To speed up and facilitate the process of bilingualism or multilingualism, researchers and scholars have proposed many methods and approaches that have mostly grown out of linguistic, psychological, or sociological schools of thought. However, this field has been slow to recognise the importance of emotional capacities, particularly the ones which the learners possess while learning their mother tongue and probably carry over to their L2 learning process. Drawing on the under-researched Developmental, Individual-Difference, Relationship-Based (DIR) model of language acquisition, this paper presents Emotion-Based Language Instruction (EBLI) as a new approach to bilingual education. The relevant concepts of Emotioncy, Emotionalization, and Inter-emotionality are introduced before the paper concludes by making suggestions as to how the applications of DIR to bilingual education might improve second/foreign language learning and teaching.

The ambiguous relationship between politics and society in China and the English language ± the tongue of military aggressors, barbarians, imperialists and virulent anti-Communists, as well as of trade partners, academics, technical experts, advisers, tourists and popular culture ± historically has created tensions that have been manifested in social upheavals and swings in education policy. In this paper, the shifting role and status of the English language within social, economic and political contexts in China are examined from a historical perspective in order to understand and explain state educational policy regarding the language. The paper argues that, since the mid-nineteenth century, the government of China has avoided the potential pitfalls of cultural transfer by adopting a strategy of selective appropriation under state control. The evidence for this assertion is drawn mainly from official policy documents, policy actions and policy debates. At times, assimilation was very limited for political reasons, at others the process has been freer. In the former cases, English has not been ascribed a significant role in state policy; in the latter cases, the language has been promoted, most notably in the curriculum of schools, colleges and universities.

No abstract

No abstract

No abstract