Exploring the living experiences of Confucius Institute Chinese teachers in the UK

22 September 2017

This month we published Taking Chinese to the World by Wei Ye. In this post the author gives us an insight into her own experience of living in the UK as a Confucius Institute Chinese teacher.

At chilly spring dusk, like any of the after-work Friday afternoons in the past few months, I was sitting in a small tavern named “El Guapo” among my chuffed American social circles, sipping a margarita while half-listening to their chattering. I had no interest in Super Bowl or Sarah Palin. Or let’s be frank, I couldn’t fully catch their words. Savouring Chinese food and watching Chinese drama were the treats I yearned for after peanut butter jellied buzzing weekdays. Some of my associates, who had been abroad and had experience dealing with foreigners, would kindly slow down and ask which team I support, or have a few words with me from time to time. For the rest, I was an excellent companion. What else could I do? If I wish not to become “unsociable, eccentric and maladjusted” like my predecessors, as I had been reminded upon arrival, I should be cheerful, sweet, devoted, always say Yes, why not? Great, let’s do it! And smile.

I didn’t realize what Super Bowl and margaritas had done to me until a year later I was entrenched in the research of study abroad. The daily life in Britain immersed me into the intangible power relationship between language, culture, capital, and identity. I was also amazed at the changes that had taken place for my expatriates and me.

My book explores the work and living experiences of Confucius Institute Chinese teachers in the UK through their accounts and reflection, and how this context and the wider globalised social environment have impacted on their understandings and their personal growth.

To sum up, this book germinated from Super Bowl and margaritas but fermented in English ale, might be of interest to those focused on identity and interculturality in the context of globalization.

For more information about this book please see our website. If you found this interesting, you might also like Soft Power and the Worldwide Promotion of Chinese Language Learning by Jeffrey Gil. 

Language and China’s Rise: The Confucius Institute Project

16 May 2017

This month we published Soft Power and the Worldwide Promotion of Chinese Language Learning by Jeffrey Gil. In this post the author reveals the inspiration behind the book and discusses China’s controversial Confucius Institute project.

I first became interested in China’s promotion of Chinese language learning when I was a PhD student in the early 2000s. While writing a thesis chapter about the use and status of the Chinese language in the world, I came across a news report describing plans to open a Chinese language and culture centre, called the Confucius Institute, in Kenya. It struck me as a sign that language was an important part of China’s rise, and as a topic worth exploring in more detail in the future. This book is the eventual result.

Confucius Institutes are established through partnerships between China’s Office of Chinese Language Council International (known as Hanban), a Chinese university and a foreign university. Their main function is teaching Chinese language and culture. Confucius Classrooms operate along similar lines in primary and secondary schools. Associated with these are the posting of volunteer and state-sponsored Chinese language teachers overseas, and the international Chinese Bridge Chinese language competitions. I refer to these collectively as the Confucius Institute project. This is part of China’s use of soft power, or attraction, to accomplish its goals in world politics. Language learning is an important aspect of this because there is already widespread interest in learning Chinese, and China views the Chinese language as a vehicle for conveying knowledge and understanding of China, including its culture, history and politics.

The Confucius Institute in Kenya which sparked my interest was one of the earliest; the first was opened in Seoul, South Korea, in November 2004. Since then, the scope and scale of the Confucius Institute project has expanded considerably. It has also garnered much attention from the public, the media, academics and governments, and created quite some controversy in the process. It seemed to me an appropriate time for a work which would map and evaluate the Confucius Institute project from a global perspective. In particular, I wanted to explore the dimensions of the Confucius Institute project across the globe; the impact of the Confucius Institute project at the political and societal levels; and the ways the Confucius Institute project could be modified in the future.

In this book I describe the geographical coverage, volume of activities and pace of development of the Confucius Institute project. I also analyse its influence on the policies and actions of foreign governments, on Chinese language teaching and learning, and on attitudes towards China. My conclusions may be surprising: outside the domain of Chinese language teaching and learning where its impact has been mainly positive, the Confucius Institute project has had little impact on improving China’s standing in world politics. On this basis I make several suggestions regarding what China, schools and universities, governments and researchers can do to improve the outcomes of the Confucius Institute project.

I’m sure this book won’t be the last word on the Confucius Institute project, but I hope I’ve succeeded in highlighting how language is intertwined with China’s rise.

Jeffrey Gil, Flinders University


For more information about this book, please see our website. If you found this interesting, you may also enjoy Studies in Second Language Acquisition of Chinese edited by ZhaoHong Han.

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