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Ambivalent Perceptions of L2 English...

Madden, Paul,

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Ambivalent Perceptions of L2 English: A Case Study of Neoliberal Globalization at an Elite Chinese University /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Ambivalent Perceptions of L2 English: A Case Study of Neoliberal Globalization at an Elite Chinese University // Paul Madden.
Author:	Madden, Paul,
Description:	1 electronic resource (327 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-07, Section: B.
Contained By:	Dissertations Abstracts International83-07B.
Subject:	Sociolinguistics. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28963134
ISBN:	9798762188074

Ambivalent Perceptions of L2 English: A Case Study of Neoliberal Globalization at an Elite Chinese University /
Madden, Paul,

Ambivalent Perceptions of L2 English: A Case Study of Neoliberal Globalization at an Elite Chinese University /Paul Madden. - 1 electronic resource (327 pages)

Source: Dissertations Abstracts International, Volume: 83-07, Section: B.

This dissertation examines the role social class plays in English language learning among students at an elite university in Northern China (hereafter pseudonymously entitled Northern University). I employ a mixed methods model, but the heart of my focus is on open-ended questions, qualitative interviewing and language policy analysis. Relying upon methodological pluralism, in broad terms I utilize critical discourse analysis, especially the works of Pierre Bourdieu, but I will also incorporate elements of other paradigms such as narrative analysis and postcolonial theory to add depth and nuance to the analysis. My research questions focus on the ways, if any, that proficiency in English is used as a proxy for social class in China. I also measure the role parental social status plays in the motivation to learn English, and the way English is conceptualized as a type of symbolic capital in China. I then go on to explore the relationship between the global spread of English and its relationship to Chinese culture and neoliberal ideology, and how some of my data challenges Phillipson's (1992, 2004, 2009) linguistic imperialism hypothesis. In this manner, my study entails examining L2 English in China regarding issues of positionality, neoliberal globalization, cultural capital, asymmetrical power relations (social structure), cosmopolitanism and social-class identity, among others. Though this study is exploratory, not confirmatory, some of the tentative implications are that globalization does not always equal homogenization, especially in powerful countries such as China, and that the neoliberalism is qualitatively different in China than it is in the Anglo-American countries such as the U.S and the U.K. To put it another way, neoliberalism is a globally circulating capitalist ideology, but it is always locally appropriated and inflected. As I empirically demonstrate in this dissertation, neoliberal ideology in China exists in dialectical interaction with other, more powerful discursive regimes such as Confucian familism and the Chinese variant of socialism. In addition to these two enduring discursive regimes, the data analysis shows how participants in my study also draw on the myths, symbols, and storylines of the Chinese national narrative to constitute and fortify their subjectivity in the face of outside cultural influences such as the growing encroachment of English and neoliberal ideology in the country. My study hopes to contribute to the field of SLA by showing how the linguistic imperialism hypothesis is not applicable to the situation in a powerful country such as China. My study fills a research gap as to my knowledge it is the only study employing a mixed methods paradigm to research L2 English at the top university in China. This dissertation also makes a contribution to the study of the effects of neoliberalism on L2 development, and I show that neoliberalism has to be recontextualized in order to be useful to study the growing presence of English in China. Finally, my study adds to the growing body of research in SLA using the works of Pierre Bourdieu to show how social class impacts the L2 process, especially in terms of motivation.

English

ISBN: 9798762188074Subjects--Topical Terms:

524467
Sociolinguistics.
Subjects--Index Terms:

Motivation

Ambivalent Perceptions of L2 English: A Case Study of Neoliberal Globalization at an Elite Chinese University /
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245 1 0 $a Ambivalent Perceptions of L2 English: A Case Study of Neoliberal Globalization at an Elite Chinese University / $c Paul Madden.
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500 $a Source: Dissertations Abstracts International, Volume: 83-07, Section: B.
500 $a Advisors: Tochon, Francois Committee members: Mori, Junko ; Pacheco, Mariana; Kim, Byung-Jin.
502 $b Ph.D. $c The University of Wisconsin - Madison $d 2021.
520 $a This dissertation examines the role social class plays in English language learning among students at an elite university in Northern China (hereafter pseudonymously entitled Northern University). I employ a mixed methods model, but the heart of my focus is on open-ended questions, qualitative interviewing and language policy analysis. Relying upon methodological pluralism, in broad terms I utilize critical discourse analysis, especially the works of Pierre Bourdieu, but I will also incorporate elements of other paradigms such as narrative analysis and postcolonial theory to add depth and nuance to the analysis. My research questions focus on the ways, if any, that proficiency in English is used as a proxy for social class in China. I also measure the role parental social status plays in the motivation to learn English, and the way English is conceptualized as a type of symbolic capital in China. I then go on to explore the relationship between the global spread of English and its relationship to Chinese culture and neoliberal ideology, and how some of my data challenges Phillipson's (1992, 2004, 2009) linguistic imperialism hypothesis. In this manner, my study entails examining L2 English in China regarding issues of positionality, neoliberal globalization, cultural capital, asymmetrical power relations (social structure), cosmopolitanism and social-class identity, among others. Though this study is exploratory, not confirmatory, some of the tentative implications are that globalization does not always equal homogenization, especially in powerful countries such as China, and that the neoliberalism is qualitatively different in China than it is in the Anglo-American countries such as the U.S and the U.K. To put it another way, neoliberalism is a globally circulating capitalist ideology, but it is always locally appropriated and inflected. As I empirically demonstrate in this dissertation, neoliberal ideology in China exists in dialectical interaction with other, more powerful discursive regimes such as Confucian familism and the Chinese variant of socialism. In addition to these two enduring discursive regimes, the data analysis shows how participants in my study also draw on the myths, symbols, and storylines of the Chinese national narrative to constitute and fortify their subjectivity in the face of outside cultural influences such as the growing encroachment of English and neoliberal ideology in the country. My study hopes to contribute to the field of SLA by showing how the linguistic imperialism hypothesis is not applicable to the situation in a powerful country such as China. My study fills a research gap as to my knowledge it is the only study employing a mixed methods paradigm to research L2 English at the top university in China. This dissertation also makes a contribution to the study of the effects of neoliberalism on L2 development, and I show that neoliberalism has to be recontextualized in order to be useful to study the growing presence of English in China. Finally, my study adds to the growing body of research in SLA using the works of Pierre Bourdieu to show how social class impacts the L2 process, especially in terms of motivation.
546 $a English
590 $a School code: 0262
650 4 $a Sociolinguistics. $3 524467
650 4 $a Multicultural education. $3 526718
650 4 $a Social psychology. $3 520219
653 $a Motivation
653 $a Bourdieu
653 $a Linguistic imperialism
653 $a Neoliberalism
690 $a 0636
690 $a 0455
690 $a 0451
710 2 $a The University of Wisconsin - Madison. $b Second Language Acquisition. $e degree granting institution. $3 3821108
720 1 $a Tochon, Francois $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 83-07B.
790 $a 0262
791 $a Ph.D.
792 $a 2021
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28963134