Navigating Chinese Language Policy and Intercultural Adaptation: Insights From Multilingual Southeast Asian Ethnic Chinese Students in China.
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| Title: | Navigating Chinese Language Policy and Intercultural Adaptation: Insights From Multilingual Southeast Asian Ethnic Chinese Students in China. |
|---|---|
| Authors: | Zheng, Fen1, Gao, Jian2, Wang, Yuxiaoyue3 yxywang@stu.edu.cn |
| Source: | Journal of Language Teaching & Research. Mar2026, Vol. 17 Issue 2, p488-498. 11p. |
| Subject Terms: | *Language planning, *Chinese-speaking students, *Language ability, Cultural adaptation, Cross-cultural studies, Identity (Psychology) |
| Geographic Terms: | China, Southeast Asia, Indonesia, Malaysia |
| Abstract: | Drawing on Spolsky's (2004) language policy framework and Kim's (2001) theory of cross-cultural adaptation, this study explores how ethnic Chinese students from Southeast Asia experience linguistic preparedness, intercultural challenges, and identity negotiation at a university in China. A qualitative case study approach was used with semi-structured interviews of three students from Malaysia, Indonesia, and Thailand. Findings show that home-country Chinese education policies shape proficiency, confidence, and identity before arrival. Xie, from Malaysia's structured system, arrived with high fluency but faced discipline-specific terminology gaps. Ada, from Indonesia's restrictive setting, displayed fragmented preparation, multilingual coping, and double exclusion. Wong, from Thailand's peripheral system, had basic proficiency, relied on English and international peers, and withdrew when over-accommodation heightened discomfort. Across cases, identity negotiation was uneven and influenced by policy legacies, gaps between everyday and academic competence, and institutional conditions such as limited transport, scarce counseling, and reduced cultural programs. These results extend Spolsky's and Kim's frameworks by showing how national policies travel across borders to produce multiple adaptation pathways. They also indicate that discipline-specific bridging courses, stronger infrastructure and mental-health support, and expanded intercultural opportunities can transform identity negotiation into deeper engagement and enhance the inclusiveness of Chinese higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192139023 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Navigating Chinese Language Policy and Intercultural Adaptation: Insights From Multilingual Southeast Asian Ethnic Chinese Students in China. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zheng%2C+Fen%22">Zheng, Fen</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Gao%2C+Jian%22">Gao, Jian</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Wang%2C+Yuxiaoyue%22">Wang, Yuxiaoyue</searchLink><relatesTo>3</relatesTo><i> yxywang@stu.edu.cn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. Mar2026, Vol. 17 Issue 2, p488-498. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Language+planning%22">Language planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Chinese-speaking+students%22">Chinese-speaking students</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+adaptation%22">Cultural adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-cultural+studies%22">Cross-cultural studies</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22Southeast+Asia%22">Southeast Asia</searchLink><br /><searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink><br /><searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Drawing on Spolsky's (2004) language policy framework and Kim's (2001) theory of cross-cultural adaptation, this study explores how ethnic Chinese students from Southeast Asia experience linguistic preparedness, intercultural challenges, and identity negotiation at a university in China. A qualitative case study approach was used with semi-structured interviews of three students from Malaysia, Indonesia, and Thailand. Findings show that home-country Chinese education policies shape proficiency, confidence, and identity before arrival. Xie, from Malaysia's structured system, arrived with high fluency but faced discipline-specific terminology gaps. Ada, from Indonesia's restrictive setting, displayed fragmented preparation, multilingual coping, and double exclusion. Wong, from Thailand's peripheral system, had basic proficiency, relied on English and international peers, and withdrew when over-accommodation heightened discomfort. Across cases, identity negotiation was uneven and influenced by policy legacies, gaps between everyday and academic competence, and institutional conditions such as limited transport, scarce counseling, and reduced cultural programs. These results extend Spolsky's and Kim's frameworks by showing how national policies travel across borders to produce multiple adaptation pathways. They also indicate that discipline-specific bridging courses, stronger infrastructure and mental-health support, and expanded intercultural opportunities can transform identity negotiation into deeper engagement and enhance the inclusiveness of Chinese higher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/jltr.1702.11 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 488 Subjects: – SubjectFull: Language planning Type: general – SubjectFull: Chinese-speaking students Type: general – SubjectFull: Language ability Type: general – SubjectFull: Cultural adaptation Type: general – SubjectFull: Cross-cultural studies Type: general – SubjectFull: Identity (Psychology) Type: general – SubjectFull: China Type: general – SubjectFull: Southeast Asia Type: general – SubjectFull: Indonesia Type: general – SubjectFull: Malaysia Type: general Titles: – TitleFull: Navigating Chinese Language Policy and Intercultural Adaptation: Insights From Multilingual Southeast Asian Ethnic Chinese Students in China. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zheng, Fen – PersonEntity: Name: NameFull: Gao, Jian – PersonEntity: Name: NameFull: Wang, Yuxiaoyue IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17984769 Numbering: – Type: volume Value: 17 – Type: issue Value: 2 Titles: – TitleFull: Journal of Language Teaching & Research Type: main |
| ResultId | 1 |
