Supplementary material for the article "Are you ever taught to be native-like? Language ideologies through lexicon in L1/L2 Chinese education"

This data set includes the supplementary material for the article “Are you ever taught to be native-like? Language ideologies through lexicon in L1/L2 Chinese education”. All content is documented in the README.txt file. Abstract: Obligated to transmit cultural identity, L1 Chinese education attaches great importance to Classical Chinese in which morphemes represented by single characters are more likely to stand alone than in colloquial Modern Chinese: the notion of word is never explicitly taught as an object, but intricately intertwined with ideographic characters. In stark contrast, lined up with the “phonocentric” language ideology intrinsic to alphabets, L2 Chinese education provides a list of required words with clear-cut word boundaries, and does not recognize the fluidity in morphemes’ syntactic freedoms: linguistic Chineseness is completely hidden from learners that the common identity arises from ideographic writing instead of mutually intelligible speaking. This contrast calls attention to the metalinguistic assumptions underlying language education.