24.3625, Review: Applied Linguistics; Sociolinguistics; Chinese, Mandarin: Duff et al. (2013)

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LINGUIST List: Vol-24-3625. Mon Sep 16 2013. ISSN: 1069 - 4875.

Subject: 24.3625, Review: Applied Linguistics; Sociolinguistics; Chinese, Mandarin: Duff et al. (2013)

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Reviews: Veronika Drake, U of Wisconsin Madison
Monica Macaulay, U of Wisconsin Madison
Rajiv Rao, U of Wisconsin Madison
Joseph Salmons, U of Wisconsin Madison
Mateja Schuck, U of Wisconsin Madison
Anja Wanner, U of Wisconsin Madison
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Date: Mon, 16 Sep 2013 11:22:13
From: J. McAlister [jtmcalister at bsu.edu]
Subject: Learning Chinese

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Book announced at http://linguistlist.org/issues/24/24-932.html

EDITOR: Patricia A. Duff
EDITOR: Tim  Anderson
EDITOR: Roma  Ilnyckyj
EDITOR: Ella  VanGaya
EDITOR: Rachel Tianxuan Wang
EDITOR: Wang  Yates
TITLE: Learning Chinese
SUBTITLE: Linguistic, Sociocultural, and Narrative Perspectives
SERIES TITLE: Trends in Applied Linguistics [TAL] 5
PUBLISHER: De Gruyter Mouton
YEAR: 2013

REVIEWER: J. Thomas McAlister, Ball State University

SUMMARY

The book, ‘Learning Chinese: Linguistic, Sociocultural and Narrative
Perspectives,’ describes a longitudinal qualitative and quantitative
examination of the experiences of learners of “Chinese as a additional
language” (CAL). It applies sociolinguistic theory and the use of narrative to
interpret how the individuals in the study grew in their abilities and adapted
to the language culture. The study also examines a variety of assessments
(formal and informal, oral and written) and how these assessments differ.

In Chapter One, the authors describe the growing influence of Chinese culture
in today’s world before outlining the purpose of the book. First, there is a
discussion of the media perceptions of the Chinese language and policies
related to its use and teaching as a global language. Those studying Chinese
languages may be heritage language learners or individuals taking their first
look at a new language. This is followed by an examination of challenges faced
by CAL learners, such as differing character styles and differences in spoken
dialects. The chapter then moves to a review of the literature and gaps that
the authors have uncovered. Finally, the chapter describes the basis for the
book, which is a self/peer-examination of progress in the authors’ own Chinese
language acquisition. The book focuses on five student-authors; one is a
linguistics professor, Dr. Patricia Duff, and the sixth author is a Chinese
language professor, Dr. Rachel Tianxuan Wang.

Chapter Two provides an examination of the oral proficiency of the
student-authors. The chapter uses a variety of methods to test proficiency,
including the Hanyu Shuiping Kaoshi (HSK) and the Test of Chinese as a foreign
language (TOCFL), with focus on two interviews that were conducted with the
Chinese language professor. Discussions related to standardized tests were
provided; however, tests for linguistic variation using a tool based on the
Institute of Computing Technology Chinese Lexical Analysis System were used to
better illustrate proficiency. Samples were examined for fluency (i.e.
speed/accuracy), lexical variety, and grammatical constructions. Both
qualitative and quantitative methods were incorporated into examining each
individual’s proficiency. The chapter discusses how each individual performed
and improved throughout the study.

Chapter Three looks at the student-authors’ written proficiency. The chapter
begins with a review of the relevant literature, with extensive focus on the
lack of research related to CAL literacy. Evidence from the discussion
transcripts is examined with more attention paid to errors, but some
discussion focuses on the individual idiosyncrasies that are representative of
proficiency, such as preference for using simplified or traditional characters
in writing and the need for romanization in some cases.

A sociocultural analysis of narratives is the focus of Chapter Four. Each of
the participants developed a set of narratives, which are found in the
appendix of the book. The analysis employed a framework in which agency,
positioning, and gender were viewed as connections between the individual’s
identity and his/her role in the community. Each CAL learner offers a unique
perspective within this framework, and conflicts between these aspects of
identity and community are brought to the forefront. For example, Roma reveals
a “strong, independent, pioneering…outlook” (p. 121), and Tim and Elliot
mention the advantages that males have when integrating into the culture.
 
In Chapter Five, metanarrative analysis and narrative inquiry are discussed.
The student-authors wrote their own narratives about their memories and
experiences while learning Chinese (previously and during the study), which
are included in the appendix. The chapter revolves around the process of
developing the narratives from the first draft to the third. The narratives
were discussed in two stages, using electronic commenting for the first draft
and remote discussions via Skype for the second draft. The chapter also
includes a formulation of categories for evaluating comments and feedback, as
well as the development of a concept map that revealed shared themes found in
the narratives.

The concluding Chapter Six reviews the findings and commentary provided in the
previous chapters. After discussing limitations of having a small, homogenous
sample and the lack of inclusion of non-English research, the authors mention
possible implications as well as suggestions for further research on Chinese
as an additional language. More study of assessments of Chinese proficiency
and possible future developments in assessments were stressed. The final
section of the chapter reflects upon the growing global influence of Chinese
and how this influence will be pedagogically integrated through improved
curricula that better understands second language acquisition.
 
EVALUATION

Overall, this book is inspiring on a number of levels. As a language
instructor, a linguist, and a foreign language student, this text offers a
very clear example of how content learned in language and linguistics courses
may be adapted to one’s personal interests and goals.

As a language instructor, it is inspiring to see what can be created in
collaboration with one’s own students. While this book was not the product of
a particular course or project-based learning (PBL) experience, it resembles
an example of a PBL. The linguistic and thematic analyses are excellent ways
for students with some experience in second language usage to look deeper at
their abilities, interests, and motivations. Such a project would fit well
into any writing class or study abroad course. For example, students could
create and analyze their own (or each others) narratives during the final week
of an immersive language study abroad.

As a linguist, particularly a Sinophile, a number of interesting areas for
discussion were touched upon. First and foremost, in the area of SLA, the lack
of a solid system of evaluation presents a very important focal point for
future studies on CAL. How are average students of Chinese progressing
semantically, syntactically, and in relation to issues of pronunciation of
tones? Moreover, the sociolinguistic factors of gender, race and agency offer
great potential for further study. How can female students better integrate
themselves into the culture? How are non-Caucasian CAL learners perceived now
that China has stepped up initiatives working with Africa? From personal
experience living in Beijing, I have seen the impact of these problems in the
past, but are they changing?

As a foreign language student and a CAL learner, in particular, I see myself
in these students. As someone who learned the language through natural
immersion, as opposed to advanced formal instruction, I was surprised how I
compared with the students in their areas of linguistic competence. I was also
able to empathize with many of their experiences based on my own personal
experiences learning Chinese, teaching English, and living in Beijing for
several years. Furthermore, this book provides ideas for future language
learning, not limited to just Chinese. As with the perspective of the language
instructor, the language student can use the techniques in this text to better
explore his/her own growth, attitudes, and perceptions about second languages,
cultures, and speakers.

One caveat about this text is Chapter Five’s discussion of the narrative
process and metanarratives. This chapter focused too much on the authors’
step-by-step process and did not reveal much in the way of discovery from the
analysis. Although the final products are found in the appendix, discussion of
aspects of theory and application seemed limited, if at all visible. The other
chapters provided much clearer analyses of data, with support through both
theory and application.

All in all, this book is reminiscent of many classic texts that speak for the
first time about common knowledge that a general populace of a particular
group understands. For those who are CAL learners or instructors, this text
reveals the unspoken world that they experience when being immersed in Chinese
culture. For sociolinguists and SLA researchers, this body of work increases
the collected knowledge for the subfield of Chinese language acquisition, as
well as for avenues of research related to gender studies in SLA. Finally, the
reading of this text is very compelling; the writing is not dry, even in the
data-driven sections of the book. This book reveals a very human side to what
it means to be a second language student reflecting upon one’s own investment
in learning to participate in a multilingual world.


ABOUT THE REVIEWER

J. Thomas McAlister is a graduate student at Ball State University working
towards a Ph.D. in Applied Linguistics, and a faculty instructor at BSU’s
Intensive English Institute. He is fluent in spoken Mandarin, and he has lived
and taught EFL in South Korea and China. Currently, his research interests
include morphology/syntax and contact linguistics as well as second language
acquisition.








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