1、A comparison of Confucius Institute and other language and culture promoting institutesThe economic basis determines superstructure. With the booming of the economy, Chinese government is now seeking cultural recognition. Promoting Chinese language and culture has become its priority of national str
2、ategy. 1. Confucius Institute as a carrier of teaching both language and culture has been highlighted in the process of internationalization of Chinese language and culture. Since its first established in Seoul 2004, Confucius Institutes has been expanding rapidly, it is reported that there were 327
3、 Confucius Institutes in 93 countries and regions until July 2013. 2. With its international expansion, there are never stopping criticisms, concerns, and controversies, and they are mainly about undermining academic freedom at host universities, engaging in industrial and military espionage, survei
4、llance of Chinese students abroad, etc. 3.Many countries think highly of Culture Communication, they use government action to promote their language and culture as well. There are quite a few of successful cases, e.g. British Council from Britain, Alliance franaise from France, Goethe-Institut from
5、Germany, Instituto Cervantes from Spain, etc. Why their government action didnt evoke detestation apart from the reason of different ideologies? Obviously, they have a longer history and more mature experience in promoting their languages and cultures, and each country has its own structure of organ
6、ization, model of operating, method of management, capital resources, fund raising, human resources, and the way of training the teachers. 4. As a result, it is very important for Chinese government to learn the experiences from these countries. Outline: 1. The current situation of Confucius Institu
7、tea. The structure of organization, the method of management, the way of found raising, etc. b. The teaching method, curriculum. Activities involved 2. A case study of CI in GWU or Maryland (the first CI established in the US)3. The problems faced in developing CI around the worlda. the quality of C
8、hinese teachers b. the quality of text booksc. the teaching methodd. the cooperation with local government and universitiese. the criticism of culture invasion4. A comparison of CI and other language and culture promoting institutesa. British Councilb. Alliance franaisec. Goethe-Institutd. Instituto
9、 Cervantese. Lessons should take by CI5. Some suggestion in promoting CI in the futureReferences: 1. Starr, D. (2009). Chinese language education in Europe: The Confucius institutes. European Journal of Education, 44(1), 65. 2. Hartig, F. (2012). Confucius institutes and the rise of china. Journal o
10、f Chinese Political Science, 17(1), 53-76. doi: 3. Hsi Chang Li, Mirmirani, S., & Ilacqua, J. A. (2009). Confucius institutes. The Learning Organization, 16(6), 469-482. doi: 4. Li, M. (2012). A case study of one confucius institute: A china-U.S. university synergistic collaboration. (Ph.D., Arizona
11、 State University). ProQuest Dissertations and Theses, Retrieved from Some References will use later: 5. Lien, D., & Co, C. Y. (2013). The effect of confucius institutes on US exports to china: A state level analysis. International Review of Economics & Finance, 27(0), 566-571. doi: 6. Liu, N. (2010
12、). The role of confucius institutes in chinese heritage language-community language (HL-CL) schools: Stakeholders views. (Ph.D., Arizona State University). ProQuest Dissertations and Theses, Retrieved from 7. Ning, M. J. (2006). Chinese international promotion :Economic analysis and proposition about the confucius institute. (Ph.D., Shandong University (Peoples Republic of China). PQDT - Asia, Retrieved from 8. Su-Yan, P. (2013). Confucius institute project: Chinas cultural diplomacy and soft power projection. Asian Education and Development Studies, 2(1), 22-33. doi:
