Management Strategies in Internationalizing the Mandarin Language

Chen Limeng; Lalu Muhammad  Furkan

doi:10.55927/ajae.v4i1.12432

Authors

Chen Limeng Master of Management Study Program, Faculty of Economic, University of Mataram
Lalu Muhammad Furkan Management Study Program, Faculty of Economic, University of Mataram

DOI:

https://doi.org/10.55927/ajae.v4i1.12432

Keywords:

Management Strategy, Internationalization, Mandarin Language

Abstract

Mandarin, as the Chinese language, has attracted billions of people to use it as a communication tool in written and spoken forms at the international level. China has afforded various strategies to foster the development of the language worldwide. This study aimed to investigate the management strategies applied by the Chinese Government and the challenges encountered while promoting Mandarin as a global language. Employing qualitative study with library research as the approach, the researcher collected data from various credible sources to measure the quality of the findings. Content analysis was conducted deductively based on the existing data, in which the researcher commenced categorizing the relevant resources and finalized the findings by interpreting and concluding them. The result showed that the Chinese Government employs three primary management strategies to globalize the language: Promoting the Mandarin language through education, cultural exchange, and global trading. Some challenges were also identified, such as linguistic barriers, political and diplomatic challenges, and limited integration in educational systems.

Downloads

Download data is not yet available.

References

Agustina, T. (2014). English for Specific Purposes: An Approach of English Teaching for non-English Department Students. Beta Journal, 7(1), 37–63. https://doi.org/10.20414/betajtm.v9i2.7

Ahtif, M. H., & Gandhi, N. (2022). The Role of Language in Cross Cultural Bonds. Journal of Asian Multicultural Research for Social Sciences Study, 3(4), 7–16. https://doi.org/10.47616/jamrsss.v3i4.321

Alam, Q., & Mostafiz, F. (2022). The Role of Languages in International Trade Disputes. 1(1). https://doi.org/10.54648/trad2018030

Aleksandrova, O., Kolinko, M., Ishchuk, A., Kozlovets, M., Petryshyn, H., Hotsalyuk, A., & Taran, G. (2024). Understanding Intercultural Communication as a Condition for Sustainable Development. European Journal of Sustainable Development, 13(2), 261. https://doi.org/10.14207/ejsd.2024.v13n2p261

Amano, T., González-Varo, J. P., & Sutherland, W. J. (2016). Languages Are Still a Major Barrier to Global Science. PLoS Biology, 14(12), 1–8. https://doi.org/10.1371/journal.pbio.2000933

Azhar, A., Wijaya, C., & Hadijaya, Y. (2023). Strategic Plan for Enhancing the Quality of Educators in Deli Insani Integrated Islamic Primary School. EDUTEC : Journal of Education And Technology, 7(2), 518–528. https://doi.org/10.29062/edu.v7i2.668

Barrett, T. H. (2021). Japanese Monks and Chinese Books: Glimpses of Buddhist Sinology in Early Tokugawa Japan. Religions, 12(10). https://doi.org/10.3390/rel12100871

Benson, C. (2017). Multilingual Education for All: Applying an Integrated Multilingual Curriculum Model to Lowincome Contexts. Multilingualisms and Development: Selected Proceedings of the 11th Language & Development Conference, 239–258.

Buckley, P. J., Carter, M. J., Clegg, J., & Tan, H. (2005). Language and Social Knowledge in Foreign-Knowledge Transfer to China. International Studies of Management & Organization, 35(1), 47–65. https://doi.org/10.1080/00208825.2005.11043724

Chandra, R., & Sinha, M. (2024). China’s Soft Power Diplomacy in International Politics : Strategies , Means and Implications. Journal of Visual and Performing Arts, September. https://doi.org/10.29121/shodhkosh.v5.i1.2024.204

Chen, X., Zhao, K., & Tao, J. (2020). Language Learning as Investment or Consumption? A Case Study of Chinese University Students’ Beliefs about the Learning of Languages other than English. Sustainability (Switzerland), 12(6). https://doi.org/10.3390/su12062156

Chiu, C. Y., Lonner, W. J., Matsumoto, D., & Ward, C. (2013). Cross-Cultural Competence: Theory, Research, and Application. Journal of Cross-Cultural Psychology, 44(6), 843–848. https://doi.org/10.1177/0022022113493716

Dhir, K. S., & Gòkè-Paríolá, A. (2002). The Case for Language Policies in Multinational Corporations. Corporate Communications: An International Journal, 7(4), 241–251. https://doi.org/10.1108/13563280210449822

Dong, H. (2021). A History of the Chinese Language (2nd ed.). Routedge.

El-Asri, S., & EL Karfa, A. (2024). The Role of Cultural Exchange in the Development of Intercultural Competence in the Context of Cultural Diplomacy. Journal of Humanities and Social Sciences Studies, 6(1), 62–70. https://doi.org/10.32996/jhsss.2024.6.1.7

Fatima, N., & Saman, E. (2024). Exploring the Cultural Exchange Potential of Learning Chinese as a Second Language in Pakistan. International Journal of Languages, Literature and Linguistics, 10(1), 40–44. https://doi.org/10.18178/ijlll.2024.10.1.481

HS, A. F. (2015). Sociolinguistics in Language Teaching. Mabasan, 9(2). https://doi.org/10.26499/mab.v9i2.159

Hubbert, J., Zaharna, R., & Hartig, F. (2014). Confucius Institutes and the Globalization of China’s Soft Power. In Confucius Institutes and the Globalization of China’s Soft Power.

Hutchinson, W. K. (2005). Linguistic Distance as a Determinant of Bilateral Trade. In Southern Economic Journal (Vol. 72, Issue 1). https://doi.org/10.2307/20062091

Institute, C. (2024). Confucius Institutes. Chinese Public Diplomacy. https://doi.org/10.4324/9781315750088-9

Kalfagianni, A., & Young, O. R. (2022). The Politics of Multilateral Environmental Agreements Lessons from 20 Years of INEA. International Environmental Agreements: Politics, Law and Economics, 22(2), 245–262. https://doi.org/10.1007/s10784-022-09567-6

Kluver, R. (2014). The Sage as Strategy: Nodes, Networks, and the Quest for Geopolitical Power in the Confucius Institute. Communication, Culture & Critique, 7(2), 192–209. https://doi.org/10.1111/cccr.12046

Koh, S. Y., Hoon, C. Y., & Haji-Othman, N. A. (2021). “Mandarin Fever” and Chinese Language-learning in Brunei’s Middle Schools: Discrepant Discourses, Multifaceted Realities and Institutional Barriers. Asian Studies Review, 45(2), 325–344. https://doi.org/10.1080/10357823.2020.1801577

Krippendorf, K. (1985). Content Analysis: An Introduction to Its Methodology. In Sage Publication (Vol. 31, Issue 6). International Educational and Professional Publisher. https://doi.org/10.1103/PhysRevB.31.3460

L.N.Q., H. (2020). Teachers’ professional development as a tool to enhance institutional quality: Current practices at a center for foreign languages. Can Tho University Journal of Science, Vol.11(1)(January 2020), 30. https://doi.org/10.22144/ctu.jen.2020.004

Leonard, K. M., van Scotter, J. R., & Pakdil, F. (2009). Culture and Communication: Cultural Variations and Media Effectiveness. Administration and Society, 41(7), 850–877. https://doi.org/10.1177/0095399709344054

Llerena Medina, E. G. (2018). the Impact of English As Global Language for Trading Between China and South American Enterprises. Ciencia Digital, 2(2), 532–549. https://doi.org/10.33262/cienciadigital.v2i2.118

Lu, J., Wang, Y., Shen, Q., & Gao, X. (2022). Investment in Learning Chinese by International Students Studying Chinese as a Second Language ( CSL ). Sustainability, November. https://doi.org/10.3390/su142315664

Maags, C. (2014). Enhancing China’s National Image Through Culture Festivals: A Case Study of China Culture Years in Europe. Fudan Journal of the Humanities and Social Sciences, 7(1), 33–55. https://doi.org/10.1007/s40647-013-0003-x

Magura, N. (2021). The Benefits of a Shared Language among Informal Cross-border Traders at Chirundu One-stop Border Post between Zambia and Zimbabwe. International Journal of Research and Innovation in Social Science, II(Ii), 2454–6186. www.rsisinternational.org

Mahardhika, B. N., & Raharja, S. (2023). The Importance of Strategic Planning With Modern Trends in Education. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1807–1820. https://doi.org/10.35445/alishlah.v15i2.2527

Mathew, M., Krishnamurti, C., & Sevic, Z. (2005). A Survey of Singaporean Chinese Investors in Mainland China and Their Knowledge of the Chinese Language. Cross Cultural Management: An International Journal, 12(1), 46–59. https://doi.org/10.1108/13527600510797953

Melitz, J. (2008). Language and Foreign Trade. European Economic Review, 52(4), 667–699. https://doi.org/10.1016/j.euroecorev.2007.05.002

Mélitz, J. (2002). Language and Foreign Trade.

Mirza, M. N., Abbas, H., & Nizamani, M. Q. (2020). Evaluating China’s Soft Power Discourse: Assumptions, Strategies, and Objectives. Global Strategic & Securities Studies Review, V(IV), 40–50. https://doi.org/10.31703/gsssr.2020(v-iv).05

Murtadhoh, N. L., & Arini, W. (2023). The Existence of Chinese Language in The Globalization Era. Journal of Maobi, 1(1), 7. https://doi.org/10.20961/maobi.v1i1.79731

Musinovna, R. M., & G’ayratovna, G. N. (2023). Integration of Pragmalinguistics, Funtional Translation Studies and Language Teaching Processes. International Scientific Conference, 2(11), 321–324.

Nan, X., & Yanan, Y. (2018). Confucius Institute and China’s Cultural Diplomacy : A Case Study of Confucius Institutes in Malaysia. Australian Journal of Science and Technology, 2(3), 135–137.

Pan, L., Sun, D., Zou, Y., Cao, Y., Zhang, J., & Li, F. (2023). Psycho-Linguistic and Educational Challenges in Teaching Chinese (Mandarin) Language: Voices from None-Chinese Teachers of Mandarin Language. BMC Psychology, 11(1), 1–13. https://doi.org/10.1186/s40359-023-01432-8

Paradise, J. F. (2009). China and International Harmony. University of California Press Collaborating with JSTOR, 49(4), 647–669.

Qi, M., & Wang, X. (2023). Development of International Chinese Language Education in Iran: An Analysis in the Context of Iran’s Foreign Language Policy Characteristics. Journal of Contemporary Educational Research, 7(12), 47–52. https://doi.org/10.26689/jcer.v7i12.5686

Qi, Y. W., & Lemmer, E. (2013). Teaching Mandarin as a foreign Language in Higher Education Institutions in South Africa. Per Linguam, 29(1), 33–48. https://doi.org/10.5785/29-1-540

Rabiah, S. (2012). Language as a Tool for Communication and Cultural Reality Discloser. 1st International Conference on Media, Communication and Culture, 1–11.

Rehimzadeh, F., & Ebrahimi, B. P. (2021). Evaluating the Effects of Language on International Trade in MENA Countries: A Gravity-model Approach. Journal of Research in Emerging Markets, 3(4), 48–62. https://doi.org/10.30585/jrems.v3i4.696

Saud, M. S. (2020). Teaching English as an International Language (EIL) in Nepal. Indonesian TESOL Journal, 2(1), 29–41. https://doi.org/10.24256/itj.v2i1.1079

Selmier, W. T., & Oh, C. H. (2012). International Business Complexity and the Internationalization of Languages. Business Horizons, 55(2), 189–200. https://doi.org/10.1016/j.bushor.2011.11.006

Shuto, M. (2018). Patterns and Views of China’s Public Diplomacy in ASEAN Countries: Focusing on Confucius Institutes. Journal of Contemporary East Asia Studies, 7(2), 124–148. https://doi.org/10.1080/24761028.2018.1553227

Sun, S.-C. (2023). Confucius Institutes: China’s Cultural Soft Power Strategy. Journal of Culture and Values in Education, 6(1), 52–68. https://doi.org/10.46303/jcve.2023.4

Tahsildar, M. N. (2019). Chinese Language Complexities among International Students in China. Education Quarterly Reviews, 2(1). https://doi.org/10.31014/aior.1993.02.01.39

Tenzer, H., Pudelko, M., & Harzing, A. W. (2014). The Impact of Language Barriers on Trust Formation in Multinational Teams. Journal of International Business Studies, 45(5), 508–535. https://doi.org/10.1057/jibs.2013.64

Tien, N. I., & Bing, N. C. (2021). Soft Power, Confucius Institute and China’s Cultural Diplomacy in Malaysia. Kajian Malaysia, 39(1), 55–76. https://doi.org/10.21315/KM2021.39.1.3

Tinsley, T., & Board, K. (2014). The Teaching of Chinese in the UK Research Report. Alacantara Communication, August. http://www.britishcouncil.org/sites/default/files/alcantara_full_report_jun15.pdf

Troyer, R. A., & Ong, T. W. S. (2022). The Double-Edged Sword of Mandarin: Language Shift and Cultural Maintenance among Middle-Aged Chinese-Malaysians. Journal of Humanities, 25, 1–20. https://doi.org/10.1163/26659077-25010005

Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A Systematic Review. Educational Research Review, 15(October 2017), 17–40. https://doi.org/10.1016/j.edurev.2015.04.002

Wan, X. (2024). The Significance of Chinese Cultural Dissemination from The Perspective of the “Silk Road”. International Journal of Education and Humanities, 13(3), 267–269. https://doi.org/10.54097/ftbe7f45

Wang, A. L. (2013). Collaborative Learning in Cultural Exchange: Exploring its Current Trend and Feature. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 8083 LNAI, 562–571. https://doi.org/10.1007/978-3-642-40495-5_56

Wang, D., & Chik, A. (2022). International Handbook on Education Development in Asia-Pacific. International Handbook on Education Development in Asia-Pacific, August. https://doi.org/10.1007/978-981-16-2327-1

Wang, Y., Wang, Y., & Lee, S. H. (2017). The Effect of Cross-border e-Commerce on China’s International Trade: An Empirical Study based on Transaction Cost Analysis. Sustainability (Switzerland), 9(11), 1–13. https://doi.org/10.3390/su9112028

Xie, M. (2021). Increase in Income and International Promotion of Language: Evidence from China. International Review of Economics and Finance, 73(August 2019), 275–289. https://doi.org/10.1016/j.iref.2021.01.004

Yi, X. (2018). Research on Way and Strategy of Culture for Language Spread under Background of the Belt and Road Initiative. 163(Meici), 1141–1144. https://doi.org/10.2991/meici-18.2018.229

Zakirovich, G. . (2023). The Relationship between Culture and Language in Learning Process. Eurasian Journal of Social Sciences, Philosophy and Culture, 3(5), 55–63.

Zarkachi, I. (2023). Geopolitical and Global Power Shift: The Economic, Military, and Political Rise of China in the 21st Century. IJCIS: Journal of Chinese Interdisciplinary Studies, 01(01), 59–70. https://journal.unesa.ac.id/index.php/ijcis/issue/view/1210

Zhong, W., Muyunda, G., & Cheng, J. (2021). Epistemological Beliefs and Conceptions about Language Teaching and Learning: a study of Secondary School non-native Learners and Teachers of Mandarin Chinese in Zambia. Asian-Pacific Journal of Second and Foreign Language Education, 6(1). https://doi.org/10.1186/s40862-021-00117-2

Zhu, L. (2022). Chinese Teaching in the United States from China by the Analysis of SWOT. Proceedings of the 8th International Conference on Education, Language, Art and Inter-Cultural Communication (ICELAIC 2021), 652(Icelaic 2021), 406–412. https://doi.org/10.2991/assehr.k.220306.065

Zhu, W., & Boxer, D. (2021). Turn-Taking and Disagreement: A Comparison of American English and Mandarin Chinese. Contrastive Pragmatics, 2, 1–31. https://doi.org/10.1163/26660393-bja10019