China English and College Intercultural Education: A Cultural Linguistic Perspective

Abstract

Abstract In the era of globalization, English as an international language (EIL) is also the medium of intercultural communication for the international community. Based on the theory of cultural linguistics (CL), which regards language as culture-oriented rather than structure-oriented, Sharifian (2009, p. 4) has proposed that varieties of English which constitute EIL result from the interaction between the English language and different local cultures. CL suggests that China English (CE) should be understood in this light: It is not a substandard interlanguage, but a variety of English with its own cultural value and right. This paper intends to systemically analyze the nature of CE and its value in intercultural communication so as to better understand current intercultural education. Over a long time, much emphasis has been laid on the importance of adapting to the target language culture to the neglect of home language culture in our College English classrooms, thus resulting in what is known as Chinese cultural aphasia. In the light of CL, intercultural communication competence (ICC) encompasses not only knowing English and adapting to its culture, but also using CE to introduce the native culture in which CE plays an irreplaceable role. Therefore, CE is undoubtedly a key remedy for Chinese cultural aphasia. More research on CL should be conducted as it provides felicitous disciplinary guidance for our college intercultural education.