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Language and globalization

Can Chinese Language Learning Reinforce English Supremacy?

By May 23, 202025 Comments8 min read7,451 views

Wei Duan introduces herself to a group of Bangladeshi students at Yunnan University

As a postgraduate student at Yunnan University in Southwest China, I have been conducting a longitudinal ethnography with a group of international students from Bangladesh since their arrival at my university in 2018. While receiving Putonghua-mediated courses, many of my participants complain that they do not see their identities as Chinese language learners depicted in their textbooks. Their exposure to Chinese language textbooks does not expand their intercultural communication capacity but reduces them into reproducing stereotypes.

How is that possible? One of the reasons relates to the representation of interlocutors’ cultural elements in Chinese textbooks, as I found in my research.

The selected data for investigation of Chinese language textbooks are the eight textbooks of the Boya series including four levels: Elementary I/II, Quasi-intermediate I/II, Intermediate I/II, and Advanced I/II. The reasons for selecting this series are that Boya textbooks are the main materials for Bangladeshi students learning Chinese at my university. These textbooks have been published by Peking University Press and were approved by China’s national Eleventh Five-year Plan for general higher education.

Despite their thoroughly Chinese identity, an investigation of the linguistic and cultural representations of the imagined Chinese language learners in these textbooks reveals surprisingly Anglo-centric perspectives on human diversity.

International students with innate English proficiency

One of these Anglo-centric assumptions about Chinese language learners is that they naturally have English language proficiency.

Among eight Boya textbooks, there are 69 units in total and each unit consists of a Chinese reading passage with more than 30 lists of words for explanation. Almost all of the Chinese words listed are matched with English definitions. The frequency of using English as equivalent translation for Chinese words and Chinese grammatical knowledge is quite intense for the elementary level I and II. For example, the phonological knowledge of Chinese language is illustrated with English translation: 汉语的音节由三部分组成:声母、韵母和声调。声调不同,意义就可能不一样 (Among the components of a Chinese syllable, there is tone besides the initial and the final. Syllables with same initials and finals but in different tones usually have different meanings) (Elementary I, p. 1).

Examples such as these are obviously informed by the assumption that international students learning Chinese can refer to English as help if they find Chinese words difficult to understand. However, this assumption is questionable and not borne out by the reality that not all international students are proficient in English.

What further problematizes such English translations is their redundancy and low quality. When international students move to intermediate and advanced levels, they are assumed to be able to understand the basic terms but need additional help in culture-loaded words such as 宝剑 and 内涵. However, these two words have been mistranslated into “double-edged sword” and “intention” respectively on p. 79 from Intermediate II and p. 45 from Advanced I. In reality, “宝剑 is best translated simply as “sword”. It refers to a traditional hand sword used as a weapon.内涵 is used to describe someone’s quality or cultural knowledge of a certain practice. It has numerous English translations, including “attribute”, “connotation”, and “inner quality”.

English as panacea in China

Apart from the overwhelming coverage of English translation, English is constructed as a panacea in China: English is presented as the key to solving intercultural communication problems, finding a profitable job, and establishing social status. This is illustrated in the following example, a sample dialogue between a Chinese restaurant owner and international students at a Chinese restaurant in China.

有一天,我们四个刚来中国的老外去饭馆吃饭。点菜的时候碰到了麻烦:我们不认识菜单上那些奇奇怪怪的菜的名字。老板想了不少办法,希望我们能明白这些菜是什么。他一边做着奇怪的动作,一边在桌子上画画。他重复了好几遍,可我们还是猜不出他的意思。这时,一个中国姑娘在旁边说话了:老板,很多老外不吃鸭头,也不吃猪心、猪肚。她又用英语解释给我们听。听了她的解释,再想想老板的动作,我们都笑了。我们上了来北京后最有用的一堂课,记住了”“”“”“下水

One day, we four newcomers went to a Chinese restaurant. We had some trouble ordering dishes because we didn’t know the odd names on the menu. The owner tried several ways to make us understand what dishes they were. He was drawing pictures on the table while doing weird actions. He repeated several times, but we still couldn’t get his meaning. At this moment, a Chinese girl said to the owner, “many foreigners don’t eat duck heads, pig hearts or stomach.” Then she explained to us in English. Hearing her explanation and recalling the funny actions of the owner, we all laughed. This was the most useful lesson we had when we first arrived in Beijing. We remembered the words for “heart”, “liver”, “belly” and “meatloaf” in Chinese. (Quasi-intermediate I, p. 32, my translation)

The above excerpt seems to convey a delightful tone in understanding Chinese culture. However, a close examination of the excerpt indicates the unequal and hierarchical relation. First of all, the Chinese restaurant owner turns out to be incompetent and powerless in front of a group of newly arrived international students in Beijing, the capital city of China. Instead of using Putonghua, the lingua franca in China or turning to any translation apps, it is the Chinese restaurant owner who has to make all the effort to make himself understood by using “weird” and “funny” actions. Second, the newly arrived international students seem to be the norm-givers in judging what to eat, what is “odd” and “weird”, and how others are supposed to behave when any intercultural communication problems arise. The efforts made by the restaurant owner are not appreciated but considered as laughing stock for fun. Thirdly, it is English that comes to the rescue and helps overcome the supposed embarrassment of the Chinese restaurant owner doing business in China.

The effortless experiences that the Chinese language learners represented in the textbooks have in China is often associated with constructing “laowai” (foreigners) as desirable speaker of English in China,

在大城市,能说英语的人太多。在北京,连出租车司机也能说英语。很多时候你刚说出你好,好学的中国人就会马上说起英语来。由于你的汉语不如他们的英语流利,所以常常是他们说,你听。

In big cities, many people can speak English. In Beijing, even taxi drivers can speak English. Many times when you begin to say “Hello” in Chinese, studious Chinese will immediately talk with you in English. As your Chinese is not as fluent as their English, it is you who listen and them who speak. (Quasi-intermediate II, p. 32, my translation)

English is also constructed in Chinese language textbooks as desirable capital for getting a profitable job and upgrading social status.

汽车杂志》诚聘记者2名:汽车专业、中文专业或其他相关专业大学本科以上,英语 6425分以上或托福 500 分以上。

“Automobile Magazine” is looking for two journalists with majors in Automotive Studies or Chinese or other related subjects with Bachelor degree or above. The applicants should provide their English certificates either with more than 425 scores in CET 6 or more than 500 in TOFEL. (Quasi-intermediate II, p. 62, my translation)

王大伟的简历:在美国上大学,在英国读研究生,在中国学汉语,在美国 IBM 公司做工程师,香港 IBM 公司经理,上海大学教授,北京大学教授。

Wang Dawei’s CV: undergraduate study in the USA, postgraduate in UK, learning Chinese language in China; an engineer in the American IBM company, a manager in Hong Kong IBM company, professor in Shanghai University and Peking University. (Quasi-intermediate I, p. 206, my translation)

The USA as source of reference

When non-Chinese cultures and identities are referenced in the eight Boya Chinese language textbooks, USA-related cultural practices and figures predominate and they always are presented in a positive light. Statements like 美国人……” (American people are …) or 美国……” (the USA is …) are ubiquitous throughout the textbooks. If the topic is about self-introduction, American people are definitely included in the content. If it is about geography, the USA, or US states and cities such as California or New York are chosen as example for comparison. With other social issues like education, festivals, food or the economy, the USA is the ever-present reference point in the textbooks.

The USA not only predominates quantitatively but is also constructed as a desirable way of living. One of the highly valued qualities is that the USA is constructed as the best destination for learning English. 我想学习英语, 我一定要去美国” (I want to learn English. I must go to the USA) (Elementary I, p. 180). Besides, the USA is reproduced as the most developed and most powerful country. For instance, on p. 105 from textbook Advanced II, the USA is described as 世界最发达国家” (the most developed country in the world); on p. 167 from textbook Intermediate I: 在今天的世界舞台上,美国扮演着非常重要的角色 (The United States plays a very important role throughout the world today). Apart from that, American people are represented as successful, innovative and flexible.

比尔盖茨20岁有了自己的公司,开始做微软老板

Bill Gates had his own company at the age of 20 and has became the boss of Microsoft. (Intermediate I, p. 112, my translation)

Other American figures such as Olympic athletes and the founder of Disney are also positively represented in these Chinese language textbooks, to name only a few.

工作时是医院的大夫还是公司老板,一到球场美国人就会完全变成另一个人。他们会身    穿公牛队服,脚上穿着200美元一双的耐克运动鞋,把自己当作一个篮球运动员,完全       和他们本来的身份不同。

They might be hospital doctors or company owners. As long as American people go to a basketball match, they will wear Bull uniform and Nike shoes worth US$200 and make themselves look like basketball players, totally different from who they are. (Quasi-intermediate I, p. 75, my translation)

Wei Duan celebrates the successful defense of her thesis together with her supervisor Dr Li Jia

Where does the ubiquity of English leave Bangladeshi Chinese language learners?

As one of my Bangladeshi friends complained: “My country has been colonized by Britain for over 200 years. I used to think I could escape from English control when I migrated to China, but you see what I’ve learned here? All about America!”

My friend has good reason to point out the Americanized orientation in China as exemplified in the Boya Chinese language textbooks. They construct a world where English and the USA are on top, Chinese and China are subordinate, and other languages and countries simply don’t exist. As such, these Chinese language textbooks surprisingly replicate English monolingual ways of seeing a multilingual world (Piller, 2016).

This erasure not only frustrates and denies international students of non-English backgrounds but also limits the potential of Chinese language learning as bridging China to the world. It is high time that a more inclusive approach should be adopted in Chinese language textbooks targeting international students of diverse backgrounds.

Reference

Piller, I. (2016). Monolingual ways of seeing multilingualism. Journal of Multicultural Discourses, 11(1), 25-33. doi:10.1080/17447143.2015.1102921 [available open access]

Wei Duan

Author Wei Duan

Wei Duan is a postgraduate student at Yunnan University, Kunming, China, where she will graduate in July 2020. Her masters thesis is about the linguistic and cultural representations in Chinese as a second language textbooks. She works under the supervision of Prof. Li Jia. Her research interests are in multilingualism, intercultural communication, and language-in-education.

More posts by Wei Duan

Join the discussion 25 Comments

  • Livia says:

    Congratulations on passing your thesis defense, Duan Wei! This is a fantastic blog post. How did you discuss the erasure with your Chinese language students? Or was this something they brought up in class? And have your students found ways to empower themselves as language learners, perhaps outside the classroom?
    I’m really looking forward to reading more of your work. Wishing you all the best for your future endeavours.
    Congratulations also to your supervisor, Dr Li Jia. You have always been an outstanding ethnographer and you were a great inspiration to me during my fieldwork. I look forward to seeing you in person again one day.
    Best, Livia

    • Duan Wei says:

      Sorry for replying late and thanks for your interesting comments. The above questions are also what I’m interested in and what I will present in the future study. And I’m also looking forward to sharing more valuable research findings one day. Wish you successful fieldwork and great studies.
      Best regards.

  • Alexandra says:

    So interesting, Duan Wei, and well done! Having learnt Chinese as a foreign student in China (though not from these specific textbooks), can I add that the erasure which you have identified also frustrates and alienates white English speakers, because we are not all Americans. This is enhanced because the judgments and (mis)perceptions that many teachers have about Americans and (often) all Westerners are in contrast to the overly-positive framing of America and English which you’ve found in the textbooks. So learners end up in a disempowering bind, where we are not learning to express ourselves/our experiences in Chinese but rather have imposed identities and then are constantly facing criticisms and judgements about that identity! Plus, I am not sure whether this is racialised, but as a white Anglophone learner of Chinese I found that some teachers assumed that part of my identity as a Chinese learner was that I was a spy. This creates is peculiar and unhelpful classroom distrust.

    • Duan Wei says:

      Sorry for replying late and thanks for your wonderful comments. I understand your concern. What I found in the study—the erasure of human, cultural and linguistic diversity is not to alienate any social groups of language learners or arouse racism. Instead, this result is intended to propose that a multilingual and multicultural world without hierarchies should be included for better Chinese learning among different learners because the ideological aspects of multiculturalism and multilingualism can facilitate learners outputs via CSL textbooks. It is of great possibility and necessity to interrelate the linguistic knowledge with the representations of identities and cultures on an equal basis. The content of language textbooks can be designed in an balanced way and the non-binary view of the world can be avioded during Chinese teaching and learning.

  • Yining Wang says:

    I totally agree with the role of textbooks and/or reading materials in shaping learners identities. This link is also represented in Chinese heritage language learners in Australian context. Children who were only provided with standardised textbooks were found to have weaker strength of identification with their homeland and Chinese culture than those who read more Chinese classics and literatures, and also have less motivation for learning Chinese and lower heritage literacy proficiencies. The relationship between the reading materials and identity representation is an area worth to explore deeper.

    • Duan Wei says:

      Sorry for replying late and thanks for your great comments. Yes, the mismatches between the representations of identities and cultures in reading materials and in real social contexts exist in different learning cases. It is urgent to pay more attention to textbook designing since textbooks provide knowledge in a purposeful way and implicitly reveal ideology and politics of identity in specific contexts.

  • Liz says:

    I loved this article and could really relate to the topic. Poor quality of textbooks is a huge barrier for learning Chinese but I’m not sure how this can be overcome. Textbooks become quickly outdated. Producing high quality books takes huge amounts of time and money. Nevertheless it is worth the investment. Good textbooks are good models for teachers as well as students

    • Duan Wei says:

      Thanks Liz. I agree with you. It is a long way for updating textbooks. But it is of significance and necessity to take the official advocacy of cultural confidence into actions. The enhancement of international concepts with a non-binary view of the world should be endorsed by language teachers both inside and outside the classroom.

  • Li Jia says:

    Congratulations again Wei Duan for your marvelous achievement as one of the youngest authors on LOTM! Also for your excellent oral defense today at Yunnan University! I’m so proud of you!

    Thank you very much Ingrid for providing us this global flatform to share and to celebrate together! We really appreciate the learning resources accessible on LOTM and breeding more and more young scholars to see the world with a more critical perspective

    All the best with your future, Wei Duan!
    Best,
    Li Jia

    • Duan Wei says:

      Thank you so much, my dear Professor, Prof. Li Jia. You have offered me sustainable guidance, encouragement and constructive feedbacks during the past three years. I’m so lucky to be your student in Sociolinguistics.
      Deep gratitude to dear Prof. Ingrid. Thank you for giving us chances to share meaningful researches globally. Yesterday was really unforgettable. I received a lot of congrats and praise. This blog would build me confidence in academic writing. I’ll keep on studying hard and conducting more valuable studies in our field.
      Wish you all the best!

  • Troy says:

    This is a valuable perspective for the field of language and intercultural education. Really interesting insights! I’ll be passing this on to my own PhD students.
    I’d be very interested in publishing a paper on this topic in the journal Intercultural Communication Education (https://www.castledown.com.au/journals/ice/). Please get in touch to discuss possibilities if this interests you. Troy

    • Duan Wei says:

      Thanks Professor Troy. I’m so honored to hear your comments on this blog. This is really encouraging. I’m interested in publishing a paper on this topic. I’ll try my best to revise and submit the paper if it is qualified enough.
      Best wishes,
      Wei Duan

  • Jeff says:

    Thanks for sharing this fascinating research.

    Of the many interesting points in the article, one that particularly struck me was that the lack of acknowledgement/inclusion of languages and cultures other than English “limits the potential of Chinese language learning as bridging China to the world”.

    I think this perception that Chinese is not available to everyone or can’t be used to express all cultures and identities will limit its chances of becoming a truly global language.

    It aslo constrains the usefulness of Chinese language education as an instrument of soft power.

    I look forward to reading more about your research.

    • Gegentuul says:

      I agree ”It aslo constrains the usefulness of Chinese language education as an instrument of soft power”.
      Probably to a certain extent the discrepancy between the textbook and the national ambition/strategy is also due to the publication of this textbook during 11th 5year plan that is before 2010. Obviously the Chinese language education is lagging far behind.

    • Duan Wei says:

      Jeff, thanks for sharing your comments.
      In the changing context, although it is kind of hard to match the textbooks with national advocacy, it is of importance to cultivate the awareness of understanding the world without hierarchies for all of us. The inclusion of linguistic and cultural diversity on global scales is not only disappeared in the field of CSL, but also in ESL. “World Englishes” are also erased in the English language learning.
      I’ll study hard to conduct more interesting studies in the future.

  • Paul Desailly says:

    “Weird and funny actions” amounted to this language teacher’s speciality: In countless situations when abroad, I’ve been obliged to resort to absurd gestures after mutilating I don’t know how many natural languages, just to obtain simple commodities. The toilet roll and deodorant scenes in my repertoire got a big laugh but not much toilet paper!

    I acquired a passable American accent on learning the hierarchical order (and salary) that certain rectors in China attach to US English.

    We Australians are not renowned for our pronunciation of English, thus creating some minor problems for American and British visitors. Imagine a Pakistani pilot being guided by a Scottish air traffic controller to land his stricken aircraft. Yet, all these nationalities mentioned have used English as an official language for centuries.

    Back to China: It struck me as weird while accompanying my two best English majors, a young man and a woman, on the bus one day. In conversation with me one to one they both had reasonable command of English. One spoke English with an African accent, the other with a Chinese accent. For an hour I acted as interpreter though we used English exclusively. Mamma mia or Mumma mia in your neck of the English speaking woods?

    • Duan Wei says:

      Thanks Paul for sharing your experiences. English language has been constructed as a global language due to the political and economic hegemony brought by the UK/USA. And the most desirable English form is ideologically conducted by the English native speakers particularly from the two countries. This indeed creates global inequalities and linguistic hierarchies indicated by Phillipson.

  • Gegentuul says:

    It’s really interesting!
    Repackaging normalised English culture in Chinese is such a loss of opportunity to introduce Chinese culture to diverse people!
    Lack of imagination, and inaccuracy in translation etc are really disappointing. Also who would like to engage with a book that reminds one of global/colonial domination through yet another unexpected language?

    • Paul Desailly says:

      “Inaccuracy in translation” is difficult enough, Gegentuul. Way worse is the danger found in the prefix ‘in’.
      ‘In’ and ‘im’ signify oppositeness. (Is ‘oppositeness’ a grammatical term?) except in this insane example: ‘inflammable’.
      I recall reading a journalist’s account of a student of English in Spain losing his life because he’d failed to realise that ‘flammable’ and ‘inflammable’ have virtually the same meaning. Consider Googling ‘flammable and inflammable’.

    • Paul Desailly says:

      Gegentuul: “Also who would like to engage with a book that reminds one of global/colonial domination through yet another unexpected language?”

      A new essay composed by Professor Renato Corsetti, who weighs in occasionally at Language on the Move, posits that a post Covid 19 world will present many challenges to the tertiary education centres of all Anglo countries in the same vein as the fall of the Berlin Wall affected the standing of the Russian language in the Baltic states, Eastern Europe, central Asia and beyond.

      Corsetti’s exposé of the racism underpinning the spread of various colonial languages is far too long for this post but I do hope that the moderator allows airing of the intro and closing paragraphs. There is no problem re copyright for the author has kindly granted me as his interpreter all rights over “Churchill and Esperanto” in its English variant. Many anglophiles are only peripherally aware that FDR and Churchill cleverly cooperated on the occasion of the latter’s famous 1943 oration at Harvard aimed at ensuring promulgation of Ogden’s Basic English.

      =======================================================================================================

      Is Dr. Zamenhof really dead? And what about Churchill?

      In the final analysis were the persecutions of Hitler and Stalin [who murdered many Esperantists] more dangerous to the idea of an international, neutral, planned language than Churchill’s promulgating of an alternative project that persecuted no one?

      Certainly, they are both deceased, but their ideas continue to bear fruit. Zamenhof’s ideas may be summarised as equality for all peoples. The ideas of Churchill align with the free market economy. This article addresses obstacles faced by Esperanto in free market economies. Not addressed are Hitleresque persecutions of what he depicted as “the dangerous language”. Here I examine obstacles deliberately put in the way of a language and an idea fundamentally at odds with a free marketeer’s world order. Said obstacles constitute in the main a hidden agenda in support of an alternative project. My central thesis posits that obstacles put in Esperanto’s path by France and subsequently by the English-speaking world harmed Esperanto much more than abominable persecutions perpetrated by overly nationalistic governments.

      1. The 19th century: Racist ideas and imperialism
      The 19th century spawned and witnessed widespread dissemination in continental Europe of the concept of the nation state and gave birth to Esperanto too. The notion of nation building influenced everyone in that era, including people like Zamenhof, who nevertheless favoured its antithesis, that is, a shattering of “stubborn barriers between divided peoples”. Zamenhof was one of those people who did manage to eschew the ideological prevalence of his time! A recent article by an Icelandic researcher even presents Esperanto as one of the movements opposing 19th century nationalism. In that same period in other countries, as with continental Europe and Britain, and to some extent in the United States, the general public’s mindset was developing a completely different world view in which the notion of fraternity gave way to the idea that whites are destined to rule the world. Those racist ideas were presented so openly that it is now difficult to accept that such was the real world, a situation entirely at odds with Esperantism’s verities. It was obviously imperialism, the last stage of capitalism as characterised by Lenin.

      In the twentieth century the purely racist considerations of the previous century had been abandoned but not the ideas of the supremacy of English civilisation. These notions of superiority were held by C. K. Ogden. In 1925 he produced Basic English, fully described in a book published in 1930. His plan was to spread the knowledge of the English language to everyone in an easier way. Ogden was convinced that the world needed to gradually eradicate minority languages and use as much as possible only one, English in either a simple or complete form. The issue was widely known in Britain and praised as a vehicle for absorbing English by those unfortunates not in possession of it from birth. A widely known 1933 book on this is a science fiction work on history up to the year 2016 titled ‘The Shape of Things to Come’ by H. G. Wells. In this work Basic English is the inter-language of the future world, a world in which after long struggles a global authoritarian government manages to unite humanity and force everyone to learn it as a second language. George Orwell was one of the supporters of Basic English until 1945, at which time he became critical of all international languages. But what impresses most is that the Basic English project received special attention, even during World War II, from the British government, which obviously saw in it a tool for spreading the English language and culture.

      In 1943 Winston Churchill delivered a famous speech at Harvard University on the occasion of receiving there an honorary degree. This speech is often quoted because of the following excerpt: “Let us go forward as with other matters and other measures similar in aim and effect – let us go forward in malice to none and good will to all. Such plans offer far better prizes than taking away other people’s provinces or lands or grinding them down in exploitation. The empires of the future are the empires of the mind… Here you have a plan. There are others, but here you have a very carefully wrought plan for an international language….”

      In my view that plan sounds like the death knell for the Esperanto movement, without the need to persecute any Esperantists but by simply overpowering them by means of a plan which is directly at odds with theirs and supported by the governmental power of Britain and the United States. My Esperanto friends often voice the view that “we are not enemies of English.” They are right but English is the enemy of Esperanto if it aims to take over Esperanto’s role as a world inter-language. Churchill made that obvious in his speech! In the meantime, the British Council, which is the official body for overseeing English abroad, also entered the fray. In 1934 officials from the British Foreign Office set up the British Committee for Relations with Other Countries. The name was shortened in 1936 to British Council.

      =====================================================================================================

    • Duan Wei says:

      Thanks Gegentuul for sharing your opinions about this blog.
      Nobody wants to read the book of language learning that is over-represented in another language. In the textbooks, Chinese culture is indeed introduced but lack of consideration about the importance of learners of diverse backgrounds. We’re looking forward to constructing a more inclusive approach towards embracing linguistic and cultural diversity and new image of China via CSL textbooks.

  • SAGRED AL MISKAT SHARIF says:

    It’s a wonderful job.

    • Duan Wei says:

      Thank you so much, dear Miskat. You are very insightful.
      This study is a sincere wish for better promotion of Chinese language. You helped me a lot during the tough days. Without your encouragement and support, I could not make big progress in my lifetime. It is so lucky to get to know you and other Bangladeshi friends. Although learners of non-English backgrounds are erased in the textbooks, you might appreciate the “real” experience living in China especially the great efforts what China have done for the gloal issue on COVID 19 pandemic.
      I believe that you will have a bright future as a Chinese language learner. Wish you all the best!

  • Laura says:

    Thanks Wei Duan for sharing some of your fascinating research findings. It must be so frustrating for international students to be using learning materials that constantly remind them that they are not the intended or desired audience and completely deny their existence and experiences in China or in their home country. I know this is not unique to Chinese language learning materials though. I remember similarly problematic language textbooks during my European language studies, where predominately white western English speakers featured.

    Do you have any statistics about how many international students are in China, or in Yunnan, and which countries they are from? I’m looking forward to seeing more of your research in the future.

    • Duan Wei says:

      Thanks Laura for sharing the similar findings about language textbooks of your studies. The advocacy of cultural diversity is not only limited within the field of CSL/CFL but also in ESL/EFL, even for other different language learning. It is of significance to cultivate language learners’ intercultural awareness and appreciation of cultural differences on equal basis. As for the statistics, you can find relevant number or percentage in the website of MOE. I’m also looking forward to share more with each other in the future. Thanks again.

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