Robert Weekly
Biographic Data
| ID | 5904282 |
|---|---|
| NAME | Robert Weekly |
| GIVEN NAMES | Robert |
| FAMILY NAME | Weekly |
| SIGNATURE | WEEKLY R |
| AFFILIATIONS | University of Nottingham Ningbo China |
| ORCID | 0000-0002-2929-1951 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Chinese English and Chinglish as a shared translanguaging space
Chinese English is recognised as, potentially, one of the most important developing varieties of English. This paper investigates the attitudes of 18 to 30+ years old English-speaking Chinese nationals towards Chinese English and Chinglish, and analysed a total of 277 questionnaires. Just under half of the respondents (45%) asserted that there are differences between Chinese English and Chinglish, with Chinese English associated with Chinese cult…
Identity, agency, and investment in Chinese students’ English naming practices
The requirement for Chinese students to adopt an English name for the English language classroom remains a relic of a previous era, which is not only accepted but also desirable by some. This study reports on 357 Chinese English language students’ relationship with their English names in terms of the concepts of identity, agency and investment, using a questionnaire designed to gather both quantitative and qualitative responses. The study suggest…
Uniqueness and agency in English Naming Practices of Mainland Chinese Students
In diaspora and post-colonial communities, ethnic Chinese people tend to adopt names that are common in majority English-speaking countries. Compared to these communities, less attention has been paid to mainland Chinese, where the practice of adopting an English name is in the process of becoming normalised among the current generation of fifteen to thirty-five-year-olds. This paper is part of a wider project to examine the English naming practi…
EAP corrective feedback in an EMI setting
This study examines the oral corrective feedback (CF) beliefs of Chinese students and English for Academic Purposes (EAP) tutors in an English Medium Instruction (EMI) setting in China. Despite considerable variation in spoken English around the world many EAP tutors tend to correct students' spoken language in relation to native speaker norms, while for students the native model is constructed as the ideal model. This exploratory study looks at …
Examining the parameters of translanguaging in the context of Chinese bilinguals’ discourse practices
This paper addresses the complexity of the linguistic situation in China by examining the language policy and language categorisation in the People’s Republic of China (PRC), which has implications for how multilingual speakers conceptualise and practice ‘language’. In addition, this paper examines the conceptual framework of translanguaging and its applicability to the context of an interview between speakers of Putonghua Chinese and Wu Chinese.…
“English is a mishmash of everything”
The author reports on a qualitative investigation of the language attitudes of multilingual British South Asian English language teachers. Data are drawn from both interviews and focus groups to demonstrate the participants underlying conception of language and their awareness and attitudes toward Indian English and how they coalesce their “duty” as English language teachers and their beliefs about language variation. The author observes underlyi…
Attitudes, beliefs and responsibility for heritage language maintenance in the UK
In this paper, I draw on interview data with multilingual British South-Asian English language teachers to examine their language attitudes and beliefs about the responsibility for heritage language maintenance in the UK. While all the participants feel that it is important for heritage languages to be maintained, differences emerged with respect to the level of responsibility that the mainstream education sector has in this maintenance. Irrespec…
Attitudes, beliefs and responsibility for heritage language maintenance in the UK
In this paper, I draw on interview data with multilingual British South-Asian English language teachers to examine their language attitudes and beliefs about the responsibility for heritage language maintenance in the UK. While all the participants feel that it is important for heritage languages to be maintained, differences emerged with respect to the level of responsibility that the mainstream education sector has in this maintenance. Irrespec…
Identity, agency, and investment in Chinese students’ English naming practices
The requirement for Chinese students to adopt an English name for the English language classroom remains a relic of a previous era, which is not only accepted but also desirable by some. This study reports on 357 Chinese English language students’ relationship with their English names in terms of the concepts of identity, agency and investment, using a questionnaire designed to gather both quantitative and qualitative responses. The study suggest…
Uniqueness and agency in English Naming Practices of Mainland Chinese Students
In diaspora and post-colonial communities, ethnic Chinese people tend to adopt names that are common in majority English-speaking countries. Compared to these communities, less attention has been paid to mainland Chinese, where the practice of adopting an English name is in the process of becoming normalised among the current generation of fifteen to thirty-five-year-olds. This paper is part of a wider project to examine the English naming practi…
Examining the parameters of translanguaging in the context of Chinese bilinguals’ discourse practices
This paper addresses the complexity of the linguistic situation in China by examining the language policy and language categorisation in the People’s Republic of China (PRC), which has implications for how multilingual speakers conceptualise and practice ‘language’. In addition, this paper examines the conceptual framework of translanguaging and its applicability to the context of an interview between speakers of Putonghua Chinese and Wu Chinese.…
Attitudes, beliefs and responsibility for heritage language maintenance in the UK
In this paper, I draw on interview data with multilingual British South-Asian English language teachers to examine their language attitudes and beliefs about the responsibility for heritage language maintenance in the UK. While all the participants feel that it is important for heritage languages to be maintained, differences emerged with respect to the level of responsibility that the mainstream education sector has in this maintenance. Irrespec…
“English is a mishmash of everything”
The author reports on a qualitative investigation of the language attitudes of multilingual British South Asian English language teachers. Data are drawn from both interviews and focus groups to demonstrate the participants underlying conception of language and their awareness and attitudes toward Indian English and how they coalesce their “duty” as English language teachers and their beliefs about language variation. The author observes underlyi…
Examining the parameters of translanguaging in the context of Chinese bilinguals’ discourse practices
This paper addresses the complexity of the linguistic situation in China by examining the language policy and language categorisation in the People’s Republic of China (PRC), which has implications for how multilingual speakers conceptualise and practice ‘language’. In addition, this paper examines the conceptual framework of translanguaging and its applicability to the context of an interview between speakers of Putonghua Chinese and Wu Chinese.…
EAP corrective feedback in an EMI setting
This study examines the oral corrective feedback (CF) beliefs of Chinese students and English for Academic Purposes (EAP) tutors in an English Medium Instruction (EMI) setting in China. Despite considerable variation in spoken English around the world many EAP tutors tend to correct students' spoken language in relation to native speaker norms, while for students the native model is constructed as the ideal model. This exploratory study looks at …
Identity, agency, and investment in Chinese students’ English naming practices
The requirement for Chinese students to adopt an English name for the English language classroom remains a relic of a previous era, which is not only accepted but also desirable by some. This study reports on 357 Chinese English language students’ relationship with their English names in terms of the concepts of identity, agency and investment, using a questionnaire designed to gather both quantitative and qualitative responses. The study suggest…
Uniqueness and agency in English Naming Practices of Mainland Chinese Students
In diaspora and post-colonial communities, ethnic Chinese people tend to adopt names that are common in majority English-speaking countries. Compared to these communities, less attention has been paid to mainland Chinese, where the practice of adopting an English name is in the process of becoming normalised among the current generation of fifteen to thirty-five-year-olds. This paper is part of a wider project to examine the English naming practi…
Chinese English and Chinglish as a shared translanguaging space
Chinese English is recognised as, potentially, one of the most important developing varieties of English. This paper investigates the attitudes of 18 to 30+ years old English-speaking Chinese nationals towards Chinese English and Chinglish, and analysed a total of 277 questionnaires. Just under half of the respondents (45%) asserted that there are differences between Chinese English and Chinglish, with Chinese English associated with Chinese cult…
Multilingual Education and Policy (6 works) · EFL/ESL Teaching and Learning (5 works) · Pedagogy (5 works) · Political science (5 works) · Second Language Learning and Teaching (5 works) · Sociology (5 works) · Linguistics (4 works) · Psychology (4 works) · China (3 works) · Law (3 works)