Revisiting Chinese English learners’ perceptions of English as a global language: A qualitative case study

Huashan Lu; Fan Fang

doi:10.30827/portalin.vi43.28778

Autores/as

Huashan Lu Qingdao Agricultural University https://orcid.org/0000-0002-5710-4471
Fan Fang Shantou University, City University of Macau (Corresponding author) https://orcid.org/0000-0002-4210-9042

DOI:

https://doi.org/10.30827/portalin.vi43.28778

Palabras clave:

Ingleses Globales; Inglés como lengua extranjera; Enseñanza del idioma inglés; Inglés como lengua global; Percepción

Resumen

El crecimiento continuo del inglés como lengua internacional ha generado diversos cambios en las realidades sociolingüísticas. Como resultado, el complejo panorama sociolingüístico del inglés ha dado lugar a varias actitudes hacia el inglés como lengua global, generando preocupaciones y debates sobre la enseñanza y el aprendizaje del idioma en distintos contextos. Por lo tanto, se han hecho llamados a un cambio de paradigma pedagógico, pasando del enfoque tradicional orientado al hablante nativo hacia una pedagogía basada en Ingleses Globales (GE) para facilitar la comunicación de los estudiantes en entornos internacionales. Sin embargo, la enseñanza basada en GE en el aula de idioma inglés rara vez se incorpora en contextos donde el inglés se utiliza como lengua extranjera (EFL). El presente estudio utilizó entrevistas semiestructuradas y diarios de estudiantes para explorar las percepciones de los aprendices de inglés en universidades chinas sobre GE. Los hallazgos mostraron que, aunque los aprendices de inglés chinos percibían el inglés como un capital lingüístico y consideraban la inteligibilidad mutua como objetivo de la comunicación, todavía mostraban visiones ambivalentes sobre las variedades del inglés hablado y la propiedad del idioma y la cultura inglesa. Los hallazgos también revelaron que las suposiciones detrás de las visiones ambivalentes podrían ser Ingleses Globales y la ideología del hablante nativo. El estudio propone la importancia de incorporar la pedagogía basada en GE en el aula y aboga por un enfoque más crítico para ir más allá de la ideología del hablante nativo en la educación del idioma inglés.

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Biografía del autor/a

Huashan Lu, Qingdao Agricultural University

Associate Professor, School of Foreign Languages, Qingdao Agricultural University, China.

Fan Fang, Shantou University, City University of Macau (Corresponding author)

Professor, College of Liberal Arts, Shantou University, China.

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FUNDING INFORMATION:

This study was supported by the 14th Five-year Planning of Qingdao Education Science (QJK2021C297), Shandong province graduate education quality course project (SDYKC21185), and Curriculum and textbook construction research project of China Agricultural Science and Education Fund (NKJ202102013), and the Center for Southeast Asian Overseas Chinese Culture and Language Strategic Studies of Shantou University [Grant No. 2024WXYDNY-RP01].