Ideologies of English in a Chinese High School EFL Textbook: A Critical Discourse Analysis

Autor/inn/en	Xiong, Tao; Qian, Yamin
Titel	Ideologies of English in a Chinese High School EFL Textbook: A Critical Discourse Analysis
Quelle	In: Asia Pacific Journal of Education, 32 (2012) 1, S.75-92 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2012.655239
Schlagwörter	English (Second Language); Second Language Learning; Curriculum Development; Sociolinguistics; Textbooks; Grammar; Language Role; Ideology; Discourse Analysis; Foreign Countries; Research Methodology; Diachronic Linguistics; Content Analysis; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Soziolinguistik; Textbook; Text book; Schulbuch; Lehrbuch; Grammatik; Ideologie; Diskursanalyse; Ausland; Research method; Forschungsmethode; Linguistics; Diachronische Sprachbetrachtung; Historische Linguistik; Inhaltsanalyse
Abstract	In this article we examine ideologies of English in present-day China with a special focus on textbook discourse. The research framework is informed by critical theories on language and education. Critical discourse analysis is applied as a methodological approach characterized by a socially committed attitude in the explanation and interpretation of text. The study finds evidence of: (a) a selective representation of the history of English, (b) shallow sociolinguistic explanations, and (c) grammatical prescriptivism. These issues attest to the Anglo-centric language ideologies assuming the sociolinguistic "neutrality" and grammatical "uniformity" of English. In response, we argue for a multicultural and cosmopolitan perspective on curriculum development marked by an intercultural understanding of both the global and the local. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10