Examining the Challenges of Bilingual Education in Chinese Mainland from an Asian Perspective

Authors

  • Runyi Wang Queen's University Belfast, Belfast, BT7 1NN, United Kingdom Author

DOI:

https://doi.org/10.71222/chhvt993

Keywords:

Chinese-English bilingual education, Krashen's Input Theory, cultural identity, language acquisition, educational reform, exam-oriented pedagogy

Abstract

This study examines the challenges of Chinese-English bilingual education in mainland China from an Asian perspective, drawing comparative insights from bilingual education models in Singapore, Hong Kong, India, Japan, and other regions. Utilizing Krashen's Input Theory and semi-structured interviews with 10 bilingual individuals across Asia, the research analyzes the interplay between policy frameworks, cultural identity, and individual language acquisition experiences. Key findings reveal tensions between national language policies and personal educational backgrounds, the emotional and cultural dimensions of language choice, and systemic issues such as exam-oriented pedagogy, urban-rural resource disparities, and insufficient practical application of English. The study highlights the critical role of supportive environments, multimodal input, and culturally inclusive strategies in fostering bilingual proficiency. Recommendations include reforming assessment systems, integrating authentic language materials, and balancing instrumental goals with cultural preservation. The conclusion underscores the need for dynamic policy adjustments that harmonize global competencies with local identity, emphasizing acquisition-driven approaches and equitable resource distribution to address current barriers in mainland China's bilingual education landscape.

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Published

08 July 2025

How to Cite

Wang, R. (2025). Examining the Challenges of Bilingual Education in Chinese Mainland from an Asian Perspective. Business and Social Sciences Proceedings , 2, 48-62. https://doi.org/10.71222/chhvt993