Perceptions of Chinese English and Pedagogic Implications for Teaching English in China

Abstract

The global language, English, has now become World Englishes. In this context, there seems to be an urgent need to study Chinese English since China is now the country with the largest English learning and using population. The present chapter is such an attempt. It draws comprehensive data from 984 college students and their teachers at four universities in different parts of China. With two cross-validated research methods (matched-guise technique and focused interview), the study investigates college teachers’ and students’ perceptions of the ideal pedagogic model of college English in the Chinese mainland – Chinese English as opposed to the native-speaker-based norms. The findings suggest that the preferred teaching model of college English in China’s classrooms is a native-speaker-based variety of English (e.g. American English or British English) supplemented with salient, well-codified, and properly implemented features of Chinese English. The chapter also argues that, where possible, college English classes in China should be taught by both local non-native-speaking English teachers (LETs) and native-speaking English teachers (NETs), since students can benefit from the strengths of both types of teachers. In addition, the findings maintain that LETs should be given opportunities for training in English-speaking countries in order to enhance their own English proficiency levels and that only qualified NETs should be recruited to teach college English in China.