Multilingualism and Higher Education in Greater China

Autor/inn/en	Gao, Xuesong; Zheng, Yongyan
Titel	Multilingualism and Higher Education in Greater China
Quelle	In: Journal of Multilingual and Multicultural Development, 40 (2019) 7, S.555-561 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zheng, Yongyan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1571073
Schlagwörter	Multilingualism; Foreign Countries; Higher Education; Modern Languages; Second Language Learning; Second Language Instruction; English (Second Language); Political Attitudes; Global Approach; Educational Policy; Educational Practices; Cultural Pluralism; Learning Motivation; Self Concept; Code Switching (Language); Professional Development; Context Effect; China + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Gegenwartssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Political attitude; Politische Einstellung; Globales Denken; Politics of education; Bildungspolitik; Bildungspraxis; Kulturpluralismus; Motivation for studies; Lernmotivation; Selbstkonzept
Abstract	There have been widespread concerns over the decline of modern languages and waning interest in learning languages other than English (LOTEs) around the world, thought to be partly due to recent political events including Brexit and Trump's aggressive isolationism in the United States. By contrast, governments in Greater China have energetically renewed their investment in promoting LOTE education, driven by globalisation initiatives such as Mainland China's 'Belt and Road' initiative and Taiwan's 'New Southbound Policy'. Thus, it remains pertinent to explore the policies and practices of multilingual education expansion in this region, as the success or failure of the globalisation initiatives may have profound consequences for the prospects of multilingual and multicultural development at universities in the Greater China region and perhaps around the world. This special issue presents empirical studies in which the authors, as insiders engaged in the new wave of language policy shifts, offer diverse perspectives on issues including foreign language curricula, learners' motivational identities and teachers' professional development. We contend that to sustain the increase in multilingual education, the tensions between global English and LOTEs, between individual identity and contextual variation, and between instrumental orientation and translanguaging/transcultural values of language learning need to be addressed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01