Concluding commentary: the discursive space for bilingual education programs in China

ABSTRACT

In this closing commentary, two Chinese scholars working in different contexts offer their views on the space for and prospect of different bilingual education in China. Professor Ronghui Zhao from Shanghai International Studies University contends that shifting discursive constructions of language and language-related works in national language policy texts carve out a valuable discursive space for the implementation and promotion of bilingual education initiatives, since languages are increasingly seen as resources for the nation rather than challenges to be overcome for national unity. Professor Minglang Zhou draws attention to the ideological boundaries that constrain individual agents’ efforts to promote bilingual education programs. He argues that the promotion of bilingual education programs takes place within the limits imposed by the Chinese State's language ideology, and reflects an institutionalized language hierarchical order which regulates their speakers’ access to resources and power.

KEYWORDS:

• Bilingual education
• discursive space
• language ideology
• language hierarchy

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Professor Ronghui Zhao is the Dean of Institute of Linguistics at Shanghai International Studies University. She is also the executive director of the Research Centre for Foreign Language Planning and Policy at the university. Her research interests include language policy, foreign language planning, and sociolinguistics.

Dr. Minglang Zhou is an associate professor and program director at the School of Languages, Literatures and Cultures, University of Maryland. His teaching and research interest includes the sociology of language, language and ethnicity, bilingual education, and teaching Chinese as a second language.

Dr. Xuesong (Andy) Gao is an associate professor in School of Education, the University of New South Wales, Australia. He is also a visiting chair professor (Eastern Scholar awarded by Shanghai Institutions of Higher Learning, JZ2015008) at Shanghai International Studies University. His research interests include language learner autonomy, language education policy and language teacher education.

Additional information

Funding

This work was supported by Eastern Scholar Research Fund Shanghai Institutions of Higher Learning [grant number JZ2015008].