Abstract
In the previous chapters, we have examined the students’ language socialisation experience at home and language use among peer groups in private domains. In this chapter, we investigate the second and the third subsets of research questions, that is, the teachers’ and students’ language practices in the institutional setting of the school against the larger context of national language policies. We examine how the language ideologies of national language policies are mediated and become institutionalised in the local school contexts. Moreover, by comparing the teachers’ and students’ language practices and their rationalisations of the practices, we try to discern through what trajectories the teachers’ and students’ language attitudes, ideologies, and practices become interconnected.
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Notes
- 1.
Putonghua Proficiency Test. See background information in Chap. 2.
- 2.
The Guangdong provincial standards are lower than the national standards.
- 3.
There are three vice-headmistresses in the school, Miss Wong, Miss Gao and Miss Cheung, of whom I only met and interviewed the latter two.
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Liang (梁), S. (2015). Language Socialisation in Educational Institutions. In: Language Attitudes and Identities in Multilingual China. Springer, Cham. https://doi.org/10.1007/978-3-319-12619-7_7
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