Author(s): Xing Fang
Journal: Journal of Language Teaching and Research
ISSN 1798-4769
Volume: 2;
Issue: 2;
Start page: 377;
Date: 2011;
Original page
Keywords: China English | Chinglish | glocalization | localization | intercultural communication
ABSTRACT
In face of the reality that English has germinated into a global language whose hegemonic effect has posed a threat to the existence of many other languages, China should glocalize English language teaching by developing Chinglish into China English - a new English variety that maintains high intelligibility in the global context and incorporates rich local linguistic and cultural characteristics. Only in this way can China prevent its English learners from acquiring a global tongue at the expense of local indigenous languages and cultures. Furthermore, China’s English education or EFL education in general, when converted from manufacturing “culture receivers” to nurturing “culture senders”, will be more effective in reinforcing English learners’ sense of pride in their native cultural identity and increasing their confidence in intercultural communication on the global stage.
Journal: Journal of Language Teaching and Research
ISSN 1798-4769
Volume: 2;
Issue: 2;
Start page: 377;
Date: 2011;
Original page
Keywords: China English | Chinglish | glocalization | localization | intercultural communication
ABSTRACT
In face of the reality that English has germinated into a global language whose hegemonic effect has posed a threat to the existence of many other languages, China should glocalize English language teaching by developing Chinglish into China English - a new English variety that maintains high intelligibility in the global context and incorporates rich local linguistic and cultural characteristics. Only in this way can China prevent its English learners from acquiring a global tongue at the expense of local indigenous languages and cultures. Furthermore, China’s English education or EFL education in general, when converted from manufacturing “culture receivers” to nurturing “culture senders”, will be more effective in reinforcing English learners’ sense of pride in their native cultural identity and increasing their confidence in intercultural communication on the global stage.
