Understanding the language ideologies and language practices of African pre-service teachers enrolled in the teaching of the Chinese language programme in China

Currently, the number of international students studying Chinese in Chinese universities is growing significantly, and the main research conducted in this field has focused more on traditional areas. However, less research has examined the language ideologies and multilingual practices of these international students. To fill this gap, this study examined language ideologies and practices of 17 African international students enrolled in Chinese language education programmes at a Chinese university. It explored these students’ language ideologies and examined how their academic and social language practices were navigated in multilingual settings, where Chinese, English and French were involved. Through thematic analysis, the data revealed that these participants possessed a multifaceted array of language ideologies, which contextualise their language practices. These language ideologies were almost expressed positively, but language practices did not necessarily reflect their initial language ideologies, which were more complex. English is regarded as a lingua franca, employed as an alternative academic and social tool. French is defined as an indexical identity symbol, utilised predominantly in circumstantial communication contexts. Chinese remains the predominant valuable language for its usefulness and competitive opportunities. This study has implications for the enhancement of Chinese language education, both within and outside the context of Chinese universities.