The English Curriculum in the People's Republic of China

The status and role of English as a school subject in China has fluctuated wildly because of its desirable but sensitive connotations. English is the language of world trade and communications, which makes its study an important strategy in implementing internationally-oriented policies for "modernization", while its historical overtones of imperialism, capitalism and even barbarianism are unwelcome for those who prefer more self-reliant and isolationist approaches. This paper traces the career of the English curriculum in China since 1949, with particular reference to the junior secondary school curriculum, through an analysis of the national syllabus and textbooks. It identifies five distinct periods and analyses the major forces of curriculum change, the dynamics of curriculum design, and the principal features of models for change in each of the periods. It is argued that the overall process of policy-making, and curriculum development specifically, has been characterized by a complexity and pattern of development which is not adequately recognized in existing portrayals that have focused on the relationship between macro political shifts and educational policies, and have emphasized the role of the state

The Devil's Colors: A Comparative Study of French and Nigerian Folktales

This study, largely based on five separate published collections, compares French and Nigerian folktales - focusing mainly on French Dauphine and Nigerian Igboland - to consider the role color plays in encounters with supernatural characters from diverse color background. A study in black, white/red and green, the paper compares the naming of colors in the two languages and illustrates their usage as a tool to communicate color-coded values. Nigeria's history, religious beliefs, and language development offer additional clues to what at first appears to be fundamental differences in cultural approach. Attempting to trace the roots of this color-coding, the study also considers the impact of colonization on oral literature and traditional art forms

The Danger of Foreignization: Ling Shuhua’s Ancient Melodies

Lawrence Venuti’s foreignization theory, with its link of translation strategy with power struggle, is one of the most influential theories in translation studies since the 1990s. At the same time, his theory has also been subject to heated debate due to its loosely defined terms, prescriptive approach, binary thinking, elitist tendency, and other issues. One issue stands out in particular: contrary to its goal of resistance against Anglo- American hegemony, foreignization can lead to its opposite—exoticism or Orientalism—under certain circumstances. In this paper, I examine the validity and application of Venuti’s foregnization theory in Ling Shuhua’s English autobiographical work Ancient Melodies. In Ling’s creative writing that embodies several forms of translation, foreignization is the dominant writing and translating strategy. By analysis, I argue that while Ling unwittingly breaks several binaries in translation studies, she deliberately creates the foreignizing effect with her careful maneuver of domestication. Ling’s highlighting of foreignizing strategy reveals her binary thinking, which displays deep roots in the power hierarchy of the West. In this way, it can be seen that foreignization strategy functions as a double-edged sword; in its open resistance against power, it is also deeply involved with and assists the power structure

Comparing “cosmopolitanism” : taste, nation and global culture in Finland and the UK

This paper adds a comparative perspective to the study of taste, cosmopolitanism and social organisation. Drawing on material provided by two similar projects in the UK and Finland it explores the relationships between national and cosmopolitan taste cultures. Whilst there have been some recent attempts to study taste in a comparative perspective, the weight of sociological inquiry into taste is focussed on specific national spaces, including the France of Bourdieu’s (1984) seminal contribution. This tendency persists even as the production and circulation of culture is increasingly accepted as global. Global culture is assumed to be the driver of cosmopolitan ways of being, but is also interpreted as a threat to distinct national cultures. Studies of taste provide an empirical setting where the lived experience of global culture and the ambiguities of cosmopolitanism can be observed. Based on interviews and focus group discussions from the UK and Finland, the paper broadly concurs with those critics who see cosmopolitanism in the context of the maintenance of privileged political or symbolic positions of classes/status groups

The role of linguistics in language teaching: the case of two, less widely taught languages - Finnish and Hungarian

This paper discusses the role of various linguistic sub-disciplines in teaching Finnish and Hungarian. We explain the status of Finnish and Hungarian at University College London and in the UK, and present the principle difficulties in learning and teaching these two languages. We also introduce our courses and student profiles. With the support of examples from our own teaching, we argue that a linguistically oriented approach is well suited for less widely used and less taught languages as it enables students to draw comparative and historical parallels, question terminologies and raise their sociolinguistic and pragmatic awareness. A linguistic approach also provides students with skills for further language learning