The Globalization Pace of Confucius Institutes

Born of “Chinese Fever”

“Ms. Li, how do you distinguish among big-seal, small-seal, and clerical script styles of Chinese calligraphy?” was the question Li Yiqi, a volunteer in the Confucius Institute at University College Dublin (UCD), was asked during a Chinese language lesson. Li was astounded. The student who asked the question, a retired man in his 60s, was doing research for his book on the evolution of Chinese characters, and could not wait to share his opinions with Li.

Some students always carry with them the “300 Tang poems,” and engage Li in discussion whenever they have the chance. This enthusiasm for learning the Chinese language acquainted Li, who got her master’s degree in China, with the Chinese language learning boom in Ireland. Some young women in their teens even asked Li how they could buy TF Boys – a popular Chinese band – merchandise. Her class also celebrates any birthdays among them by singing “Happy Birthday” in Chinese. It would seem that China’s popular culture is permeating the daily life of Irish youth.

Local students are keen to join the Chinese painting course in the Confucius Institute at the University of Helsinki.

In Ireland, Confucius Institutes have achieved coverage of all age groups including students at kindergartens, primary and secondary schools, universities, and community colleges. More than 5,000 primary and secondary school students attend Chinese lessons every year. The Confucius Institute at UCD also provides materials for the weekly broadcast of the “Hello, China” radio show.

Courses at the Confucius Institute at the University of Helsinki where Wang works have expanded from basic language learning to multidimensional content, such as China media language and Chinese culture. Some of Wang’s students go on to become teachers of Chinese at local schools after graduating, so propagating the impact of the Confucius Institute.

More than a decade ago, when products made in China were seen in households throughout the West, Chinese language, as well as the culture and society behind these products, drew global attention. This led to the establishment of the first Confucius Institute. Benefiting from the U.K., France, Germany, and Spain’s experience of promoting their national languages, in 2004 China began its own exploration through establishing non-profit public institutions. Named Confucius Institutes, they aim to promote Chinese language and culture in foreign countries.

As regards the guiding principle of Confucius Institutes, the “Constitution and By-Laws of the Confucius Institutes” states: “Confucius Institutes devote themselves to satisfying the demands of people from different countries and regions in the world who learn the Chinese language, to enhancing understanding of the Chinese language and culture by these peoples, to strengthening educational and cultural exchange and cooperation between China and other countries, to deepening friendly relationships with other nations, to promoting the development of multiculturalism, so to construct a harmonious world.”