Chinese has been the fastest growing modern foreign language in British schools and universities in the last decade, due largely to the perceived growing importance of mainland China as a global economic and political power and the substantial investment in Confucius Institutes (CIs) and Classrooms (CCs) by the Chinese government. This article focuses on how China's geopolitical strategy of promoting Chinese as a global language has been received and implemented in the UK and how different groups of learners of Chinese have been differentially affected by the implementation of the policies of the Chinese National Office for Teaching Chinese as a Foreign Language, commonly referred to as Hanban. Based on conversations with key stakeholders of the Confucius Institutes and Classrooms, including managers, teachers, and students, as well as observations in these settings, we investigate the different motivations and ideologies of the different interest groups. We also examine the cultural elements that are being taught in the CIs and CCs. A particular focus is on how ethnic Chinese learners in the CIs and CCs react to the teaching of Chinese culture. The effect of promoting Putonghua on ethnic Chinese students who speak other varieties of Chinese and how ‘foreignness’ is constructed in the CIs and CCs are specific concerns of the present study. The study contributes to the wider discussions of language ideology, language attitudes, motivations for language learning, and learner identity vis‐à‐vis modern foreign language education.
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