Globalization, culture and ELT materials: a focus on China

Zhichang Xu

doi:10.1186/2191-5059-3-6

Abstract

In this paper, I shall discuss issues regarding globalization and culture in the context of English language teaching (ELT), with a particular focus on Chinese ELT materials in secondary schools in China. Globalization has a far-reaching impact on the foreign language education industry in China. Chinese learners of English view globalization positively as opportunities for geographical and social upward mobility. In addition, Chinese learners adopt a pragmatic approach to Chinese and foreign cultures in terms of negotiated multiculturalism based on a Yin Yang principle (Fang 2011, p. 34) of co-existence, mutual reinforcement and paradoxical unity. This paper reviews Chinese conceptualizations of globalization and culture as well as English as an International Language (EIL), and analyses ELT textbook materials for secondary schools in China. The analytical framework is based on current EIL principles and criteria for ELT materials (Sharifian 2009, McKay 2012, & Matsuda 2012). Chinese secondary school English textbooks have been collected as data, and their analysis shows that 1) texts about cultures other than English (COTE) co-exist with texts of traditional Inner-Circle (Kachru 1982) cultures, 2) cross-cultural perspectives are represented in current secondary school English texts, 3) multiculturalism has been incorporated in the texts, 4) explicit efforts have been made in the compilation of text materials and relevant learning activities to cater for the needs of Chinese secondary students for learning English in the Chinese context, 5) texts that help raise awareness of world Englishes and local functionalities of English are included in the textbooks, and 6) the teachers’ and students’ relevant personal experiences and schemas are utilized and activated in the choice and design of the main and supplementary texts and related activities. I conclude the paper by arguing that the ongoing globalization and multicultural awareness, alongside the paradigm shift to teaching EIL in the Chinese context have engendered desirability for incorporating multicultural and multimodal ELT materials in China. It is, therefore, not only feasible but also natural and timely to focus on the local functionalities, i.e., local needs, functions and purposes, in the ELT materials, and this has significant implications for Chinese learners and teachers of English.

Highlights

In China, the notion of globalization has been embraced since the 1970s when China proposed and implemented economic reforms and open-door policies
I shall analyse the texts based on the observations and themes I have developed while processing the data. These observations include: 1) texts about cultures other than English (COTE) co-exist with texts of traditional inner-circle cultures, 2) cross-cultural perspectives are represented in English textbook series under investigation; 3) multiculturalism has been incorporated into the texts, 4) explicit efforts have been made in the compilation of text materials and relevant learning activities to cater for the needs of Chinese secondary school students for learning English in the Chinese context; 5) texts that help raise awareness of world Englishes and local functionalities of English are included in the textbooks; and 6) the teachers’ and students’ relevant personal experiences and schemas are utilized and activated in the choice and design of the main and supplementary texts and related activities
As far as ELT textbook writers are concerned, it is important to be aware that the notions of globalization and culture can be interpreted differently in different cultures

Summary

Introduction

In China, the notion of globalization (quanqiuhua) has been embraced since the 1970s when China proposed and implemented economic reforms and open-door policies. In terms of ELT materials for Chinese learners of English, the current textbooks that are used in senior secondary schools have shown new tendencies of involving Chinese learners as integral participants of a global EIL community, but in its virtual (imagined) sense.

Results

Conclusion