282
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Monolingual or translingual? Chinese–English bilinguals shifting orientations to English in the workplace

ORCID Icon & ORCID Icon
Pages 54-68 | Received 27 Jul 2022, Accepted 28 Jan 2023, Published online: 12 Mar 2023

References

  • Agha, A. (2003). The social life of cultural value. Language & Communication, 23(3–4), 231–273. doi:10.1016/S0271-5309(03)00012-0
  • Angouri, J. (2013). The multilingual reality of the multinational workplace: Language policy and language use. Journal of Multilingual and Multicultural Development, 34(6), 564–581. doi:10.1080/01434632.2013.807273
  • Angouri, J., & Miglbauer, M. (2012). Local languages and communication challenges in the multinational workplace. In F. Sharifian & M. Jamarani (Eds.), Language and intercultural communication in the new era (pp. 239–258). New York: Routledge.
  • Angouri, J., & Miglbauer, M. (2018). ‘And then we summarise in English for the others’: The lived experience of the multilingual workplace. Multilingua, 33(1–2), 147–172. doi:10.1515/multi-2014-0007
  • Blommaert, J. (2013). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
  • Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. New York: Routledge.
  • Canagarajah, S. (2018). Translingual practice as spatial repertoires: Expanding the paradigm beyond structuralist orientations. Applied Linguistics, 39(1), 31–54. doi:10.1093/applin/amx041
  • Chomsky, N. (1956). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
  • Coffey, A. (2018). Doing ethnography. London: SAGE Publications Ltd.
  • Coupland, N. (2003). Sociolinguistic authenticities. Journal of Sociolinguistics, 7(3), 417–431. doi:10.1111/1467-9481.00233
  • Crystal, D. (2004). The language revolution. Cambridge: Polity Press.
  • García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Blasingstoke. UK: Palgrave Macmillan.
  • Heller, M. (2010). The commodification of language. Annual Review of Anthropology, 39, 101–114. doi:10.1146/annurev.anthro.012809.104951
  • Heller, M. (2020). Code-switching and the politics of language. In W. Li (Ed.), The bilingualism reader (pp. 163–176). London: Routledge.
  • He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspectives of learners and teachers in China. TESOL Quarterly, 44(4), 769–789. doi:10.5054/tq.2010.235995
  • Irvine, J. T. (1989). When talk isn’t cheap: Language and political economy. American Ethnologist, 16(2), 248–267. doi:10.1525/ae.1989.16.2.02a00040
  • Jenkins, J. (2011). Accommodating (to) ELF in the international university. Journal of Pragmatics, 43(4), 926–936. doi:10.1016/j.pragma.2010.05.011
  • Kachru, B. (1986). The alchemy of English: The spread, functions and models of non-native Englishes. Oxford: Pergamon.
  • Kang, O., & Rubin, D. (2012). Inter-group contact exercises as a tool for mitigating undergraduates’ attitudes toward ITAs. Journal of Excellence in College Teaching, 23(3), 159–166.
  • Kang, O., Rubin, D., & Lindemann, S. (2015). Using contact theory to improve US undergraduates’ attitudes toward international teaching assistants. TESOL Quarterly, 49(4), 681–706. doi:10.1002/tesq.192
  • Khubchandani, L. (1997). Revisualizing boundaries: A plurilingual ethos. New Delhi, India: Sage.
  • Krashen, S. D. (1982). Principles and practice. Learning, 46(2), 327–369.
  • Kroskrity, P. V. (2000). Language ideologies in the expression and representation of Arizona Tewa identity. In P. V. Kroskrity (Ed.), Regimes of language: Ideologies, polities, and identities (pp. 329–359). Santa Fe, NM: School of American Research Press.
  • Kung, F. -W., & Wang, X. (2019). Exploring EFL learners’ accent preferences for effective ELF communication. RELC Journal, 50(3), 394–407. doi:10.1177/0033688218765306
  • Kuo, Y. -C. (2020). An investigation to influence and perception of language attitude towards English accent: A sociolinguistics perspective on Chinese postgraduate students’ willingness to communicate. Annual Review of Education, Communication & Language Sciences, 17, 60–115.
  • Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. doi:10.1016/j.pragma.2010.07.035
  • Li, W., & Zhu, H. (2013). Translanguaging identities and ideologies: Creating transnational space through flexible multilingual practices amongst Chinese university students in the UK. Applied Linguistics, 34(5), 516–535. doi:10.1093/applin/amt022
  • Long, M. (2007). Problems in second language acquisition. New York: Routledge.
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: Sage publications.
  • Pan, Z. (2019). Struggling between national pride and personal empowerment: The language ideologies held by Chinese university students towards China English. Lingua, 227, 102702. doi:10.1016/j.lingua.2019.06.003
  • Pennycook, A., & Otsuji, E. (2015). Metrolingualism: Language in the city. London: Routledge.
  • Ren, W., Chen, Y., & Lin, C. (2015). University students’ perceptions of ELF in mainland China and Taiwan. System, 56, 13–27. doi:10.1016/j.system.2015.11.004
  • Silverstein, M. (1998). Monoglot “standard” in America: Standardization and metaphors of linguistic hegemony. In D. Brenneis (Ed.), The matrix of language (pp. 284–306). New York: Routledge.
  • Song, Y., & Lin, A. M. Y. (2020). Translingual practices at a Shanghai university. World Englishes, 39(2), 249–262. doi:10.1111/weng.12458
  • Sung, C. C. M. (2014). Accent and identity: Exploring the perceptions among bilingual speakers of English as a lingua franca in Hong Kong. International Journal of Bilingual Education and Bilingualism, 17, 544–557. doi:10.1080/13670050.2013.837861
  • Tracy, S. J. (2019). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. New York: Wiley-Blackwell.
  • Vogel, S., & García, O. (2017). Translanguaging. In G. Noblit (Ed.), Oxford research Encyclopedia of education, (pp. 1–21). Oxford: Oxford University Press.
  • Wang, Y. (2013). Non-conformity to ENL norms: A perspective from Chinese English users. Journal of English as a Lingua Franca, 2, 255–282. doi:10.1515/jelf-2013-0015
  • Wang, W. (2015). Teaching English as an international language in China: Investigating university teachers’ and students’ attitudes towards China English. System, 53, 60–72. doi:10.1016/j.system.2015.06.008
  • Wang, L., & Fang, F. (2020). Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers. Cogent Education, 7(1), 1778374. doi:10.1080/2331186X.2020.1778374
  • Wang, Y., & Jenkins, J. (2016). Nativeness and intelligibility: impacts of intercultural experience through English as a Lingua Franca on Chinese speakers’ language attitudes. Chinese Journal of Applied Linguistics (De Gruyter), 39(1), 38–58. doi:10.1515/cjal-2016-0003
  • Xu, W., Wang, Y., & Case, R. E. (2010). Chinese attitudes towards varieties of English: A pre-olympic examination. Language Awareness, 19(4), 249. doi:10.1080/09658416.2010.508528
  • Zhang, Y., & Du, X. (2018). Chinese university students’ and teachers’ perceptions of and attitudes towards ELF. Journal of Pan-Pacific Association of Applied Linguistics, 22(2), 1–25. doi:10.25256/PAAL.22.2.1
  • Zheng, Y. (2013). An inquiry into Chinese learners’ English-learning motivational self-images: ENL learner or ELF user? Journal of English as a Lingua Franca, 2(2), 341–364. doi:10.1515/jelf-2013-0018

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.