22. The English Language as a Trojan Horse within the People’s Republic of China

Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors ix
4. Series Editor’s Foreword xvii
5. Introduction 1
6. Part 1: Hydra at Large
7. 1. The English Language in a Global Context: Between Expansion and Resistance 23
8. 2. Promoting English: Hydras Old and New 35
9. 3. English, Neocolonialism and Forgetting 47
10. 4. The English Language as Naga in Indonesia 59
11. 5. Offshore Call Centre Work is Breeding a New Colonialism 72
12. Part 2: Hydra Mythology
13. 6. Confronting Language Myths, Linguicism and Racism in English Language Teaching in Japan 77
14. 7. Mr Jones: Mi Laik Askim Yu Samting 88
15. 8. Must the (Western) Hydra Be Blond(e)? Performing Cultural ‘Authenticity’ in Intercultural Education 93
16. 9. Voluntary Overseas English Language Teaching: A Myopic, Altruistic Hydra 106
17. 10. English Language as ‘Fatal Gadget’ in Iceland 118
18. 11. The English Hydra as Invader on the Post-Communist ‘New Periphery’ in Bulgaria 129
19. 12. The English Alphabet: Alpha-Best or Alpha-Beast? 142
20. 13. ‘Languages’ 154
21. Part 3: Confronting the Hydra
22. 14. Mauritian Kreol Confronts English and French Hydras 159
23. 15. ‘Hydra Languages’ and Exclusion versus Local Languages and Community Participation in three African Countries 171
24. 16. The Destruction of Nadia’s Dream: The English Language Tyrant in Pakistan’s Education System 185
25. 17. The (Illusory) Promise of English in India 197
26. Part 4: Resistance and Cohabitation with the Hydra
27. 18. A Personal Reflection on Chican@ Language and Identity in the US-Mexico Borderlands: The English-Language Hydra as Past and Present Imperialism 211
28. 19. The Struggle to Raise Bilingual Children in the Belly of the English Hydra Beast: The United States of America 220
29. 20. TEFL and International Politics: A Personal Narrative 231
30. 21. Hungary: A Sham Fightback Against the Domination of English 234
31. 22. The English Language as a Trojan Horse within the People’s Republic of China 242
32. 23. TEFL as Hydra: Rescuing Brazilian Teacher Educators from ‘Privilege’ 255
33. 24. ‘Writing back (to the centre)’ 267
34. Afterword: Decentring the Hydra: Towards a more Equitable Linguistic Order 269