Ситуация с изучением английского языка в современном Китае и глобальные импликации English Language Learning Educational Situation in Modern China and Its Global Implications

Smerdov Igor Guangxi University, International College of Xingjian, г. Nanning E-mail: igorsmerdov@mail.ru “English provides linguistic power” (Kachru, 1986). China took this slogan seriously in the 2000s, but the overview of the Chinese ESL industry and Chinese students’ work is pessimistic: students learn “deaf and dumb English”, “no college or university in China provides their English majors with an English speaking environment”, “many students are functionally illiterate.” (Ji, 2009; Wollf, 2010) Students’ efforts mostly result in futility when they learn the global lingua franca from local teachers, not proficient in spoken English, and native English speakers who rarely can be role models for Chinese students due to cultural differences and huge gap between the Western and Chinese individual agendas.

My paper is promoted by the 10 year-teaching experience at Chinese colleges; so it falls into the rubric of “ethnographic action research” as a Russian_academic career in the Chinese educational system can be called an experiment and case-study in language education. The participants are 20 foreign teachers of English and many Chinese students. The research instruments are semi-structured interviews, classroom/lifestyle observations and classroom records/transcripts. My paper is in line with the current trend of the embedded case studies conducted by internal observers at the grass root level. I analyze the academic and administrative procedures in the Chinese ESL (English as a Second language) educational system from a standpoint of a researcher indentifying procedural differences between western and Chinese educational institutions, especially the ones tailored to imitate western colleges and capitalize on this in the Chinese education market. Conclusions and philosophical implications: The intellectual component of the ESL industry in China is minimal as the students learn English for the purposes of leaving the country where they presumably will “really learn.” The educational value of the Chinese ESL project is the language content rather than intellectual potential the English language possesses.

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Источник: Философия в современном мире: диалог мировоззрений: Материалы VI Н 34 Российского философского конгресса (Нижний Новгород, 27-30 июня 2012 г.). В 3 томах. Т. II. — Н. Новгород: Изд-во Нижегородского госуниверситета им. Н.И. Лобачевского,2012. — 467 с.. 2012

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