Abstract Summary
Guided by Critical Language Policy (Tollefson, 2006) and Critical Discourse Studies (Fairclough, 2010), this paper presents findings from two separate, but related, language policy projects in China, which examine processes of Chinese language policy implementation and its impact on minority language education.
Abstract :
This paper draws upon two separate, but related, language policy projects in China, which examine processes of Chinese language policy implementation and its impact on minority language education. While Chinese language policy has historically been relatively tolerant of multilingualism, and even promoted minority language education in K-12 contexts, a nationalistic monoglot discourse has increasingly positioned Putonghua as the lingua franca, and a desire to prevent dissent and discord has led to the abandonment of minority language education. Incorporating data collected among Uyghur youth as an example case, this paper considers how shifting language policies have diminished the possibilities of minority language maintenance.
Concomitantly, a revival of traditional Confucianism has motivated an innovative language policy implementation plan, which includes “Chanting the Chinese Classics” (CCC). Along with public student performances of classic Chinese texts, textbooks now include a significant increase in ancient Chinese language instruction. This paper incorporates Foucault’s (1991) theory of governmentality to examine how the CCC language policy, interacting with a monoglot language ideology, encourages Chinese nationalism through student engagement with traditional Confucian texts. As President Xi put it, “It struck me as deplorable to de-Sinicize. We should engrave these classics on the students’ minds and make them the cultural gene of the Chinese nation.”
Guided by Critical Language Policy (Tollefson, 2006) and Critical Discourse Studies (Fairclough, 2010), this paper presents a multi-layered analysis of Chinese language policy creation, interpretation, and appropriation. Findings reveal how innovative forms of language policy implementation encourage fealty to the Chinese State while discouraging multiculturalism and minority language education. As is often the case, language policy and planning in China is not only about language.
