The Impact of Learning English on Chinese Pre-schoolers’ Identity Aspirations

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.