Edward Mcdonald

Learning Chinese, Turning Chinese (eBook, ePUB)

Challenges to Becoming Sinophone in a Globalised World

• Format: ePub

Produktbeschreibung

The entry point for most potential sinophones is the Chinese language classroom. But what sort of "language" and "culture" are on offer there? And how are links drawn between the forms of the language and the situations in which they may be used? In this book Edward McDonald emphasizes the importance of the social and cultural factors in language learning and seeks to blow away many existing myths about Chinese language learning. As such, this book will be invaluable for all Chinese language students and teachers.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 264
• Erscheinungstermin: 3. Juli 2013
• Englisch
• ISBN-13: 9781136887185
• Artikelnr.: 38280173

Autorenporträt

McDonald, Edward

Inhaltsangabe

Preface: Language in Chinese Studies Part 1: The Great Wall of Chinese
Language Teaching 1. Arguing Semantics with a Beijing Taxi Driver: Relating
Text and Context in a Chinese Studies Program 2. Gateways to Becoming
Sinophone: Traditions and Biases in Chinese Language Textbooks 3. Learning
Chinese the Lee Kwan Yew Way: The Social and Political Context of Language
Learning Part 2: Drawing Battlelines over Language 4. Character
Fetishization: The Modus Operandi of Orientalism in Chinese Studies 5.
Ideolatry vs Phonolatry?: Chinese Characters as Disciplinary Identifier 6.
Keeping Chinese for the Chinese: The Paradox of Nativised Orientalism in
Chinese Linguistics Part 3: Getting Over the Walls of Discourse 7.
Construing 'Metrosexual' in Chinese: Social and Semiotic Change in the Era
of Globalisation 8. Reconstruction vs Deconstruction: Textual Criticism,
Social Semiotics, and 'New Sinology' 9. From 'Ed McDonald' to 'Ned
McHorse': Negotiating Multiple Identities in a Globalised World

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Preface: Language in Chinese Studies Part 1: The Great Wall of Chinese Language Teaching 1. Arguing Semantics with a Beijing Taxi Driver: Relating Text and Context in a Chinese Studies Program 2. Gateways to Becoming Sinophone: Traditions and Biases in Chinese Language Textbooks 3. Learning Chinese the Lee Kwan Yew Way: The Social and Political Context of Language Learning Part 2: Drawing Battlelines over Language 4. Character Fetishization: The Modus Operandi of Orientalism in Chinese Studies 5. Ideolatry vs Phonolatry?: Chinese Characters as Disciplinary Identifier 6. Keeping Chinese for the Chinese: The Paradox of Nativised Orientalism in Chinese Linguistics Part 3: Getting Over the Walls of Discourse 7. Construing 'Metrosexual' in Chinese: Social and Semiotic Change in the Era of Globalisation 8. Reconstruction vs Deconstruction: Textual Criticism, Social Semiotics, and 'New Sinology' 9. From 'Ed McDonald' to 'Ned McHorse': Negotiating Multiple Identities in a Globalised World

Rezensionen

"In the introduction, McDonald argues that much current discourse around Chinese teaching and learning - the 'commonsense' axioms prevalent in Chinese studies today - needs to be problematized and reconsidered. To address this issue, McDonald has produced a response that is both theoretically rich yet generally accessible to a wider audience of students, teachers, and scholars. Speakers of Chinese (sinophones) and especially learners of Chinese will find this book particularly intriguing, given the intersecting linguistic, historical, sociocultural and narrative accounts that are presented. In the larger sense, McDonald has provided a compelling argument about the need to deconstruct the problems and contradictions that are inherent in modern Chinese language programs and textbooks." - Tim Anderson, Chinese Language and Discourse 2:1

"I believe it to be an unusual and timely contribution to the field of Chinese Studies (or Sinology) and one that raises issues that will become increasingly critical as the reach of the "soft power" of the People's Republic of China seeks to stretch to correspond with that nation's burgeoning economic and political power." - Duncan M Campbell, The Australian National University; New Zealand Journal of Asian Studies 13, 1 (June 2011)