Trilingual and Multicultural Experiences Mitigating Students’ Linguistic Stereotypes: Investigating the Perceptions of Undergraduates of Chinese Heritage Regarding Native/Non-Native English Teachers

Minmin Yang, Gretchen McAllister, Bin Huang

Research output: Contribution to journalArticlepeer-review

Abstract

Student stereotyping of non-native English-speaking teachers is a common focus of research and there is a paucity of studies targeting trilingual students of multicultural backgrounds. The present study aims to investigate the dimensions of trilingual Chinese heritage undergraduates’ perceptions of English teachers from Kachru’s stratification of native-English-speaking (Inner-circle), ESL (Outer-circle) and EFL (Expanding-circle) regions. A mixed study design was used to collect data including online questionnaires and an offline semi-structured interview. Quantitative findings indicate the subjects’ preference for native speaking teachers, together with a hierarchical ranking in teacher assessments according to race/ethnicity. Qualitative findings demonstrate that students are also less biased on racial grounds, considering all teachers are “qualified and good enough”, hence the “Inner > Outer > Expanding = Qualified > Unqualified” result. Multilingual and multicultural factors have been used to account for the mitigated linguistic stereotypes from sociocultural and political perspectives. Findings of this study challenge but nevertheless also confirm to some extent the traditional native/non-native dichotomy that manifests raciolinguistic traits and support Kachru’s stratification with statistical evidence. Educational implications are discussed to benefit future practice to further eliminate student prejudice and to better prepare native Chinese teachers of the English language.

Original languageEnglish (US)
Article number588
JournalBehavioral Sciences
Volume13
Issue number7
DOIs
StatePublished - Jul 2023

Keywords

  • Chinese heritage students
  • World Englishes (WE)
  • homophily
  • linguistic stereotype
  • multicultural experiences
  • native English teachers
  • non-native English teachers
  • trilingual

ASJC Scopus subject areas

  • Ecology, Evolution, Behavior and Systematics
  • Development
  • Genetics
  • General Psychology
  • Behavioral Neuroscience

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