English plays in China, there has always
been a fear there that the spread of culture(s) associated with
English would lead to weakening of the Chinese identity. This fear
resulted in the development of the ti-yong principle: "Chinese
learning for essence (ti), Western learning for utility (yong)."
Fong's book aims to enhance understanding of the ti-yong dichotomy
in relation to people's sense of being Chinese in China, the
penetration of English into non-English speaking societies, the
resultant tensions in people's sense of personal and national
identity, and their place in the world. Using Q methodology, the
book presents observations based on data collected from four
participant groups, namely high school and university students,
teachers and parents in China, to investigate their perspectives on
the status and roles of English, as well as those of Chinese.
Considering the growing international interest in China, this
volume will appeal to readers interested in China's contemporary
society in general, its language, culture and identity. It will be
a useful resource for academics, researchers and students in the
field of applied linguistics, language education and Chinese
cultural studies and can also be adopted as a reference book for
undergraduate courses relating to language, identity and culture.
This volume explores Chinese identity through the lens of both the
Chinese and English languages. Until the twentieth century, English
was a language associated with capitalists and "military
aggressors" in China. However, the massive progression of
globalisation in China following the 1980s has transformed the
language into an important tool for China's modernisation.
Regardless of the role English plays in China, there has always
been a fear there that the spread of culture(s) associated with
English would lead to weakening of the Chinese identity. This fear
resulted in the development of the ti-yong principle: "Chinese
learning for essence (ti), Western learning for utility (yong)."
Fong's book aims to enhance understanding of the ti-yong dichotomy
in relation to people's sense of being Chinese in China, the
penetration of English into non-English speaking societies, the
resultant tensions in people's sense of personal and national
identity, and their place in the world. Using Q methodology, the
book presents observations based on data collected from four
participant groups, namely high school and university students,
teachers and parents in China, to investigate their perspectives on
the status and roles of English, as well as those of Chinese.
Considering the growing international interest in China, this
volume will appeal to readers interested in China's contemporary
society in general, its language, culture and identity. It will be
a useful resource for academics, researchers and students in the
field of applied linguistics, language education and Chinese
cultural studies and can also be adopted as a reference book for
undergraduate courses relating to language, identity and culture.
|
|