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Navigating linguistic ideologies and market dynamics within China’s English language teaching landscape

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Published/Copyright: October 22, 2024
Linguistics Vanguard
From the journal Linguistics Vanguard Volume 10 Issue 1

Abstract

This study explores the intricate interplay of linguistic ideologies, market dynamics, and linguistic habitus within the context of English language education in China. Analysis of Chinese English language teachers’ (CELTs) discourse on linguistic insecurity reveals a strong association between accentedness and incompetence, as well as between nativeness and teacher expertise. Despite dissatisfaction with nativeness-oriented criteria prevalent in the field, most CELTs reported experiencing anxiety due to the social stigma surrounding Mandarin-accented English. While certain Inner Circle English varieties are viewed as the most valuable capital, local and other non-Inner Circle varieties are considered the least valuable. Notably, Mandarin-accented English gains higher symbolic value than other perceived nonstandard English varieties beyond the teaching domain. This pricing mechanism within China’s English language teaching (ELT) landscape deviates from the price formation model of world Englishes proposed in previous work, which assigns a greater value to Outer Circle varieties than Expanding Circle varieties. By contextualizing CELTs’ experiences within broader language policies, this study illustrates how national interests, beyond the influence of Inner Circle publishers, intensify native-speakerism in China’s ELT market, thus emphasizing the intricate nature of explaining nuanced pricing patterns in the autonomous market within Expanding Circle contexts.

Keywords: linguistic insecurity; linguistic market; Chinese English language teacher; native-speakerism; language ideologies
Corresponding author: Yunbo Mei, Faculty of Humanities and Social Sciences, City University of Macau, Macau, China, E-mail:

Acknowledgments

I would like to thank all the Chinese English language teachers who participated in this study and shared their valuable insights. I would also like to express my sincere appreciation to Rebecca Starr, Mie Hiramoto, and Joseph Sung-Yul Park for their thoughtful feedback and guidance during the development of the original project. Additionally, I would like to extend my thanks to the anonymous reviewers for their effective comments and suggestions.

Appendix 1: Demographics of participants

The following abbreviations are used in this appendix: BA bachelor’s degree; MA master’s degree; ELL English language and literature; TESOL teaching English to speakers of other languages.

Participants Age Gender Years of teaching college English Education background Overseas living/studying experience (>6 months)
P1 30 Female 6 MA in English language pedagogy,

BA in ELL		 No
P2 40 Male 18 BA in ELL No
P3 39 Male 18 MA in translation

BA in ELL		 Yes
P4 33 Female 11 MA in translation

BA in ELL		 No
P5 39 Male 14 MA in applied linguistics

BA in ELL		 No
P6 32 Female 10 MA in translation

BA in ELL		 No
P7 34 Female 12 MA in translation

BA in ELL		 No
P8 40 Female 16 BA in ELL No
P9 39 Male 13 BA in ELL No
P10 28 Female 3 MA in applied linguistics

BA in ELL		 No
P11 28 Female 2 MA in English language pedagogy

BA in ELL		 Yes
P12 41 Male 16 MA in translation

BA in ELL		 No
P13 30 Male 3 MA in translation

BA in ELL		 No
P14 39 Female 17 MA in TESOL

BA in ELL		 Yes
P15 37 Male 12 MA in translation

BA in ELL		 No

Appendix 2: Ethnographic interview guide

Demographic information

  1. 性别 (sex): 男 (male) 女 (female)

  2. 年龄 (age): __________

  3. 出生地 (birthplace): __________

  4. 最高学历 (highest academic degree): ________ 专业 (major): ________

  5. 超过六个月的海外学习/工作经历

    (overseas studying/working experience that is over six months)

    有/没有

    (yes/no)

    如果有, 请您列举出你学习/工作的国家 _____________

    (if yes, please list all countries you studied/worked at)

  6. 您从事英语教学多久了? 您是从什么时候开始教授大学英语的课程的?

    (How long have you been teaching English? How long have you been teaching college-level English?)

Interview questions (Interviews conducted in Mandarin)

  1. 我们中文里有普通话作为汉语的标准音, 您认为英语也有标准口音吗? 如果有, 哪一种或者哪几种英语发音能够作为英文的标准音呢?

    (Just as there is Putonghua to represent standard Mandarin pronunciation, do you think there is also a standard accent or accents that can represent English? If yes, which English variety/varieties do you believe can represent English?)

  2. 您为什么觉得上述口音可以作为英文的标准音呢?

    (Why do you think the abovementioned English pronunciation can be seen as standard?)

  3. 您认为学生在学习英语发音的时候应该参照上述的口音吗?

    (Do you think students should refer to the abovementioned English accent or accents when learning English pronunciation?)

  4. 您怎么看待“英语是母语者/外教是更好的英语老师”这种说法?

    (How do you evaluate the statement “native English speakers are better English teachers”?)

  5. 您觉得以上的偏见, 或者说, 人们普遍的对外教教英语口语的偏好, 有给您的英语教学事业带来影响吗?

    (Do you think the abovementioned bias, or people’s general preference for native English speakers teaching English pronunciation, can have an impact on your English teaching career?)

  6. 您觉得说着一口标准的英语口音意味着英语学得好吗?

    (Do you think speaking with a native accent means success in English language learning?)

  7. 在英语发音的教学里, 您觉得什么最重要?

    (What do you think is the most important thing in teaching English pronunciation?)

  8. 您会如何帮助学生改善英语发音呢?

    (How will you help students to improve their pronunciation?)

  9. 您觉得学生说英语时的中国口音是个需要解决的问题吗?

    (Do you think speaking English with a Chinese accent is a problem that students should work on?)

  10. 您对自己的英语发音满意吗? 为什么?

    (How satisfied are you with your English pronunciation? Why/why not?)

  11. 您觉得标准发音是不是评判一个老师专业水准的重要指标之一? 为什么?

    (Is native-like pronunciation an important benchmark to measure an English teacher’s expertise? Why/why not?)

  12. 说英语带有中式口音会让您感受到一种“不安全感”吗? 如果有, 什么时候这种感觉最强烈?

    (Do you perceive any linguistic insecurity if you speak English with a Chinese accent?)

  13. 您希望自己的英语发音听起来更像英语母语者吗?

    (Do you want to sound more like a native English speaker?)

  14. 当别人评价您的英语发音听起来“很标准”“很像美国人/英国人”时, 作为英语教师, 您的感受如何?

    (How do you feel, as an English teacher, when your English pronunciation is evaluated as “standard” or “American or British sounding”?)

  15. 当别人评价您的英语发音听起来“很标准”“很像美国人/英国人”时, 作为英语使用者, 您的感受如何?

    (How do you feel, as an English user, when your English pronunciation is evaluated as “standard” or “American or British sounding”?)

  16. 当别人通过英语口音辨认出您来自中国时, 作为英语教师, 您的感受如何?

    (When your nationality is revealed by your Chinese accent of English, how would you feel as an English teacher?)

  17. 当别人通过英语口音辨认出您来自中国时, 作为英语使用者, 您的感受如何?

    (When your nationality is revealed by your Chinese accent of English, how would you feel as an L2 English user?)

  18. 您会刻意练习让自己的英语发音听起来没那么中式吗? 如果是, 您是怎么练习的?

    (Do you practice to try to make your English pronunciation sound less Chinese? If yes, how do you practice?)

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Received: 2024-02-07
Accepted: 2024-09-09
Published Online: 2024-10-22

© 2024 Walter de Gruyter GmbH, Berlin/Boston

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https://doi.org/10.1515/lingvan-2024-0024
Keywords for this article
linguistic insecurity; linguistic market; Chinese English language teacher; native-speakerism; language ideologies

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  14. The meaning of morphomes: distributional semantics of Spanish stem alternations
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