English Language Education Across Greater China: (80 Bilingual Education & Bilingualism)

This volume is the first to offer a comprehensive and, at the same time, in-depth examination of the spread of English and English language education across Greater China. It consists of two parts. Part 1 presents rich sociolinguistic data for easy comparisons between mainland China, Singapore, Taiwan, Hong Kong, and Macao, while Part 2 explores in depth the phenomena inside mainland China to provide contrastive analysis of English language use and education in economically booming areas such as Shanghai and Guangdong and underdeveloped regions like Xinjiang and Yunnan. With the descriptive, comparative and analytical accounts of different territories ranging from nation-states to small villages in remote areas, theories on the spread of English, second/third language acquisition and identity are challenged with new concepts proposed and established.

Table of Contents:
Foreword - David Crystal Chapter 1 - Introduction: The Apex of 'the Third Wave' - English Language across Greater China - Anwei FENG Part I - Sociolinguistic Profiles of Countries and Regions across Greater China Chapter 2 - The English language in China: A sociolinguistic profile - Jeffrey GIL and Bob ADAMSON Chapter 3 - English-knowing bilingualism in Singapore: Economic pragmatism, ethnic relations and class - T. Ruanni F. TUPAS Chapter 4 - English language in Taiwan: An examination of its use in society and education in schools - Irene Wen-ling CHEN and Jessie Ju-Chen HSIEH Chapter 5 - Improving the standards and promoting the use of English in Hong Kong: Issues, problems and prospects - David C.S. LI Chapter 6 - English use and education in Macao - Ming Yee Carissa YOUNG Part II - Convergence and Divergence of English Language Use and Education in Different Regions in Mainland China Chapter 7 - The 'English Curriculum Standards' in China: Rationales and issues - Xiaotang CHENG Chapter 8 - Primary school English teaching in South China: Past, present and future - Yuefeng Zhang and Jinjun WANG Chapter 9 - English immersion in China - Haiyan QIANG, Xiaodan HUANG, Linda SIEGEL and Barbara TRUBE Chapter 10 - Family background and English learning at compulsory stage in Shanghai - Weicheng ZOU and Shaolin ZHANG Chapter 11 - Economic development and the growing importance of the English language in Guangxi - Binlan HUANG Chapter 12 - Trilingual education policy ideals and realities for the Naxi in Yunnan - Dongyan Ru BLACHFORD and Marion JONES Chapter 13 - Learning English as L3 by Uyghur students in Xinjiang: A blessing in disguise? - Mamtimyn SUNUODULA and Anwei FENG

About the Author :
Dr Anwei Feng has teaching and research experience in tertiary institutions in many countries and regions including China, Hong Kong, Singapore as well as the UK. He is currently Reader in Education and directs Graduate Programmes in the School of Education at Bangor University, UK. His main research interests are in the areas of bi/trilingualism and bi/trilingual education and intercultural studies in education. His recent publications include Becoming Interculturally Competent through Education and Training (2009, with M. Byram and M. Fleming) and Bilingual Education in China: Practices, Policies and Concepts (2007). He also regularly publishes articles in these areas in peer-reviewed journals.

Review :
This impressive collection brings together 21 international scholars who provide a fascinating in-depth look at English language teaching and use across the linguistically and culturally complex area called Greater China. Not only do these authors provide valuable documentation of the history, implementation and impact of language policies and English teaching in different countries and diverse regions of Mainland China, but collectively they also challenge us to rethink many of the theories, models, and concepts which have long dominated the fields of English language teaching, applied linguistics, and bilingual education. As such, this book makes a most significant and valuable contribution. -- Wayne E. Wright, University of Texas at San Antonio Anwei Feng's excellent addition to the growing body of literature about China's investment in English not only expands our knowledge of its prodigious scale and importance but offers a nuanced and often-brilliant account of the many dilemmas involved: pedagogical and political, cultural and curricular, personal and professional. The author has unique insight into these problems and prospects from his close familiarity with China's vast investment in producing an indigenous competence in English, but the work is also sustained by a careful process of documentation and analysis, and a coherent and accessible style of writing. -- Joseph Lo Bianco Anwei Feng and the contributors of this book offer a comprehensive, informative, and timely discussion of English language education across 'Greater China.' Surveying a variety of contexts and employing various research methodologies, this book echoes some of what English as a Foreign Language researchers already are keenly aware of in working on Chinese or Asian Englishes, while simultaneously adding some much-needed perspective when it comes to the impact of English on minority groups and languages. It is a valuable text for graduate students and researchers alike who are interested in knowing more about English language education and its stakeholders in this region of Asia. This book touches upon many of the issues that are meaningful to those doing research on world Englishes, including language policy, language and globalization/glocalization, and language and access. -- Genevieve Leung* and Ying Yang, University of San Francisco, USA World Englishes, Vol. 32, No. 3, pp. 443-458, 2013 In summary, this book is practically inspiring, contextually complex, and theoretically rich. Policy makers can compare and contrast various dimensions of English language planning to make informed decisions for particular contexts. Language teachers will gain insights into the rationale behind different models and teaching approaches. For language researchers, it revisits and synthesises theory around World Englishes, linguistic imperialism, cultural and linguistic capital, social divisiveness, and home or minority language maintenance. It also deserves to be read by postgraduate students interested in English education in China and beyond. I therefore have no hesitation in recommending this book to readers. -- Michael Mu, Beijing Normal University, China TESOL in Context Journal, Vol 23, Issue 1 + 2