Introduction; 1. China and "Being Chinese"; 2. English in China: Education Policies, Changing Roles and Chinese Identity; 3. "English Learning with Chinese Characteristics" or "Ti-yong Dilemma"?; 4. Q Methodology: A Semi-Quantitative Approach to Discourse Analysis; 5. Q Sort Results: An Overview of Existing Discourses About English and "Being Chinese"; 6. Grounded Theory, Keywords Approach and Critical Discourse Analysis; 7. "When We See A Foreigner in the Streets, we are No Longer Too Surprised as if We See a Monster. It’s all Commonplace Now, they are Like Us as People": Development of a Chinese Plus Global Identity; 8. "There Used to be a Thinking That all Countries in the World Were Very Hostile Towards China, But After You Understand More, It Turns Out That They are Not That Hostile": "Multiple Worlds" and "English-Speaking Self"; 9. Mandarin and the Plurality of "Being Chinese"; 10. "Being Chinese" in the Global World; Epilogue
Biography
Emily Tsz Yan Fong is currently an Honorary Lecturer at the School of Culture, History and Language at the Australian National University (ANU). She has previously taught linguistics and translation at the ANU and the University of Hong Kong. Her research interests span global Englishes, sociolinguistics, translation and Chinese studies.
