What’s in a name? Chinese learners and the practice of adopting ‘English’ names


An article authored by Edwards (2006) provides an insight into the complex of Chinese students adopting English names. She traces the origin of naming and how identity is created in Chinese culture. She explains the different approaches in Western and Chinese culture. Edwards (2006) describes how names are  fluid and can change in different situations at different times in China, whereas in Western-oriented culture a name “retains an essential self across time and space”.  Edwards further explains the rationales of adopting an English name or reasons for resistance. This article explains why some students choose unusual or out-moded English names, while others choose names that mimic the sound or the meaning of their personal name. She mentions that students may choose unusual names so that they are memorable and therefore are valued, while others use it as the ultimate form of resistance. The author also discusses the adoption of an English name provides distance that can offer a screen and the development of a more solid relationship between student and teacher. It my be perceived by the Chinese student that use of a personal name provides more opportunity for the development of the traditional asymmetrical student – teacher relationship. The adoption of an English name may also be a sign of commitment to learning the language; be easier to pronounce than their own personal name; or assigned by someone else!

Professional experience facilitators, supervisors and preceptors mentor students from a range of cultures, including those from China. Edwards (2006) discusses the pitfalls of English educators making assumptions about Chinese students based on their choice of English name or use of their personal or family name. The importance of this article for clinical supervisors is that it highlights there is a complex of behaviour associated with the use of a Chinese or English name by Chinese students.  It is important for supervisors remain non-judgemental and to use the student’s preferred name whether it be English or Chinese. It is also important to ensure that names are correctly pronounced and spelled. The author suggests discussion regarding naming may provide learning opportunities to examine cultural differences that can improve understanding of the different cultural phenomena and strengthen the learning partnership. For students undertaking PEP relationship development is important, which becomes even more so when unfamiliar Australian idiom is used in practice. Understanding students and their names is an important part of developing rapport, relationship building and promoting belongingness. Previous blogs have discussed these issues.

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