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Fan Fang obtained his PhD from the Centre for Global Englishes, the University of Southampton, the UK. He is currently Associate Professor at Shantou University, China. His research interests include Global Englishes, language attitude, identity, intercultural communication and ELT. He has published articles in journals including Asia Pacific Journal of Education, Asian Englishes, ELT Journal, English Today, Language, Culture and Curriculum, Language Teaching Research, and System, among others. His latest books include a monograph titled Re-positioning accent attitude in the Global Englishes paradigm (Routledge) and an edited volume (co-edited with Dr Handoyo Widodo) titled Critical Perspectives on Global Englishes in Asia: Language Policy, Curriculum, Pedagogy and Assessment (Multilingual Matters).
Although researchers and practitioners have discussed the concept of Global Englishes (GE), the degree of GE’s influence in the practical use of English is much wider and deeper in the real world than in the field of education. Mainstream ELT practices tend to adhere to native and fixed norms, which are regarded as the central problems in ELT from the perspective of the GE paradigm. Although a GE-oriented pedagogy has been discussed, studies on curriculum in the Chinese ELT context from the GE perspective are relatively rare. This paper aims to investigate the extent to which the National English Curriculum (NEC) in China reflects GE-oriented phonology and cultural learning. The study adopted a content analysis in which the NEC statements on phonology and cultural aspects were identified and discussed. After reporting the findings, the paper further discusses some pedagogic implications about curriculum and language teaching from the GE perspective.
Haibo Liu; Fan (Gabriel) Fang. Towards a Global Englishes-aware National English Curriculum of China. ELT Journal 2021, 1 .
AMA StyleHaibo Liu, Fan (Gabriel) Fang. Towards a Global Englishes-aware National English Curriculum of China. ELT Journal. 2021; ():1.
Chicago/Turabian StyleHaibo Liu; Fan (Gabriel) Fang. 2021. "Towards a Global Englishes-aware National English Curriculum of China." ELT Journal , no. : 1.
Fan Fang. English Language Teaching and Teacher Education in East Asia. ELT Journal 2021, 1 .
AMA StyleFan Fang. English Language Teaching and Teacher Education in East Asia. ELT Journal. 2021; ():1.
Chicago/Turabian StyleFan Fang. 2021. "English Language Teaching and Teacher Education in East Asia." ELT Journal , no. : 1.
Many studies have explored learner psychology in relation to second language acquisition (SLA) in order to understand the effectiveness and difficulties of language learning. In the last two decades, emotional factors in students' language learning have garnered much attention in the field of SLA. However, more recently, studies have begun to focus on enjoyment and its relationship with anxiety. By collecting data at a provincial key university in southeast China, the study discussed in this paper investigated English major university students' emotions related to learning English. By collecting questionnaire responses from 140 English major undergraduates and conducting interviews with six students, the findings revealed that the participants' levels of foreign language enjoyment (FLE) were significantly higher than their levels of foreign language classroom anxiety (FLCA) and that they experienced FLE more frequently than FLCA. It was also found that the participants' FLE was more related to their teachers and peers and their FLCA was more related to their emotions, such as fear of a negative evaluation and speaking without sufficient preparation. In addition, this study also provides a few pedagogical implications for improving foreign language learning outcomes and teaching efficiency in English teaching and learning.
Fan Fang; Xiaofei Tang. The Relationship Between Chinese English Major Students' Learning Anxiety and Enjoyment in an English Language Classroom: A Positive Psychology Perspective. Frontiers in Psychology 2021, 12, 1 .
AMA StyleFan Fang, Xiaofei Tang. The Relationship Between Chinese English Major Students' Learning Anxiety and Enjoyment in an English Language Classroom: A Positive Psychology Perspective. Frontiers in Psychology. 2021; 12 ():1.
Chicago/Turabian StyleFan Fang; Xiaofei Tang. 2021. "The Relationship Between Chinese English Major Students' Learning Anxiety and Enjoyment in an English Language Classroom: A Positive Psychology Perspective." Frontiers in Psychology 12, no. : 1.
Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.
Wenxiu Chu; Honggang Liu; Fan Fang. A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective. Sustainability 2021, 13, 6721 .
AMA StyleWenxiu Chu, Honggang Liu, Fan Fang. A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective. Sustainability. 2021; 13 (12):6721.
Chicago/Turabian StyleWenxiu Chu; Honggang Liu; Fan Fang. 2021. "A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective." Sustainability 13, no. 12: 6721.
Chuotong Huang; Fan Fang. Book Review: English-medium Instruction and Translanguaging. RELC Journal 2021, 1 .
AMA StyleChuotong Huang, Fan Fang. Book Review: English-medium Instruction and Translanguaging. RELC Journal. 2021; ():1.
Chicago/Turabian StyleChuotong Huang; Fan Fang. 2021. "Book Review: English-medium Instruction and Translanguaging." RELC Journal , no. : 1.
With the expanding use of English around the world, it is important to understand various stakeholders’ attitudes towards it from a Global Englishes (GE) perspective. The GE perspective has challenged native speakerism and recognized the multilingual nature of the English language. In particular, a GE perspective leads to the sustainable development of a language from both sociolinguistic and ecolinguistic perspectives. Echoing the diversity and complexity of the English language use and teaching, this paper investigates senior high school students’ attitudes towards the local variety of English in China, and unpacks their negotiation and construction of identity through their English-language learning journey. Through a series of interviews, this study found that the students still perceive English as a school subject, and see themselves as perennial learners of English. As the GE perspective was not widely recognized, and that students have not developed their awareness of the global use of English, several implications of teaching English from the GE paradigm, from curriculum design and teaching materials, are provided to increase the awareness of the global use of English. This paper also highlights the importance of viewing the development of English from an ecolinguistic perspective for the sustainable development of the language.
Honggang Liu; Xi Zhang; Fan Fang. Young English learners’ attitudes towards China English: unpacking their identity construction with implications for secondary level language education in China. Asia Pacific Journal of Education 2021, 1 -16.
AMA StyleHonggang Liu, Xi Zhang, Fan Fang. Young English learners’ attitudes towards China English: unpacking their identity construction with implications for secondary level language education in China. Asia Pacific Journal of Education. 2021; ():1-16.
Chicago/Turabian StyleHonggang Liu; Xi Zhang; Fan Fang. 2021. "Young English learners’ attitudes towards China English: unpacking their identity construction with implications for secondary level language education in China." Asia Pacific Journal of Education , no. : 1-16.
The concept of intercultural communication has become a focus in English language teaching (ELT) against the backdrop of globalization, as English is now used as a lingua franca (ELF) among people with different first languages (L1s). However, the current linguistic landscape of ELF does not reflect well in ELT practices in which native speakerism ideology persists and curriculum design and teaching materials largely remain oriented to native speakerism. To address this gap, data drawn from a participatory action research were analyzed to discuss students’ understanding and reflection of critical intercultural literacy. Several training activities in an adaptive English as a foreign language (EFL) course of intercultural communication that involved reading academic articles related to intercultural literacy were first implemented and two follow-up workshops were conducted with 10 Chinese university students as participants. Data from further interviews and reflective journals from the students in relation to critically evaluate the textbook contents of this course were analyzed using a qualitative content analysis. The results revealed that students acquired a sense of intercultural literacy and that they learnt to challenge textbook content from a critical perspective through the training. This article further addresses the importance of critical pedagogy in teaching linguistic and cultural literacy and concludes that ELT must be conducted from a multilingual and multicultural perspective.
Xiaoli Wang; Lianjiang Jiang; Fan Fang; Tariq Elyas. Toward Critical Intercultural Literacy Enhancement of University Students in China From the Perspective of English as a Lingua Franca. SAGE Open 2021, 11, 1 .
AMA StyleXiaoli Wang, Lianjiang Jiang, Fan Fang, Tariq Elyas. Toward Critical Intercultural Literacy Enhancement of University Students in China From the Perspective of English as a Lingua Franca. SAGE Open. 2021; 11 (2):1.
Chicago/Turabian StyleXiaoli Wang; Lianjiang Jiang; Fan Fang; Tariq Elyas. 2021. "Toward Critical Intercultural Literacy Enhancement of University Students in China From the Perspective of English as a Lingua Franca." SAGE Open 11, no. 2: 1.
With multilingualism drawing increasing attention from sociolinguistic scholars in the past two decades, the traditional monolingual ideology in language teaching has been challenged. As a new paradigm in multilingualism, translanguaging values multilingual users’ integrated use of their full linguistic resources, and it offers a new perspective on second language teaching and learning. By employing a mixed-methods approach, including classroom observations, semi-structured interviews, and a questionnaire, the study presented in this paper investigated both teachers’ and students’ use of and attitudes towards translanguaging. The findings show that, in general, the students hold a neutral-to-positive attitude towards translanguaging practices. Moreover, although the teachers have different attitudes and practices, most of them recognise the effectiveness of translanguaging for content learning in order to deepen understanding, create class rapport, and achieve better learning for students with lower English-language proficiency. The resistance towards the implementation of translanguaging, including language policy, monolingual ideology and overuse of first language (L1), were discussed. This paper concludes by presenting the implications of the study’s findings for language teaching and learning with a key point regarding the need to develop systematic and contextualised translanguaging pedagogical strategies. Furthermore, this paper argues that it is important for teachers and students to broaden their perceptions and assume a multilingual perspective in language learning and teaching.
Fan Fang; Yang Liu. ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua 2020, 247, 102959 .
AMA StyleFan Fang, Yang Liu. ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua. 2020; 247 ():102959.
Chicago/Turabian StyleFan Fang; Yang Liu. 2020. "‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university." Lingua 247, no. : 102959.
This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular, this article reviews stakeholders’ attitudes towards the implementation of translanguaging in foreign language classroom settings. It is found that stakeholders generally hold positive attitudes towards translanguaging practices in various ELT contexts. This review highlights the importance of re-examining the significance of translanguaging in ELT practices, for example, by challenging the monolingual English-only language policy and recognizing students’ first language as a linguistic resource to facilitate language learning in both English language and content learning. The article concludes by offering some practical pedagogical implications for both policy makers and language practitioners.
Yang Liu; Fan Fang. Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language. RELC Journal 2020, 1 .
AMA StyleYang Liu, Fan Fang. Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language. RELC Journal. 2020; ():1.
Chicago/Turabian StyleYang Liu; Fan Fang. 2020. "Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language." RELC Journal , no. : 1.
Language teacher motivation has been explored through various contexts in recent decades. However, less attention has been paid to teachers’ motivations for furthering their professional development in multilingual academic environments, such as by becoming visiting scholars at top universities at home or abroad. This study adopts a mixed-method approach to investigate language teachers’ motivations for being visiting scholars. First, a questionnaire was conducted on 169 teachers who spoke both English and languages other than English (LOTEs). Following an exploratory factor analysis, six separate motivational sources were identified: internal needs, stress relief, academic positioning, academic contact, academic symbolism, and policy support. For triangulation purposes, further interviews were conducted with three visiting scholars and one supervisor for in-depth qualitative data analysis. Interview findings reveal an imbalance between high demand for visiting scholarship funding and the financial allowances granted by governments and universities. Visiting scholars also experience inadequate academic guidance from their supervisors and few opportunities to participate in supervisors’ projects. Based on the research findings, this study proposes ways to sustain teacher motivation at the macro (policy) level, the meso (tutor system) level, and the micro (individual supervision) level.
Honggang Liu; Lixiang Gao; Fan Fang. Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context. Sustainability 2020, 12, 6040 .
AMA StyleHonggang Liu, Lixiang Gao, Fan Fang. Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context. Sustainability. 2020; 12 (15):6040.
Chicago/Turabian StyleHonggang Liu; Lixiang Gao; Fan Fang. 2020. "Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context." Sustainability 12, no. 15: 6040.
English is widely used as a global language. The traditional monolithic model of English has been challenged as the development of World Englishes (WE) and English as a lingua franca (ELF) paradigms challenge the ownership of English. With this newly emerging status quo, English language teaching (ELT) should also recognize the diversity and dynamism of English. This article discusses students’ attitudes towards their own and native English accents, and describes the influence of English accents in ELT. Data were collected using semi-structured interviews with nine international students from Cambodia, China, Indonesia, Malaysia, and Sri Lanka who were studying at a university in Southern Thailand. The derived data were analysed using qualitative content analysis. The findings revealed that most students still perceived their accents as being deficient, and they believed that native speakers’ English accents were the norm of English use and the ultimate learning goal. Thus, entrenched native ideology was still persistent among these students. The article also provides some implications for pronunciation teaching from a WE and ELF framework with the Teaching of Pronunciation for Intercultural Communication (ToPIC). It is hoped that an awareness of English as a global language could be recognized, and ToPIC could be applied to ELT in more contexts to reflect the global status of English.
Yusop Boonsuk; Fan Fang. Perennial Language Learners or Competent Language Users: An Investigation of International Students’ Attitudes towards Their Own and Native English Accents. RELC Journal 2020, 1 .
AMA StyleYusop Boonsuk, Fan Fang. Perennial Language Learners or Competent Language Users: An Investigation of International Students’ Attitudes towards Their Own and Native English Accents. RELC Journal. 2020; ():1.
Chicago/Turabian StyleYusop Boonsuk; Fan Fang. 2020. "Perennial Language Learners or Competent Language Users: An Investigation of International Students’ Attitudes towards Their Own and Native English Accents." RELC Journal , no. : 1.
A frequently stated aim of the increasing internationalisation of higher education (HE) is the incorporation of intercultural elements. This has recently been conceptualised through the notion of intercultural citizenship with universities promising to equip graduates with the necessary knowledge and skills to engage in global workplaces and communities. However, the extent to which intercultural citizenship goes beyond promotion and marketing and is meaningfully incorporated into university curricula and teaching practices is still unclear. Most significantly, there is little evidence that students themselves are aware of, motivated by, or develop a sense of intercultural citizenship at international universities. In parallel to the expansion of internationalisation in HE has been an increase in English medium instruction (EMI) programmes. This link between the use of English and internationalisation is therefore likely to also influence perceptions of intercultural citizenship but has so far received little attention in research. To address these gaps this study investigated the perceptions and experiences of international students towards intercultural citizenship and its links to language before, during and after their study via interviews and a focus group. Findings showed intercultural citizenship was generally positively perceived and strongly linked to English, but reported development was uneven during study abroad.
Will Baker; Fan (Gabriel) Fang. ‘So maybe I’m a global citizen’: developing intercultural citizenship in English medium education. Language, Culture and Curriculum 2020, 34, 1 -17.
AMA StyleWill Baker, Fan (Gabriel) Fang. ‘So maybe I’m a global citizen’: developing intercultural citizenship in English medium education. Language, Culture and Curriculum. 2020; 34 (1):1-17.
Chicago/Turabian StyleWill Baker; Fan (Gabriel) Fang. 2020. "‘So maybe I’m a global citizen’: developing intercultural citizenship in English medium education." Language, Culture and Curriculum 34, no. 1: 1-17.
In an era of increasing global connectivity, acquiring a global perspective (GP) and being able to communicate in English are important for both personal and professional development. People with a GP are expected to be more willing to engage in intercultural activities, and more willing to communicate in English. Although previous studies have focused on having a GP and willingness to communicate (WTC) in English, few have investigated whether there is a correlation between these two variables. This study, conducted at a Chinese university, aimed to determine the relationship between GP and WTC in English. Data were collected from students via a questionnaire (n = 114) and interviews (n = 7) at the end of the autumn semester in 2018. The findings demonstrate that the students’ GP and their WTC in English through the English curriculum did not progress to a significant extent, and their GP and WTC in English were correlated. Furthermore, three themes that affected the interviewees’ WTC were extracted from the interviews: global cognition, self-actualization, and intercultural experience. These findings suggest that it would be beneficial to learn English by developing a GP, and that educators can enhance students’ WTC by helping them cultivate that perspective.
Fan Fang; Runting Chen; Tariq Elyas. An Investigation of the Relationship between Global Perspective and Willingness to Communicate in English in a Chinese University Context. Journal of Language and Education 2020, 6, 39 -54.
AMA StyleFan Fang, Runting Chen, Tariq Elyas. An Investigation of the Relationship between Global Perspective and Willingness to Communicate in English in a Chinese University Context. Journal of Language and Education. 2020; 6 (1):39-54.
Chicago/Turabian StyleFan Fang; Runting Chen; Tariq Elyas. 2020. "An Investigation of the Relationship between Global Perspective and Willingness to Communicate in English in a Chinese University Context." Journal of Language and Education 6, no. 1: 39-54.
Although teacher professional identity has been much discussed and reported in teacher education and language education, little empirical evidence addresses how language teachers construct their professional identities as legitimate English practitioners as they have witnessed and encountered the increasingly important role of English as a global lingua franca. To fill this void, this article reports on a narrative case study that investigates how Chinese language teachers construct and negotiate their professional identities as legitimate English practitioners. Drawing on identity theory, the article showcases how a group of Chinese English teachers challenged the ideology of native-speakerism as they were routinely engaged in the construction of what it means to become legitimate English teachers. The implication of this study calls for the inclusion of Global Englishes and critical language pedagogy in language teacher education.
Handoyo Puji Widodo; Fan Fang; Tariq Elyas. The construction of language teacher professional identity in the Global Englishes territory: ‘we are legitimate language teachers’. Asian Englishes 2020, 22, 309 -316.
AMA StyleHandoyo Puji Widodo, Fan Fang, Tariq Elyas. The construction of language teacher professional identity in the Global Englishes territory: ‘we are legitimate language teachers’. Asian Englishes. 2020; 22 (3):309-316.
Chicago/Turabian StyleHandoyo Puji Widodo; Fan Fang; Tariq Elyas. 2020. "The construction of language teacher professional identity in the Global Englishes territory: ‘we are legitimate language teachers’." Asian Englishes 22, no. 3: 309-316.
Li (Evelyn) Wang; Fan (Gabriel) Fang. Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers. Cogent Education 2020, 7, 1 .
AMA StyleLi (Evelyn) Wang, Fan (Gabriel) Fang. Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers. Cogent Education. 2020; 7 (1):1.
Chicago/Turabian StyleLi (Evelyn) Wang; Fan (Gabriel) Fang. 2020. "Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers." Cogent Education 7, no. 1: 1.
Handoyo Puji Widodo; Fan Fang. 1. Critical Perspectives on Global Englishes in English Language Education. Critical Perspectives on Global Englishes in Asia 2019, 1 -9.
AMA StyleHandoyo Puji Widodo, Fan Fang. 1. Critical Perspectives on Global Englishes in English Language Education. Critical Perspectives on Global Englishes in Asia. 2019; ():1-9.
Chicago/Turabian StyleHandoyo Puji Widodo; Fan Fang. 2019. "1. Critical Perspectives on Global Englishes in English Language Education." Critical Perspectives on Global Englishes in Asia , no. : 1-9.
At present, the role and status of English in China is higher than ever in history as evidenced by its position as a key subject in the curriculum, with its growing use as a medium of instruction as many schools adopt a bilingual approach to education; and as a crucial determinant for university entrance and procuring well-paid jobs in the commercial sector.
Fan Fang. The social psychology of English language pedagogy in China. Re-Positioning Accent Attitude in the Global Englishes Paradigm 2019, 23 -32.
AMA StyleFan Fang. The social psychology of English language pedagogy in China. Re-Positioning Accent Attitude in the Global Englishes Paradigm. 2019; ():23-32.
Chicago/Turabian StyleFan Fang. 2019. "The social psychology of English language pedagogy in China." Re-Positioning Accent Attitude in the Global Englishes Paradigm , no. : 23-32.
Although language attitudes research tends to be construed within sociolinguistics as a discrete, banded and even dogmatic methodology, linked to specific analytic objectives of showing the status and social attractiveness of prototypical speakers […] [l]anguage attitudes research can develop with a richly differentiated set of techniques and perspectives able to fill out our understanding of the complex subjective worlds in which sociolinguistic varieties exist.
Fan Fang. Revisiting teachers’ and students’ accent attitudes through a questionnaire. Re-Positioning Accent Attitude in the Global Englishes Paradigm 2019, 52 -70.
AMA StyleFan Fang. Revisiting teachers’ and students’ accent attitudes through a questionnaire. Re-Positioning Accent Attitude in the Global Englishes Paradigm. 2019; ():52-70.
Chicago/Turabian StyleFan Fang. 2019. "Revisiting teachers’ and students’ accent attitudes through a questionnaire." Re-Positioning Accent Attitude in the Global Englishes Paradigm , no. : 52-70.
Ideology permeates all of social life and does not simply refer to the political ideologies of communism, socialism, anarchism, rationalism, or existentialism. Ideology refers to the production and representation of ideas, values, and beliefs and the manner in which they are expressed and lived out by both individuals and groups.
Fan Fang. Language ideology and geopolitics. Re-Positioning Accent Attitude in the Global Englishes Paradigm 2019, 8 -22.
AMA StyleFan Fang. Language ideology and geopolitics. Re-Positioning Accent Attitude in the Global Englishes Paradigm. 2019; ():8-22.
Chicago/Turabian StyleFan Fang. 2019. "Language ideology and geopolitics." Re-Positioning Accent Attitude in the Global Englishes Paradigm , no. : 8-22.
… many L2 English learners and users may in future no longer perceive themselves as wishing to integrate into an NS English culture, … This, in turn, is bound to influence the extent to which, and the ways in which, L2 English speakers identify with the English language and its users, and their sense of how they see themselves and how they want to see themselves in English.
Fan Fang. Interviews. Re-Positioning Accent Attitude in the Global Englishes Paradigm 2019, 71 -94.
AMA StyleFan Fang. Interviews. Re-Positioning Accent Attitude in the Global Englishes Paradigm. 2019; ():71-94.
Chicago/Turabian StyleFan Fang. 2019. "Interviews." Re-Positioning Accent Attitude in the Global Englishes Paradigm , no. : 71-94.