This article explores the relationship between the national English language policy and its implementation at the local level in Chinese schools through the eyes of in-service teachers. Interviews were conducted to examine the policy awareness of EFL teachers in various primary and secondary schools in one province in China. Content analysis was employed to analyze the data to show that EFL teachers were not following the instructions in the national English curriculum to guide their classroom teaching, but were rather critical to the objectives and requirements described in the curriculum. The reason for this was revealed to be the gap between the curriculum policy and practical teaching situations. The results suggested that involving classroom teachers in policy making may help the national language curriculum more applicable and implementable. This may shed light on the question of whether teachers are just implementers or whether they help to shape and develop policy.

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The scale of English language education in China is astounding, but recent research has shown that the latest national English education policy for Chinese schools has not been implemented successfully due to various reasons. One reason given for the lack of success is the impracticability of the top-down policy itself excluding teachers' involvement and neglecting the contextual constraints. Building on the theoretical framework of multi-levelled actors in language planning and language policy, and drawing on some key concepts in relation to power in Critical Language Policy research, this paper explores how a national English language curriculum that emphasises the international standards and norms in curriculum design has been enacted, ineffectively, by the key stakeholders through analysing the specific roles of three groups of key stakeholders involved in the EFL curriculum policy implementation.

Abstract-This paper discusses the leading role of Chinese educators in English Language Teaching (ELT) for young learners. English is a global language. ELT for children becomes especially popular in China when English was officially considered compulsory at primary school in 2001. National identity is the presentation of cultural identity, and alien culture helps children understand native culture from the outside perspective. Culture sensitive applications are required to be made in ELT by teachers. Educators' excellent presentation and students' well-established practice lead to full production, bringing the active intake from the passive input.Index Terms-Active Intake, Confucianism, English Language Teaching, Passive Input I. INTRODUCTION English plays a continued dominant role in language education. It is widely used in primary education throughout the world despite constantly changing between generations. Standard English is a global language, clearly considered the first language of the international education system. Many eager learners' passionate love of the language is absolute and they take efforts to make progress shown by increased fluency. Access to English is considered to meet the educational and economic needs of personal development and preparation for employment.English Language Teaching (ELT) programmes spread dramatically throughout China. For Chinese pupils, speaking in fluent English is now the weapon enabling them to have a sufficient say in international affairs. The enormous and explosive growth of ELL has been accompanied by the similarly significant expansion of ELT.Teacher education is one of the key factors of ELT. Teaching for young learners basically depends on cultural expectations about how children adhere to their traditional culture and how they conform to alien culture. ELT is to be done by fostering powerful cultural influence and emphasizing cultural achievements. A separation from exotic culture and native culture is a damaging way forward for both languages since the attainment target is to develop confidence and competence in a wide variety of situations. The educators should provide the ample and suitable opportunities to help children to practice the language both in and outside the classroom, and to learn more about the alien culture. This paper will, first of all, begin by discussing the relationships between Confucianism and language education. Then, we highlight the discussion of how western culture exerts undue influence on education in Confucianism-

Abstract:Over the last decade, there has been a rapid increase in doctoral enrolments of Asian international students in Australian universities. While policies have been developed to meet the needs of these students, there seems to be some confusion around the terms internationalisation, globalisation, bi-cultural, inter-cultural, multi-cultural, and trans-cultural within these policies. In this paper, we define these terms and advocate for a policy position which orients to a futurist definition of culture. We then review the work of Michael Singh and his research team at Western Sydney University who have responded to this rapid increase in Asian international student doctoral enrolments in Australian universities by developing pedagogic principles around notions of trans-language and trans-cultural practices. In the final section of the paper, we then draw on our own experiences of doctoral supervision in Australian universities to reflect on our positioning within the pedagogic principles around trans-language and trans-cultural practices.