Research on Localized English Education for Transnational Left-behind Children in the Context of English Global Localization

A Case Study of Wenzhou Overseas Chinese Hometown

Authors

  • Yujie Su School of Foreign Studies, Wenzhou University, China
  • Xueyan Li School of Foreign Studies, Wenzhou University, China
  • Huili Ma School of Foreign Studies, Wenzhou University, China
  • Shuchang Dong School of Foreign Studies, Wenzhou University, China
  • Ruoruo Lin Li’ao Overseas Chinese Primary School, Zhejiang, China
  • Lijuan Zou Wenzhou Xianyan No.2 Middle School, Zhejiang, China
  • Qiaoqiao Lin Wenzhou High School, Zhejiang, China

DOI:

https://doi.org/10.61414/jeti.v6i1.176

Abstract

With the increasing development of English globalization, the trend of combining English with local cultures has become more evident. This research focuses on five schools in the Wenzhou overseas Chinese hometown to investigate the current status of English education from the perspectives of teachers, students, and textbooks. The aim was to propose bilingual education strategies for the education of transnational left-behind children. By examining the situation of English education in this specific context, this study sought to address the unique challenges faced by transnational left-behind children and provide effective educational approaches. Interviews, observations, and document analysis were employed to gather data by means of qualitative research methods. The findings of this study settled on the improvement of bilingual education for transnational left-behind children and insights into enhancing English education in multicultural settings.

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Published

2024-04-02