Commodification of the Chinese Language: Investigating Language Ideology in the Chinese Complementary Schools' Online Discourse

Autor/in	Liu, Yuying
Titel	Commodification of the Chinese Language: Investigating Language Ideology in the Chinese Complementary Schools' Online Discourse
Quelle	In: Current Issues in Language Planning, 23 (2022) 3, S.319-342 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Yuying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2022.2037290
Schlagwörter	Commercialization; Community Schools; Language Attitudes; Immigrants; Language Planning; Figurative Language; Web Sites; Student Characteristics; Cultural Background; Self Concept; Heritage Education; Language Maintenance; Native Language Instruction; Second Language Learning; Second Language Instruction; Foreign Countries; Discourse Analysis; Ireland + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Sprachverhalten; Immigrant; Immigrantin; Immigranten; Sprachwechsel; Web-Design; Selbstkonzept; Sprachpflege; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Diskursanalyse; Irland
Abstract	Despite the increasing popularity of Chinese and the recognition of the growing commodifying ideology of Chinese language in many contexts [Liu, Y., & Gao, X. (2020). Commodification of the Chinese language: Investigating language ideology in the Irish media. "Current Issues in Language Planning," 21(5), 512-531. https://doi.org/10.1080/14664208.2020.1741236], the ideological orientations of the Chinese diaspora community towards the Chinese language remain under-researched. This research seeks to bridge this gap by investigating the micro-level language ideologies embedded in Chinese complementary schools in the Republic of Ireland. Informed by Ruíz's [(1984). Orientations in language planning. "NABE Journal," 8(2), 15-34. https://doi.org/10.1080/08855072.1984.10668464] metaphorical representations of language, 11 Chinese complementary schools' websites were analysed as discursive texts that signal the language policy and ideology to prospective learners and parents. The results of the analysis suggest that a move from a portrayal of Chinese as linked to student heritage identity, to the commodification of linguistic and cultural diversity, is evident. It denotes the growing commodifying ideology among the Chinese complementary schools in the Republic of Ireland. This study contributes to wider discussions of language ideology and language planning, with regards to modern language learning and heritage language maintenance. (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	2024/1/01