Embracing Linguistic Diversity or Adhering to Traditional Norms of Prestige? Insights from Chinese Business English Learners
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Abstract
English has become a global linguistic phenomenon, gaining increasing prominence in Expanding Circle contexts like China. This growing prominence raises questions about how English is taught and used in such contexts, highlighting the need to examine the linguistic and pedagogical dynamics within English language classrooms. This study examines the perceptions of 50 Chinese Business English learners toward various English varieties, including China English. Employing an explanatory mixed-methods approach, the research integrates quantitative data from questionnaires with qualitative insights obtained through semi-structured interviews. Data analysis, conducted using descriptive statistics and qualitative content analysis, reveals that learners hold complex and ambivalent attitudes toward China English. Moreover, the findings indicate an increasing recognition of linguistic diversity and the legitimacy of local English varieties, yet traditional “native-speaker” norms of prestige continue to exert influence in learning English and professional usage. Additionally, while the sampled students demonstrated a growing acceptance of a pluralistic view of English, practical concerns related to intelligibility and professional utility were central to their perceptions. These findings offer a nuanced understanding of English language use in Chinese classrooms and suggest the need for further research into pedagogical practices that integrate local linguistic resources while supporting students’ communicative competence in diverse contexts.
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