The Impact of Learning English on Chinese Pre-Schoolers' Identity Aspirations

Autor/inn/en	Guo, Yadong; Gao, Xuesong
Titel	The Impact of Learning English on Chinese Pre-Schoolers' Identity Aspirations
Quelle	In: SAGE Open, 13 (2023) 1, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gao, Xuesong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440231152376
Schlagwörter	Preschool Children; Self Concept; English (Second Language); Second Language Learning; Second Language Instruction; Code Switching (Language); Language Usage; Informal Education; Cultural Differences; Anxiety; Task Analysis; Chinese; Language Attitudes; Teaching Methods; Foreign Countries; Freehand Drawing; Bilingualism; Biculturalism; China (Shanghai) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Informelle Bildung; Nichtformale Bildung; Kultureller Unterschied; Angst; Aufgabenanalyse; China; Chinesen; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Drawing; Zeichnen; Bilingualismus; Bikulturalität
Abstract	The promotion of the English language continues to be instrumental in helping China to engage with the world, but it has caused identity anxiety and cultural uncertainty among language learners. In this paper, we analyze data from a favorite-character-presentation task and an oral survey conducted with 82 preschool children in Shanghai. We found that Chinese remains the most important language for the participants in expressing their transcultural identity aspirations, but the influences of English can be observed in their language practice when presenting their favorite characters. These findings suggest that the participants' identity aspirations can be understood in the context of their translanguaging practices, which unfold in their use of linguistic and pictorial resources. The paper concludes with a discussion of how language educators and policymakers should consider children's exposure to informal language learning beyond the classroom in teaching. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01