The Chinglish syndrome: Do recent developments endanger the language policy of China?

Abstract

A GREAT DEAL has been said and written about various approaches to the successful methodology for teaching English as a second language in China. Entire professional journals are devoted to the subject, such as Teaching English In China and Foreign Language Teaching and Research Press. But no matter how much is written, and no matter what teaching method is employed, the bottom line is that the average Chinese student learns to communicate orally in ‘Chinglish’: that is, in Mandarin sprinkled with English words and phrases or in English with a Mandarin-induced syntax.

Success or failure of primary second/foreign language programmes in Asia: what do the data tell us?

“…These varieties represent both indigenisation and identity markers; for example, Singlish incorporates Hokkien and Malay words and usage (see http://www.talkingcock.com) and is widely used by young people in Singapore (Chua, 2011). Other recognised varieties in the literature include Manglish (see the impact of this at the university level in Ali et al, 2011), Chinglish (Qiang & Wolff, 2003) and Japlish/Japalish (Yamagouchi, 2002). Such varieties already exist in Korea, Vietnam and South Asia.…”

Hiring native-speaking English teachers in East Asian countries

“…Xiaoqiong, 2005) and to its economic and social mobility (cf. Qiang & Wolff, 2003b). Since the early 1980s, English education has become a nationwide endeavour at all academic levels, and there has been an explosive development of both public and private English language programs (cf.…”

“…Many public elementary, junior, and senior high schools engage private recruitment agencies (Qiang & Wolff, 2003a domestic intermediary organizations, are limited to the recruitment of teachers for client schools, and they charge a fee either to the school or to the recruited FE. Many public elementary, junior, and senior high schools engage private recruitment agencies (Qiang & Wolff, 2003a domestic intermediary organizations, are limited to the recruitment of teachers for client schools, and they charge a fee either to the school or to the recruited FE.…”

“…The lack of a universally reinforced standard for NSETs in China causes problems in terms of the quality of those recruited (Qiang & Wolff, 2003b). Motivation, international experience, teaching experience, study level attained and specific skills and certificates are taken into account as well' <http://www.teach-inchina.cn/faq/>.…”

Societal change and language change in China: Language-switching during multilingual dynamic psychotherapy.

“…Mental health practitioners in China have sought education in order to practice analytic therapies in China (Blackman, 2011b; Chang et al, 2005; Qian et al, 2001; Varvin & Gerlach, 2011). Most training is in English, which is also taught in Chinese schools (Qiang & Wolff, 2003). In studying with American psychoanalysts, Lingyun Cao (co-author of the present article) noticed she felt less anxiety in revealing emotions and personal material when speaking English, which is a defense that relieved shame over the Chinese cultural taboo against exposure.…”