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<p>The prevailing influence of neoliberal ideologies has had language learning increasingly propelled by socioeconomic motives. This is particularly true when talking about English. The Chinese government (like many other governments) has actively promoted English by associating it with modernisation and internationalisation. A multitude of guidelines related to English language education have been issued, and English courses have been set from primary schools nationwide. This raises a question regarding whether the universal promotion of English nationwide really suits peripheral minority regions where communication with English-speaking countries remains rather limited. This research, thus, investigates how the Blang, a minority group residing close to the China-Myanmar border, perceives the English language. The data was collected through semi-structured interviews in the Blang Mountain Township in Yunnan Province, China. The analysis of data revealed that the neoliberal discourse of English within the education and employment system has formed an ideological backdrop for the Blang people’s perception of English. Nevertheless, this institutionally driven discourse did not appear to override the pragmatic concern of English in the local area. The disconnection between the compulsory learning of English and its absence from the Blang’s lived reality reduced its learning to a mere institutional obligation, further reinforcing linguistic instrumentalism and a neoliberal logic of English learning. This problematises the current language education policy that exclusively recognises English as the only useful foreign language and ignores local actual needs. This research thus calls for a more context-sensitive language education policy and a flexible curriculum that is responsive to local language needs. In minority areas close to the border, such as Blang, encouraging the learning of languages of neighbouring countries as a foreign language at school can equip students with more pragmatic language competence and enable them to appreciate the intrinsic value that different languages hold.</p>

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“We may only encounter two foreigners here within ten years”: Revisiting English language education policy in China through the eyes of the Blang minority

  • 期刊论文

  • 发表日期：

    2026年6月1日

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  • Sixuan Wang

摘要

The prevailing influence of neoliberal ideologies has had language learning increasingly propelled by socioeconomic motives. This is particularly true when talking about English. The Chinese government (like many other governments) has actively promoted English by associating it with modernisation and internationalisation. A multitude of guidelines related to English language education have been issued, and English courses have been set from primary schools nationwide. This raises a question regarding whether the universal promotion of English nationwide really suits peripheral minority regions where communication with English-speaking countries remains rather limited. This research, thus, investigates how the Blang, a minority group residing close to the China-Myanmar border, perceives the English language. The data was collected through semi-structured interviews in the Blang Mountain Township in Yunnan Province, China. The analysis of data revealed that the neoliberal discourse of English within the education and employment system has formed an ideological backdrop for the Blang people’s perception of English. Nevertheless, this institutionally driven discourse did not appear to override the pragmatic concern of English in the local area. The disconnection between the compulsory learning of English and its absence from the Blang’s lived reality reduced its learning to a mere institutional obligation, further reinforcing linguistic instrumentalism and a neoliberal logic of English learning. This problematises the current language education policy that exclusively recognises English as the only useful foreign language and ignores local actual needs. This research thus calls for a more context-sensitive language education policy and a flexible curriculum that is responsive to local language needs. In minority areas close to the border, such as Blang, encouraging the learning of languages of neighbouring countries as a foreign language at school can equip students with more pragmatic language competence and enable them to appreciate the intrinsic value that different languages hold.