Concluding commentary: the discursive space for bilingual education programs in China

Abstract

In this closing commentary, two Chinese scholars working in different contexts offer their views on the space for and prospect of different bilingual education in China. Professor Ronghui Zhao from Shanghai International Studies University contends that shifting discursive constructions of language and language-related works in national language policy texts carve out a valuable discursive space for the implementation and promotion of bilingual education initiatives, since languages are increasingly seen as resources for the nation rather than challenges to be overcome for national unity. Professor Minglang Zhou draws attention to the ideological boundaries that constrain individual agents’ efforts to promote bilingual education programs. He argues that the promotion of bilingual education programs takes place within the limits imposed by the Chinese State's language ideology, and reflects an institutionalized language hierarchical order which regulates their speakers’ access to resources and power.

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