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CHINESE is the language spoken by the world’s largest population but in relatively few countries. China’s economic progress since the reform and openingup policies came into effect three decades ago has motivated ever-greater numbers of people throughout the world to learn this exotic language.
Exact numbers of Chinese language learners are difficult to assess because they increase dynamically. It is, however, an established fact that the 20 million who decided to take on this linguistic challenge in 2003 have now expanded to more than a hundred million.
The popularity of a country’s language or culture often relates to its level of economic development. Since the US became a main global power, English has been the languagelearning choice of Chinese people intending to study or work abroad and so improve their prospects. This is now also true of the Chinese language.
The main differences in approach between Chinese people learning a foreign language and vice versa is whether or not it occurs passively or as a matter of personal initiative– in other words, whether or not it is a conscious decision or the result of a general trend. Learning English in China is without doubt a matter of choice, a fact highlighted by the growing numbers of English language exam dates and locations to cater for local demand. The New Oriental Education & Technology Group is just one of many language learning schools in China. Founded in 1993 and listed on the U.S. stock exchange at a share price that has risen from US $28 to over US $100, its mode of operation is recognized in both China and the U.S. That the Chinese people spend vast amounts annually on language classes and exams, so swelling the economies of the countries in which they pursue their studies, is an accepted phenomenon in China. No one questions the fact that more high school students each year elect to pursue their studies abroad rather than take the gaokao, or college entrance examinations.
This is not the case for foreigners learning Chinese. The American government recently issued a directive on checking the qualifications of teachers at Confucius Institutes. The move aroused concerted opposition from the 80 or more such Institutes in the U.S. The incident has since blown over. It nonetheless underlines the attitude of the U.S. and certain other countries towards Confucius Institutes.
The reasons for this might be historical.
Over the 30 years since China’s reform and opening-up policies first came into effect, the “Made in China” stamp on products has become more familiar abroad. Not always associated with high status, over time the quality of goods on which it appears has improved and their prices have remained low. The “Made in China” label is now synonymous with quality, inexpensive goods.
Promoting Chinese-language learning also takes time. It is not long since China first opened its doors to the world. Owing to cultural differences there are marked contrasts in Chinese and Western values that have at times caused misunderstandings and even conflicts. It is our hope to establish bilateral and multilateral relations, and our expectation that China will be understood in light of its culture and core values. It is for this reason that we hold exhibitions, performances, and carry out academic and cultural exchanges. The establishment of Confucius Institutes and cultural centers is also for the purposes of strengthening communication and exchanges with other countries and better integrating China with the international community.
It might be, however, that we have pushed too hard and fast in this respect. Within just a few years several hundred Confucius Institutes have been established throughout the world. The speed with which this has been accomplished and the numbers of people involved have given rise to misunderstandings and misconceptions on the part of commentators unfamiliar with Chinese values.
It has become clear that promoting Chinese language learning must be accomplished step by step, in the same way as the boosting of the Chinese economy. That is to say, we must shift our focus from speed to quality content. In the course of improving teaching quality, we need also to intensify communication and dialogues with the West. We hope that China’s profound culture will attract people of other countries to learn the Chinese language and enjoy our culture in the same way as the Chinese people do with foreign languages and cultures. China will then be understood, and its values accepted.
China needs to work towards this goal, and can best achieve it with help and support from our friends abroad.
Exact numbers of Chinese language learners are difficult to assess because they increase dynamically. It is, however, an established fact that the 20 million who decided to take on this linguistic challenge in 2003 have now expanded to more than a hundred million.
The popularity of a country’s language or culture often relates to its level of economic development. Since the US became a main global power, English has been the languagelearning choice of Chinese people intending to study or work abroad and so improve their prospects. This is now also true of the Chinese language.
The main differences in approach between Chinese people learning a foreign language and vice versa is whether or not it occurs passively or as a matter of personal initiative– in other words, whether or not it is a conscious decision or the result of a general trend. Learning English in China is without doubt a matter of choice, a fact highlighted by the growing numbers of English language exam dates and locations to cater for local demand. The New Oriental Education & Technology Group is just one of many language learning schools in China. Founded in 1993 and listed on the U.S. stock exchange at a share price that has risen from US $28 to over US $100, its mode of operation is recognized in both China and the U.S. That the Chinese people spend vast amounts annually on language classes and exams, so swelling the economies of the countries in which they pursue their studies, is an accepted phenomenon in China. No one questions the fact that more high school students each year elect to pursue their studies abroad rather than take the gaokao, or college entrance examinations.
This is not the case for foreigners learning Chinese. The American government recently issued a directive on checking the qualifications of teachers at Confucius Institutes. The move aroused concerted opposition from the 80 or more such Institutes in the U.S. The incident has since blown over. It nonetheless underlines the attitude of the U.S. and certain other countries towards Confucius Institutes.
The reasons for this might be historical.
Over the 30 years since China’s reform and opening-up policies first came into effect, the “Made in China” stamp on products has become more familiar abroad. Not always associated with high status, over time the quality of goods on which it appears has improved and their prices have remained low. The “Made in China” label is now synonymous with quality, inexpensive goods.
Promoting Chinese-language learning also takes time. It is not long since China first opened its doors to the world. Owing to cultural differences there are marked contrasts in Chinese and Western values that have at times caused misunderstandings and even conflicts. It is our hope to establish bilateral and multilateral relations, and our expectation that China will be understood in light of its culture and core values. It is for this reason that we hold exhibitions, performances, and carry out academic and cultural exchanges. The establishment of Confucius Institutes and cultural centers is also for the purposes of strengthening communication and exchanges with other countries and better integrating China with the international community.
It might be, however, that we have pushed too hard and fast in this respect. Within just a few years several hundred Confucius Institutes have been established throughout the world. The speed with which this has been accomplished and the numbers of people involved have given rise to misunderstandings and misconceptions on the part of commentators unfamiliar with Chinese values.
It has become clear that promoting Chinese language learning must be accomplished step by step, in the same way as the boosting of the Chinese economy. That is to say, we must shift our focus from speed to quality content. In the course of improving teaching quality, we need also to intensify communication and dialogues with the West. We hope that China’s profound culture will attract people of other countries to learn the Chinese language and enjoy our culture in the same way as the Chinese people do with foreign languages and cultures. China will then be understood, and its values accepted.
China needs to work towards this goal, and can best achieve it with help and support from our friends abroad.