Academic literature on the topic 'English in China's Workplace'

The changing role of English as a lingua franca (ELF) has triggered a debate on whether or not English teaching should conform consistently to native-speaker Standard English or should it value the pedagogical implications of ELF. This study investigates the implementation of China’s Business English Program from an ELF perspective and explores the practicality of incorporating ELF-informed teaching in context by comparing what is being taught in the classroom with what is being used in the workplace. The comparison is made through the key concepts involved in the debate over the practicality of ELF-informed teaching, such as language ownership, linguistic and cultural diversity, language authority and authenticity. This study used an in-depth, inquiry-based case study research approach to investigate the cases of two Business English Programs. The sources of evidence include curriculum documents, coursebook analysis, classroom observations, questionnaires and interviews. The evidence was obtained through a three-phase inquiry using both quantitative and qualitative data collection methods. Phase 1 involved a content analysis of three curriculum documents, including the National Principles of Teaching Quality for Undergraduate Business English Majors (The National Principles of BE) and the two institutional curricula. Phase 2 started with an analysis of business English coursebooks followed by a series of classroom observations. This phase of enquiry along with document analyses at phase 1 provide substantial evidence regarding what ‘English’ is being taught - an ENL variety through an ‘monolithic’ approach or ELF through a ‘pluricentric’ approach. Phase 3 investigated stakeholders’ (teachers, learners, graduates) attitudes and perceptions towards native-speaker Standard English and ENL-based teaching, ELF and ELF-informed teaching. The findings revealed that the curriculum documents do not indicate a preference for native-speaker Standard English, ELF or Chinese-English. However, the coursebooks analysed in this study suggested a strong orientation towards native-speaker Standard English, its users and cultures and also, a lack of real-life ELF scenarios. This lack of ELF scenarios was not addressed in the use of the coursebooks as evidenced in the classroom observations. While the concept of English as a lingua franca was understood and discussed, how English is actually used as a lingua franca was not exemplified or analysed. In addition, teachers, learners and graduates have different perceptions towards what should be taught in classroom. The interviews with business English teachers indicate one main conflict and three subsidiary conflicts regarding the practicality of ELF-informed teaching in the Business English Program. The main conflict is between teachers’ general awareness of ELF and their preference for ENL-based teaching. The three subsidiary conflicts are between: 1) learning ENL and teaching ELF; 2) English for test and English for use; and 3) intervention and innovation. Meanwhile, learners’ perceptions towards what should be taught in classroom were found to be influenced by three factors: 1) the communicative effectiveness of the ‘English’; 2) the social value of the ‘English’; and 3) the applicability of ‘English’ in China’s higher education system. Different from business English teachers and learners, graduates expressed more positive attitudes towards ELF and called for an inclusion of real-life ELF scenarios, an introduction of EMI business courses, and classroom practices that encourage bi/multilingualism. In the light of the above findings, the gaps between what is being taught in the classroom and what is being used in the workplace were summarized. Also, a total of seven factors at individual, institutional, and socio-cultural levels were identified as the most prominent barriers to the effective implementation of ELF-informed teaching in the Business English Program. These barriers formed the basis of the ultimate proposal for an evaluative framework that conceptualizes the most prominent components needed for consideration by a local institution in order to explore the practicality of ELF-informed teaching. The framework could be used to detect, discuss, and defeat the barriers impeding its effective implementation of ELF-informed teaching. Overall, by unveiling a dynamic interplay of policy, contexts, and stakeholders in the implementation of Business English Program, the findings from the present study are of empirical and practical value to those involved or interested in the fields of English language policy, English language teaching in China, and ELF. This study makes original contributions to the literature through illuminating: a) the extent to which ELF-informed teaching is implemented in China’s Business English Program; b) the existing and potential barriers impeding the effective implementation of ELF-informed teaching; c) the gaps between what is taught in business English classrooms and what is used in workplace; and d) key elements to assist Business English Programs in overcoming these barriers and bridging the gaps. In addition, with a specific focus on China’s Business English Program, this study enriches the literature on stakeholders’ perceptions on ELF and the implementation of ELF-informed teaching in the countries in the Expanding Circle and thus, adds empirical evidence into the debate over the practicality of ELF-informed teaching in these contexts.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Hum, Lang & Soc Sc<br>Arts, Education and Law<br>Full Text

This study is participant observational research focused on a description of an United States Department of Education grant-funded English in the Workplace pilot program. The survey of the literature shows that there is an increasing need to provide educational opportunities for workers who, for various reasons, are not currently being served by traditional education providers. The study presented here describes a pilot program and asks "How is an English in the Workplace program developed and implemented? What do those characteristics of workplace education programs, as identified in the literature, 'look like' once such a program has been implemented?" The researcher collected data from on-site observation of the classes and staff meetings, interviews, and program final reports and records. The elements that characterize this particular pilot program are common to those described or proscribed in the literature on workplace education. These elements include needs assessment, the physical setting, the participants, the instructional schedule and materials, as well as final evaluation. This study suggests that employers, by working together with educators, strive to meet the educational needs of employees, specifically, English language instruction, by providing and supporting English as a Second Language (ESL) instruction in the workplace. This study recommends that (1) workplace ESL instructors balance employer and employee needs by considering what the employer and the employees consider the program's purpose to be, (2) instructors supplement a general life-skills curriculum with workplace materials, (3) instructors be trained how to implement an English in the Workplace program, (4) instructors meet with the employees, management, supervisors, and trainers on a regular basis to assess whether the program is meeting the goals of everyone involved in the program. This study adds to the understanding of workplace education programs by specifically describing the characteristics of a particular English in the Workplace pilot program. However, additional research is needed to better understand the effects of workplace education, not just characteristics. The researcher concludes that future research is needed that examines the potential impact of workplace education programs.

The language situation of today's world is drastically different from that which existed in the past. English has become the global language -it is used more and is more widespread than any other language has ever been. At the same time we are faced with large-scale language endangerment which could result in the extinction of half or more of the world's languages. While not the only reason for language endangerment, the status of English as the global language has important consequences for all other languages and therefore deserves to be studied carefully. However, exactly what English means for other languages and cultures is far from simple and there is no general agreement on this issue. English has been seen as a destructive language, a pluralistic language and as an irrelevant language. This thesis explores the issue of global English as it applies to China. English language learning and teaching has been, and by all indications will continue to be, an important part of China's reform and modernisation. China is also an ethnically and linguistically diverse country with 55 minority nationalities and over 80 languages. What does the spread of English mean for China's language situation? Drawing on data gained through fieldwork and published sources, I argue that English in China is multifaceted, that is it has destructive, pluralistic and irrelevant elements. English is now used more and has higher status in China than at any time in the past and this has raised some concerns. However, English is not displacing Chinese language or culture. English is actually taking on Chinese features in both form and function. The Chinese language, far from being threatened, is currently expanding both in China and the world at large. Much effort has gone into promoting putonghua and there is great interest in learning Chinese in many parts of the world. China's minority languages, like those elsewhere, are under varying degrees of threat. However, English is not the main reason for this situation. At the present time at least it has relatively little presence in minority areas. Despite the fact that it is not destroying China's languages and cultures, English remains a significant issue for China and must be dealt with thoughtfully and carefully, especially among the minority nationalities. I argue that it is possible for China to acquire English without losing its linguistic diversity. Whether this can be achieved is a question of the resources and political will required to do so rather than any inherent difficulty with speaking two or more languages. To this end, the Context Approach is put forward as a possible way to improve English language teaching and learning among the minorities. In light of the results of this study, I suggest new directions for research, both on language issues in China and in general. I also argue for a new approach to our study of English as a global language and language endangerment. We need to appreciate the complexities of English on a local level as well as a global level and focus our attention more on how English can be taught to speakers of endangered languages in such a way that does not lead to language loss.

The language situation of today's world is drastically different from that which existed in the past. English has become the global language -it is used more and is more widespread than any other language has ever been. At the same time we are faced with large-scale language endangerment which could result in the extinction of half or more of the world's languages. While not the only reason for language endangerment, the status of English as the global language has important consequences for all other languages and therefore deserves to be studied carefully. However, exactly what English means for other languages and cultures is far from simple and there is no general agreement on this issue. English has been seen as a destructive language, a pluralistic language and as an irrelevant language. This thesis explores the issue of global English as it applies to China. English language learning and teaching has been, and by all indications will continue to be, an important part of China's reform and modernisation. China is also an ethnically and linguistically diverse country with 55 minority nationalities and over 80 languages. What does the spread of English mean for China's language situation? Drawing on data gained through fieldwork and published sources, I argue that English in China is multifaceted, that is it has destructive, pluralistic and irrelevant elements. English is now used more and has higher status in China than at any time in the past and this has raised some concerns. However, English is not displacing Chinese language or culture. English is actually taking on Chinese features in both form and function. The Chinese language, far from being threatened, is currently expanding both in China and the world at large. Much effort has gone into promoting putonghua and there is great interest in learning Chinese in many parts of the world. China's minority languages, like those elsewhere, are under varying degrees of threat. However, English is not the main reason for this situation. At the present time at least it has relatively little presence in minority areas. Despite the fact that it is not destroying China's languages and cultures, English remains a significant issue for China and must be dealt with thoughtfully and carefully, especially among the minority nationalities. I argue that it is possible for China to acquire English without losing its linguistic diversity. Whether this can be achieved is a question of the resources and political will required to do so rather than any inherent difficulty with speaking two or more languages. To this end, the Context Approach is put forward as a possible way to improve English language teaching and learning among the minorities. In light of the results of this study, I suggest new directions for research, both on language issues in China and in general. I also argue for a new approach to our study of English as a global language and language endangerment. We need to appreciate the complexities of English on a local level as well as a global level and focus our attention more on how English can be taught to speakers of endangered languages in such a way that does not lead to language loss.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of International Business and Asian Studies<br>Griffith Business School<br>Full Text