Impact of Englishisation on Cultural Identity
English as a Language
English has the privilege of becoming a global language. There are about 380 million native English speakers. In addition, over 200 million people in the world have taken up English as their second language. There are still a billion people in the world who are still in the process of learning the English language. The English language is primarily associated with the western nations such as the United States, the United Kingdom, or Canada.
The world has experienced massive globalization in the economic sector. Therefore, Englishisation has facilitated communication between people coming from different linguistic backgrounds. Educational sector has also been globalized where people move between countries to pursue higher studies. This has also resulted in the development of the English language.
English has the status of becoming the world’s first language used for communication. This is because of its primary use in various sectors, such as diplomacy, politics, technology, and commerce. English is everywhere around us. However, the effects of Englishisation has affected the society in a multitude of ways. The loss of cultural identity can be attributed to the globalization of the English language.
Englishisation and its Effects on Cultural Identity
There are a multitude of ways in which the globalization of the English language can be comprehended. For instance, English can be recognized as the creator of new class of inequality or the means of economic prosperity. It may also be understood as a tool for cross-cultural awareness and communication, or perhaps as one of the ordinary phases of lingua franca (Johnson, 2009).
In the present world, the English language has a very strong foothold in the education system of China. Feng suggests that the inclusion of “reform and open-door” strategy in the education of English language in 1977 has significantly contributed to the modernization of China (2009). Wenfeng and Gao suggest that Englishisation has also opened up unprecedented socioeconomic opportunities to the individual learners (2008).
Currently, China forms the world’s largest English-learning population. In China, schools tend to emphasize the students to learn English at a tender age. This process of English learning is then concluded when the official English proficiency test is cleared by the students upon pursuing their college or university degrees.
English’s Influence on the Cultural Identity of Mainland Chinese
All languages spoken in the world, English being no exception, have a complex nature. Languages are not static. The grammatical rules that govern the English language, alongside the linguistic patterns are dynamic. Alsagoff suggests that discourse communities tend to perceive language as a means of participation and membership. In other words, language has now become a sociocultural practice that facilitates communication (2012, p.104).
The speakers of a language engage in sociocultural participation where they feel a sense of belonging, excluding all other communities. In the meantime, cultures tend to drive the language and contribute to its dynamicity. This is particularly because cultures tend to evolve and the languages stemming out of these cultures also change due to the social activities of the members of the community. English, as a language, is no exception to the rule.
There are billions of people in this world who have “learned” to speak the English language as a foreign language, and are still in the process of learning. This entire process of learning the English language alludes to the cultural affiliation process in which the learners psychologically and socially integrate with the community of the native speakers. Many researchers believe that learning a particular language requires the involvement of the cultural identity of the learner.
Following the same premise, a learner’s original cultural identity is influenced by the value systems, ideologies and the culture of English speaking communities during the English-learning process. If words were to get a bit more specific, the value systems, ideology and culture tend to influence the cultural identities of the English learners belonging to mainland China. Cheng and Berman’s analysis suggest that the comprehension of the fundamental values held by the Chinese should form the basis for understanding the Chinese’s cultural identity and psyche (2012).
The cultural identities of Chinese learners of the English language are developed by some of the most determinant and dominant factors, including collectivism, filial piety, Confucian philosophy, and shame. More specifically, concepts of cultural identity in China stress a lot on maintaining stability, complying with the authority, the roles of society, the sovereignty of hierarchical relationships, and cherishing family.
That is how the cultural identities of the mainland Chinese are constructed. These identities then evolve in the relationship with the country, society, community and family. The prevalence of English language and its dominance has unavoidably brought the western values and culture into the lifestyles of the people in mainland China. It is through the effects of globalization that the influence of the western values and culture is fostered in the strongest of ways.
The western values and culture signify individualism, for they are Christen-oriented. This is one of the most fundamental differences between the Chinese values and the western values. Generally, the influence of the western culture and the English language on the cultural identities of the mainland Chinese could be classified into two categories; the negative influence and the positive influence.
First and foremost, the self-esteem and cultural identity of the mainland China are totally conflicted and transformed by the western values, culture and the English language. Young people in China have observed tremendous changes in their values since the policy of opening up. In other words, young Chinese people have been undergoing moral crisis, materialism and individualism. In addition, Englishisation has also made young Chinese people undergo collective inferiority complex.
Chinese culture has been thriving in the Song, Tang and Han dynasties particularly due to its direct communication with the western cultures. Englishisation has brought in cultural confrontation that has resulted in booming of the Chinese culture. The prosperity of the Chinese culture has crossed the rigid borders of China in the form of Chinese Cultural Festivals, China Towns, Confucius Institutes, etc. Therefore, the cultural identities of mainland Chinese are developing with promising outcomes.
Such inferiority complex is a result of visible differences between the western world and mainland China in terms of military strength, technology, economy and national status (Wang, 2006, p.233). In particular, some people belonging to the youth proportion of the Chinese population also feel embarrassed or rather “humiliated” to be a Chinese because of the “inferiority” of the Chinese culture and national status to the western cultures. it also opens up chances for many native.
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altered the way mainland China confronts the world. When the mainland Chinese master the English language, they get unparalleled and extraordinary chances of reading the western world. In this manner, mainland China is able to form its own story of the west than be influenced or affected by that one story fed by the west.
The western value systems and cultures are demystified when the Chinese remain in constant touch with the western world. Mainland Chinese tend to become more confident about their identities and also form a critical standpoint in the communication and confrontation between Chinese social values and culture, and those of the west. China has put in a lot of effort in the past few decades to get to where it is today. It has enjoyed a rise of national status, enabling people of China to become more self-confident.
Besides, people belonging to mainland China now have unrestricted access to opportunities that allow them to take pride in being Chinese amongst the world powers. The culture of China is all-embracing and dynamic, confident and eager to use new ideas to its benefit. China has had a long history of cultural confrontations that have been impressively handled by the Chinese culture. These cultural confrontations have significantly contributed to a prosperous Chinese culture.
Zhang suggests that in extreme cases, some Chinese also resort to abandoning their culture in favor of the western culture (2008). “Banana men” is a newly coined term that demonstrates the abandonment of the Chinese culture and embracement of the western culture; “yellow skin with white heart.” Such feelings of resentment towards their own culture cast a negative impact on Chinese’s pride and confidence in, and emotional ties with the country, society, and family.
Meanwhile, it must always be remembered that the use of English language in China can always be utilized as a promotion catalyst. Besides, it also opens up chances for many native Chinese speakers. However, it is not possible for every Chinese to learn the English language. This unequal accessibility may widen the gap between the rich and the poor in mainland China. conflicted
Learning the English language is a matter of opening up economic opportunities and allowing access to educational resources to the individuals belonging to different areas of mainland China. Englishisation can be partly blamed for causing social unrest and economic polarization in China. This has threatened the social harmony and the unity of Chinese’s cultural identity.
English, on the contrary, also poses a positive influence on the cultural identities of the mainland Chinese. Englishisation has substantially contributed to fostering the cultural awareness of people belonging to mainland China. In addition, it has also enriched the Chinese culture, facilitating development of the cultural identities of mainland Chinese.
Countries that make rules are rarely benefitted by globalization. However, globalization driven by Englishisation has altered the way mainland China confronts the world. When the mainland Chinese master the English language, they get unparalleled and extraordinary chances of reading the western world. In this manner, mainland China is able to form its own story of the west than be influenced or affected by that one story fed by the west. There are billions of people in this world who have “learned” to speak the English language as a foreign language, and are still in the process of learning. This entire process of learning the English language alludes to the cultural affiliation process in which the learners psychologically and socially integrate with the community of the native speakers. Many researchers believe that learning a particular language requires the involvement of the cultural identity of the learner.
Following the same premise, a learner’s original cultural identity is influenced by the value systems, ideologies and the culture of English speaking communities during the English-learning process. If words were to get a bit more specific, the value systems, ideology and culture tend to influence the cultural identities of the English learners belonging to mainland China. Cheng and Berman’s analysis suggest that the comprehension of the fundamental values held by the Chinese should form the basis for understanding the Chinese’s cultural identity and psyche (2012).
The cultural identities of Chinese learners of the English language are developed by some of the most determinant and dominant factors, including collectivism, filial piety, Confucian philosophy, and shame. More specifically, concepts of cultural identity in China stress a lot on maintaining stability, complying with the authority, the roles of society, the sovereignty of hierarchical relationships, and cherishing family.
That is how the cultural identities of the mainland Chinese are constructed. These identities then evolve in the relationship with the country, society, community and family. The prevalence of English language and its dominance has unavoidably brought the western values and culture into the lifestyles of the people in mainland China. It is through the effects of globalization that the influence of the western values and culture is fostered in the strongest of ways.
The western value systems and cultures are demystified when the Chinese remain in constant touch with the western world. Mainland Chinese tend to become more confident about their identities and also form a critical standpoint in the communication and confrontation between Chinese social values and culture, and those of the west. China has put in a lot of effort in the past few decades to get to where it is today. It has enjoyed a rise of national status, enabling people of China to become more self-confident.
The western values and culture signify individualism, for they are Christen-oriented. This is one of the most fundamental differences between the Chinese values and the western values. Generally, the influence of the western culture and the English language on the cultural identities of the mainland Chinese could be classified into two categories; the negative influence and the positive influence.
First and foremost, the self-esteem and cultural identity of the mainland China are totally
Besides, people belonging to mainland China now have unrestricted access to opportunities that allow them to take pride in being Chinese amongst the world powers. The culture of China is all-embracing and dynamic, confident and eager to use new ideas to its benefit. China has had a long history of cultural confrontations that have been impressively handled by the Chinese culture. These cultural confrontations have significantly contributed to a prosperous Chinese culture. Chinese speakers. However, it is not possible for every Chinese to learn the English language. This unequal accessibility may widen the gap between the rich and the poor in mainland China.
Learning the English language is a matter of opening up economic opportunities and allowing access to educational resources to the individuals belonging to different areas of mainland China. Englishisation can be partly blamed for causing social unrest and economic polarization in China. This has threatened the social harmony and the unity of Chinese’s cultural identity.
English, on the contrary, also poses a positive influence on the cultural identities of the mainland Chinese. Englishisation has substantially contributed to fostering the cultural awareness of people belonging to mainland China. In addition, it has also enriched the Chinese culture, facilitating development of the cultural identities of mainland Chinese.
Countries that make rules are rarely benefitted by globalization. However, globalization driven by Englishisation has
Chinese culture has been thriving in the Song, Tang and Han dynasties particularly due to its direct communication with the western cultures. Englishisation has brought in cultural confrontation that has resulted in booming of the Chinese culture. The prosperity of the Chinese culture has crossed the rigid borders of China in the form of Chinese Cultural Festivals, China Towns, Confucius Institutes, etc. Therefore, the cultural identities of mainland Chinese are developing with promising outcomes (Gil & Adamson, 2011).
Bibliography
Alsagoff, L. (2012). Identity and the EIL learner. New York: Routledge.
Cheng, M., & Berman, S. L. (2012). Globalization and identity development: A Chinese perspective.
Feng, A. (2009). English in China: Convergence and Divergence in Policy and Practice. Amsterdam/Philadelphia: John Benjamins Publishing Company.
Gil, J., & Adamson, B. (2011). The English language in mainland China: A sociolinguistic profile. Bristol: Multilingual Matters.
Johnson, A. (2009). The rise of English: The language of globalization in China and the European Union. Macalester International , 22 (1), 12.
Wang, Y. (2006). Value changes in an era of social transformations: College-educated Chinese youth. Educational Studies , 32 (2), 233-240.
Wenfeng, W., & Gao, X. (2008). English Language Education in China: A Review of Selected Research. Journal of Multilingual & Multicultural Development , 29 (5), 380-399.
Zhang, Y. (2008). Cultural challenges of globalization. Journal of Contemporary China , 17 (57), 733-746.
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