Abstract
English in mainland China is a foreign language, never a practical means of daily communication among the multi-ethnic Chinese public. Therefore, it differentiates itself from English as a second language or another language in those countries where it is a necessary instrument of daily communication. An embracing-renouncing paradox about English learning in China has thus been created. The many academic efforts to resolve this have met with little success. Considering the welfare of English learners, the author argues that to introduce critical discourse analysis into the Chinese English education, to establish cross-cultural competence as the ultimate goal of China’s English education in the interactive and productive English virtual communities, and to construct a “unity in diversity” cross-cultural identity are the possible ways to resolve the inevitable paradox.
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