The Current State of Teaching and Learning Chinese as a Foreign Language in

In April 2007, the Secretary of State for Education decreed that schools would have more freedom to teach “more economically useful languages such as Mandarin” rather than traditional European languages. “Young people need to be aware that languages can make you attractive to employers and more employable”, the Secretary said: “we need to raise our game in languages in schools if we are to compete in an increasingly globalized economy” (Times 2007b).

Realizing the importance of Chinese and other non-European languages in the global economy, the Department for Education and Skills – DfES (2002), launched the Government’s languages strategy for England “Languages for All: Languages for Life” program, on 18th, December, 2002. The aim was to transform the country’s linguistic capabilities. The program adopts initiatives for bringing about significant change in foreign language competence in England. The initiatives are designed to motivate students to learn language, in part by enriching opportunities for language

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learning both within and outside the curriculum. The English government was determined to see to it that languages assume a significant place within the nation’s social, economic, and political agendas (DfES 2002).

The document revealed that this strategy will have two main components: motivating individuals to learn language; ensuring for the provision of high quality and

appropriate opportunities. The aim is to make language learning both relevant and available to people of all social origins: all ages and all genders, as well as students in both mainstream and special schools (DfES 2002, p. 7).

In order to promote the learning of Chinese, a strategically important language recognized as a major world language and an increasingly important business language, the British Council operates the educational co-operation program with China. The purpose of this cooperation is to promote Mandarin and English languages in the relevant countries. The program includes Mandarin immersion courses, the exchange of language assistants, joint school projects, and reciprocal visits. In coming years it is expected that this program will result in an increase in numbers of language assistants as well as students enrolled in Mandarin immersion courses.

Increasing numbers of schools and colleges in the UK now offer Chinese languages (DfES 2002). In addition, Confucius Institutes have also been set up at higher education institutions such as: School of Oriental and African Studies, University of London, University of Edinburgh, University of Cardiff, University of Manchester and University of Sheffield. The first Confucius Business Institute in the world was founded at London School of Economics and Political Science. In addition, more colleges and schools have put Chinese on the curriculum, and some even make it a compulsory course.

A report on: Chinese Studies in UK Schools, from BACS (2003), pointed out that (1) Mandarin was seriously taught in only 8 or 9 schools; (2) there was no provision for qualified teacher training; (3) the DfES Language for All Strategy might limit the

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development of Mandarin teaching; and (4) Chinese still lacked status as a modern foreign language in England (p. 19). In addition, it observed that the study of China in most schools was minimal, with China all but invisible in school textbooks and in the National Curriculum. It concluded that the lack of staffing and expertise was the chief constraint on furthering the study of China. Another challenge noted was that China did not fit easily into some key areas of the curriculum, a problem

compounded by lack of awareness and expertise, as well as limited exam coverage and a scarcity of teaching materials (BACS 2003, p. 24).

However, Mandarin Chinese teaching has been undergoing positive change despite these challenges. According to BACS’ report (2005), there have been several positive developments over recent years, such as:

 The ALL and SST Chinese Language Strategy Group, energized the Mandarin Teachers’ Network with its well-attended teacher training workshops.

 the establishment of new PGCE programs in Mandarin at Goldsmiths, Sheffield and Exeter

 The DfES and HSBC funded British Council Schools Links program

 The Manchester-based Chinese Arts Centre/Arts Council activities

 Kingsford Community School (primary), teaching Chinese to all its 600+ students

 Small-scale initiatives by the Scotland China Association, the Geography Association and one or two private curriculum content providers

The BACS Briefing (2005) suggested the study of China and its language is still not being addressed in most areas of the curriculum, and much still needs to be done to expand Chinese studies throughout the schools system. It advocated cooperation in, for example: developmental and promotional work to increase the uptake of Chinese studies and to improve academic standards; human capacity development to support an expansion in Chinese studies both in terms of teacher training as well as the development of expertise within the educational infrastructure; the development of teaching materials across the schools’ curricula; and a structure of advisory support.

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According to the Times online news (Times 2007a), the first school in the country to make Mandarin compulsory for all pupils was Brighton College. It is believed to be crucial that students learn the language and culture of ‘the emerging giant in the East’, as ‘the world doesn’t come to us anymore; we have to go to the world’ (Times 2007b). All this is implemented because it is believed that the consequences of failing to embrace Mandarin will be severe. Dr Anthony Seldom, the biographer of Tony Blair, claims: ‘we are trying to prepare people for the world they are going to live in. It is going to be more difficult for us to compete. Those individuals who are able to converse in the Chinese language will have enhanced job opportunities. Those countries that hide away will go into decline more rapidly’ (Times 2007b). Seldom reveals there is no shortage of Chinese teachers, but quality is important. He says the long- term plan must be for 20 percent of a hugely expanded number of Mandarin graduates in Britain to become teachers (Times 2007b).

At the university level, there are 23 universities currently supporting Chinese studies. For instance, Oxford, Cambridge, Edinburgh, Leeds, Sheffield, and School of

Oriental and African Studies all offer full undergraduate and postgraduate degrees in Chinese Studies. Other universities, such as: Nottingham University offers single and joint honors undergraduate degrees in Chinese, and postgraduate supervision. In addition, Chinese can also be studied as part of the undergraduate or postgraduate degree at the University of Birmingham, Newcastle upon Tyne, Bristol, Lancaster, and London School of Economics.

Wang and Higgins (2008) pointed out that the impetus for the expansion of Mandarin teaching came from three main directions. First, in 1999, the Higher Education Funding Council for England (HEFCE) published a review of Chinese studies and concluded that the UK was lagging behind other European countries in expanding Chinese studies (HEFCE, 2005). Responding to this, the UK government provided over one million pounds to strengthen Chinese studies and Chinese

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Secondly, they observed the Chinese government has a mission to increase the number of non-Chinese Mandarin speakers in the world. The National Office for Teaching Chinese as a Foreign Language – Hanban provides resources related to Chinese language and culture to meet the needs of Chinese language learners abroad. Hanban has so far set up 13 Confucius Institutes and 12 Confucius Classrooms in the UK, including four in London. Hanban also contributes some funding to support the Specialist Schools and Academies Trust (SSAT) Confucius Institute, the first in the world specifically designed to provide networking and support for schools (Wang and Higgins 2008, p. 92).

Thirdly, in view of China’s growing influence economically and otherwise, many in the British business community recognize the importance of training persons to be competent in the Chinese language so as to meet their business needs (Wang and Higgins 2008, p. 92).

4.2 The Current State of Teaching and Learning Chinese as a Heritage