Negotiation of native linguistic ideology and cultural identities in English learning: a cultural schema perspective

ABSTRACT

Despite the proven benefits of combining target language education with corresponding cultural studies, little is known about the impact of infusing and integrating native culture and ideology into English as a Foreign Language (EFL) education. Few studies focus on how Chinese English language learners (ELLs) negotiate multifaceted identities in English classes in which native oriental culture and philosophical values are deeply embedded. Situated within a tertiary-level English classroom located in southeastern China, this article explores how Chinese ELLs negotiate linguistic ideology and construct cultural identity during their English learning. Qualitative analysis of the data reveals that students experience cultural capital enrichment with an increasing capability to tell Chinese stories worldwide in English, while at the same time experiencing a clash of ideological struggles and multilayered identity construction. The findings have significant implications for understanding the role of cultural capital, linguistic ideology, and identity construction in EFL teaching and learning, and for the global spread of teaching English to speakers of other languages (TESOL).

KEYWORDS:

• Language ideology
• cultural identity
• cultural schema
• EFL

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No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Fang Gao

Fang Gao is a lecturer in the English department at Shenyang Pharmaceutical University. She is a PhD candidate in literacy and language education at Purdue University and researches second language teaching and learning and biliteracy education with linguistically and culturally diverse students.