On the Possibility of Mandarin Chinese as a Lingua Franca

Plumb, Christopher

doi:10.5296/jei.v2i2.9458

Cited by 12 publications

(4 citation statements)

References 24 publications

(71 reference statements)

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“…Upon reviewing the influence of different Chinese dialects, namely Mandarin, Wu, Min, Yue, and Xiang, Li (2006) contends that Mandarin Chinese is the lingua franca in Greater China. Plumb (2016) utilizes research findings from different regions and focal points to argue that Mandarin Chinese has the potential to replace English as a lingua franca due to its recent increase in use.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Cultural Assimilation on the Loss of the Tuvan and Seri Languages

Chui

2023

J Stud Res

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The modern pressure to learn dominant, mainstream languages such as English, Spanish, and Mandarin increases connectivity and communication across different societies. However, when members of society succumb to cultural pressures of assimilation, they often abandon native tongues in the process (Crystal, 2002). Cultural traditions are lost when languages are lost, and indigeous cultures die. In fact, it is estimated that one language dies every two weeks, and more than a thousand languages today are listed as critically or severely endangered (Rymer, 2012). Some academics such as Wang (2007) suggest that the convergence of cultures and languages can promote integration and harmony. However, most academics view the deterioration of indigenous languages to be a negative phenomenon. In fact, Crystal (1999) asserts that diversity is a key to evolutionary success and that increased uniformity threatens the long-term survival of the human species. Diversity allows for a species to survive across different environments. This paper will review how the rise of dominant languages such as Chinese and Spanish has led to the erosion of the Tuvan and Seri languages and ultimately, the loss of identity ––the loss of culture, traditions, and customs

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Section: Literature Reviewmentioning

confidence: 99%

The Effects of Cultural Assimilation on the Loss of the Tuvan and Seri Languages

Chui

2023

J Stud Res

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“…In this regard, a quick reference to the evolution of Mandarin Chinese can be used as a powerful argument. Plumb (2016) recognises an increase in the number of students learning Mandarin Chinese, both in mainland China and internationally. The Chinese government is interested in the spread of the language, and Plumb argues that Mandarin Chinese is on track to becoming a lingua franca as it is already a mainstream global language.…”

Section: Linguistic Decolonisation In South African Higher Education:...mentioning

confidence: 99%

Decolonising Higher Education in the Era of Globalisation and Internationalisation

2019

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T he timeliness of this book cannot be over-emphasised. Its contribution to the debates on decoloniality confirms that the academic community, students and civil society agree that coloniality has overstayed its welcome. The book fits well within current debates on the subject and articulates clearly that educational policies and practices that still have an inherent yearning for the realisation of Euro-American success stories, without critically analysing the real differences between the Global North and Global South, no longer have a place in the academy. It is beyond simple rhetoric on the need to decolonise. The book suggests practical discipline-based ideas on how to realise a decolonial research tradition, course design, teaching approach and assessment. University leadership, researchers, academics, and students, need this book.

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“…While English dominates the linguistically diversified world via globalisation and internationalisation, Chinese has also been gaining momentum and is rising as an emergent lingua franca (Plumb, 2016), potentially challenging the status of English as a global language (Gil, 2011(Gil, , 2021. Decades ago, Graddol (1998) speculated that "we may see the hegemony of English replaced by an oligarchy of languages, including Spanish and Chinese" (p. 3).…”

Section: The Emerging Global Status Of Chinesementioning

confidence: 99%

“…Like participants in previous studies (Codó & Sunyol, 2019;Repnikova, 2022), these participating SAIS recognised the utility of Chinese beyond their immediate need to take Chinese language and Sinology courses. They may also have seen Chinese as an emergent global language, challenging the global dominance of English (Plumb, 2016), given that learning Chinese has been gaining popularity in the global world (Kang, 2017), especially in Southeast Asia (H. . To some extent, this finding may also substantiate claims that the Chinese language is a challenger to English as a global language (Odinye & Odinye, 2021).…”

Section: The Opposing Pull Of English and Of Chinese At The Global Levelmentioning

confidence: 99%

The Experiences of International Students Learning English at Chinese Universities: A Case Study from the Perspective of Yin and Yang

Liu¹

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<p>As China’s power and influence grow on the international stage, increasing numbers of international students choose to pursue their tertiary education at Chinese universities. Some of them also aspire to learn English, the global lingua franca, while taking degree programmes in China. However, there is little research into the phenomenon of international students learning English in a non-English speaking environment in an Asian country like China. This study used qualitative case study methodology to investigate how international students from Southeast Asia experienced learning English during their tertiary study in China. Three universities in two Chinese cities were chosen as subunits of the wider phenomenon of learning English in China. Four international students from Southeast Asian countries from each university were selected as participants. Data were collected through semi-structured interviews and classroom observations, then interpreted within the context of university documents and government policies and regulations. The layers of tensions which were revealed in the thematic data analysis were further analysed through the framework of Yin and Yang theory, which was chosen for its cultural and philosophical fit with this study of Asian international students in the context of China. The findings suggest that learning English in a rapidly changing national and global environment was an unsettling experience for the participants. Contradictory ideologies associated with learning English and Chinese appeared to compete for the participants’ attention and affect the indexical values of these two languages. In response, some participants shifted their focus away from learning English as they began to prioritise learning Chinese and taking Chinese medium courses. Nevertheless, they planned to resume English studies in the future. Participants did not appear to view the Chinese dominant macro-environment as an optimal context for learning English. Although many participants spoke highly about affordances of the campus micro-environment, they appeared largely to ignore the campus facilities and resources available to support independent learning. Most participants considered that they did not have equitable opportunities for learning College English in comparison to local students. The limited College English courses available rarely matched their levels of English proficiency. Since English classes were often instructed through the medium of Chinese, most participants struggled to understand their lecturers. This challenging College English learning environment was exacerbated by teacher-dominant and book-centred pedagogy, which conflicted with participants’ strong desire for opportunities to engage in classroom interaction. While some institutional structures were intended to support participants with their English learning, not all Chinese universities were able or willing to implement them. These environmental characteristics combined to reduce the participants’ chances to learn and use English meaningfully. This study has implications for managing and teaching international students in Chinese tertiary education. It raises the question of whether it would benefit the learning of international students when Chinese universities privilege international students and treat them differently from local Chinese students. International students appear to want more social interaction and equitable opportunities for a quality education. This suggests that policymakers at Chinese universities may need to implement convergent management of Chinese and international students. Moreover, Chinese universities could revise the College English curriculum to accommodate international students’ proficiency levels and differentiated educational and professional aspirations. Finally, to meet the expectations of international students as well as current pedagogical practices, College English lecturers may need to develop their pedagogical knowledge and English competence to effectively teach international students without a shared first language in class. This study suggests that such endeavours could allow inclusive and engaging English language learning experiences for international students, contribute to the quality of Chinese tertiary education and attract more international students to study in China.</p>

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On the Possibility of Mandarin Chinese as a Lingua Franca

Cited by 12 publications

References 24 publications

The Effects of Cultural Assimilation on the Loss of the Tuvan and Seri Languages

The Effects of Cultural Assimilation on the Loss of the Tuvan and Seri Languages

Decolonising Higher Education in the Era of Globalisation and Internationalisation

The Experiences of International Students Learning English at Chinese Universities: A Case Study from the Perspective of Yin and Yang

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