1. Introduction

This chapter introduces the sociocultural view of Vygotskian theory and the essential role of language in the organization of high psychological functions. It discusses the unequal power relationships and the influence of authoritative voices in the context of English as a foreign language learners in China, and highlights the need to explore the phenomenon of EFL learners’ learning and using “native English” in China. This study aims to analyze how authoritative voices influence individual learners’ perceptions and sociocultural identity construction, and how English learners/users invest in themselves to maintain or resist power in each context through engaging or constraining their use of English.

2. Literature Review

This chapter discusses the status of the native/standard form of English in China, including the influence of globalization and Kachru's three circle model. It also describes national policies on English language education in China under the influence of neoliberal ideology, and how the government restructured universities to produce valuable workers. Additionally, it explores the local sociocultural nuances in China, such as the influence of Confucian values on identity construction and the emphasis on societal harmony and group identification.

3. Theoretical Framework

This chapter discusses Darvin and Norton’s (2015) model, which focuses on the intersection of ideology, identity, and capital. The study pays special attention to Chinese English learner/users’ ideological becoming, identity construction, and capital investment through English language within and across different stages of life. It examines the influence of multi-layered contexts on learners’ becoming and learning behaviors. The chapter defines ideologies, capital, identity, and investment within this theoretical framework and provides a comprehensive understanding of the complex identities and language learning struggles of Chinese college students. The research questions for the study are also outlined.

4. Methodology

This chapter discusses the methodology used in a phenomenological study to understand the perceptions of English-major students in a Chinese university. The study incorporates the concept and analysis of phenomenology, informed by Interpretive Phenomenological Analysis and grounded in descriptive, hermeneutic interpretation. The research context is provided, with details about the university's goals and policies. The selection process for participants is outlined, and the demographic information of the participants is presented. The researcher's role is described as that of an interviewer, active listener, and observer, with a focus on maintaining a close relationship with the participants. The process of collecting data involved conducting and recording interviews to collect first-hand narratives.

5. Findings

This chapter discusses the findings of the study, including the mandatory nature of English learning in China, the shift in focus from written to spoken English in college, the role of English proficiency certificates in the job market, and the challenges experienced by English teachers in various contexts. The participants in the study internalized the mainstream ideology and conformed to powerful political, institutional, and sociocultural forces. They also recognized the value of English learning but perceived it as a subject for high-stake exams. Furthermore, the study found that participants faced struggles when transitioning from one context to another, as their possessed skills were not deemed valuable in the new context. Additionally, it was discovered that participants navigated and reframed their identities in different contexts to claim a legitimate place.

6. Discussion

This chapter discussed the context, sociocultural capital, identity, and sense of agency of English major students in China. It highlighted the influence of native English speakers and Chinese policymakers on the perception and use of English among Chinese students. The study revealed the impact of collectivism and Confucian philosophy on individual identity and how students adjusted to the group and complied with the requirements of different contexts. It also emphasized the power dynamics and the lack of agency experienced by the participants in navigating the educational and professional environment. Additionally, the chapter explored the multifaceted nature of language identity and the struggle of students to form a powerful imagined identity. The results indicated that students showed a lack of confidence, ownership, and entitlement while learning and using English, as they were heavily influenced by external but powerful contexts.

7. Conclusion

The participants in this study are influenced by the global context and demonstrated their willingness to embrace the idea that standard forms of English language were necessary for Chinese people to be open to the Western world. Chinese sociocultural contexts shape and reshape individuals’ voices. Across time and place, participants in the study construct their language identities. Language learners’ compromises and struggles started when they encountered the educational system. In order to reconcile learners’ frustrations, stakeholders must bear the responsibilities to empower students. Rather than conservatively passing down the standardness of native English, policy makers should initiate a systematic change in English education to balance standard conformity and Chinese English uniqueness. Educators should understand language learning as a becoming experience and reconstruct English classroom with “particularity, practicality, and possibility ... socially-culturally relevant and responsive to [learners’ needs]”. Learners should embrace the normality of local English variety and be proud of the China English language identity. Despite multiple and structural limitations, learners can use English to renegotiate the rules and transform the structure.