Power relations in the enactment of English language education policy for Chinese schools

Li, Minglin

doi:10.1080/01596306.2016.1141177

Cited by 7 publications

(6 citation statements)

References 24 publications

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“…In this process, practitioners who are at the ''bottom'' of the chain may not be fully involved in the policy/standard making process, and in turn they may not be well prepared to carry out the policy/standard in teaching. Li (2017) suggests that it may be beneficial to appropriately ''empower the locals,'' since teachers usually ''have their students' best interests in their hearts'' (p. 724). In fact, nowadays the Chinese government is making progress to seek a more equal distribution of power, aiming to create a more just society.…”

Section: Teachers' Perspective (3): Needs and Expectationsmentioning

confidence: 99%

“…Particularly, there is limited knowledge in the field about English teachers' views toward CSELA and their needs in putting this new standard into practice. These are important topics in CSELA research because past studies have demonstrated that practitioners are key stakeholders in education reforms, since their beliefs are closely related to their instructional practices, which then influences the ultimate attainment of the reform (e.g., G. Hu, 2005;Li, 2017). Therefore, revealing practitioners' perceptions and needs using a qualitative design may help enrich the field's knowledge of CSELA's potential impact on English teachers.…”

Section: Recent Research On China's Standards Of English Language Abi...mentioning

confidence: 99%

“…Previous studies have shown that China usually adopts a top-down policy-making approach in English education reforms (Lu, 2003). As explained in Li (2017), the top-down approach refers to a way of policy making where a policy or standard of education is developed by a committee of specialists; the ''top'' government agencies are in charge of the policy/standard-making, and the ''bottom'' schools and teachers in local cities are required to implement the formulated policy/ standard. In this process, practitioners who are at the ''bottom'' of the chain may not be fully involved in the policy/standard making process, and in turn they may not be well prepared to carry out the policy/standard in teaching.…”

Section: Teachers' Perspective (3): Needs and Expectationsmentioning

confidence: 99%

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China’s Standards of English Language Ability: Voice From English Teachers at Chinese Universities

Sang

2023

SAGE Open

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The birth of China’s Standards of English Language Ability (CSELA) marks a new era of English education in China. As the country’s first national English standard, CSELA is expected to significantly refine the current system of English assessment and further improve the quality of English education. Due to its relatively short history, there is still much unknown about the impact that CSELA may have on English teaching, learning, and testing. Therefore, this study is conducted to demonstrate how Chinese English teachers in higher education view this new standard of English. Based on semi-structured interviews with 15 university English teachers divided into three focus groups, findings demonstrate that practitioners generally hold positive attitudes toward CSELA in terms of its possible contribution to English teaching and learning. In the meantime, English teachers also share certain concerns, especially about their unpreparedness with the new standard. Finally, participants further express their needs in English teaching, as well as their desire to be more deeply involved in policy making processes. These results provide important information to enrich the field’s knowledge about CSELA. A set of implications emerge based on these findings.

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Section: Teachers' Perspective (3): Needs and Expectationsmentioning

confidence: 99%

Section: Recent Research On China's Standards Of English Language Abi...mentioning

confidence: 99%

Section: Teachers' Perspective (3): Needs and Expectationsmentioning

confidence: 99%

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China’s Standards of English Language Ability: Voice From English Teachers at Chinese Universities

Sang

2023

SAGE Open

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“…Such success is attributed to the effective macro-to-micro policy transmission mechanism, featuring clear articulation of the policy to teachers, the professional support teachers receive, and effective teacher-student collaboration. In contrast, Li [21] considered the enactment of China's EFL (English as a foreign language) policy in secondary schools an ineffective case of policy implementation. Evidence gathered from various stakeholders indicated the top-down policymaking strategy failed to consider teachers' voices and the local education realities.…”

Section: Micro Lp In Schoolsmentioning

confidence: 99%

Micro Language Planning for Sustainable Early English Language Education: A Case Study on Chinese Educators' Agency

Liang¹,

Li²,

Chik³

2022

Preprint

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Micro-level language policy and planning (LPP) primarily concerns local actors' decision-making on matters in relation to language(s) and its users. Despite a growing body of literature focusing on micro language planning in educational settings, there is a scarcity of research examining early childhood education settings such as micro-level LPP context for young English language learners. By adopting a case study approach, the present study examined the educators' enactment of agency in micro-planning the English language education policy (LEP) in one Chinese kindergarten and the associated factors shaping their agency. Our study revealed that the sustainable implementation of the kindergarten English LEP depended on the principal, native English-speaking teachers, and the Chinese assistant teachers' different degrees of agency. Also, the research findings indicated an array of contextual and individual factors nested in a hierarchical structure that facilitated, guided, and constrained the educators' agency in a role-and circumstance-dependent manner. This study contributes to the pertinent literature by casting nuanced light on the different educators' contributions to the micro-level LPP against a national policy that does not endorse early-year English language education.

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“…With China's growing status and role in the world, the degree of attention to the English education in China gradually rises. The scale of the current English education in China is very large [1]. From 2007 to 2016, foreign language professional undergraduate enrollment an average of about 200000 people a year [2], and most for non-English majors in colleges and universities are opened the English courses.…”

Section: Introductionmentioning

confidence: 99%

Reflections on College English Reform in China

Jiang¹,

Chen²,

Sun³

2020

Proceedings of the Third International Conference on Social Science, Public Health and Education (SSPHE 2019)

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In recent years, the integration of global economy and culture is gradually accelerating, and the market demands on the English proficiency of graduates are constantly improving, which requires the English education in universities to keep up with the pace. This paper will investigate the English teaching methods in most universities in China at the present stage, analyze their teaching objectives and emphases, investigate the students' habit of learning English, and point out the shortcomings of current college English teaching by combining some practical problems, so as to illustrate the importance of college English teaching reform. Then it points out the reform direction of college English teaching from the aspects of targeted applied English, cross-cultural differences, listening and speaking ability, use of the Internet, critical thinking and so on. Finally, combining with the existing teaching conditions, the development countermeasures faced by the implementation of the reform will be discussed.

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Power relations in the enactment of English language education policy for Chinese schools

Cited by 7 publications

References 24 publications

China’s Standards of English Language Ability: Voice From English Teachers at Chinese Universities

China’s Standards of English Language Ability: Voice From English Teachers at Chinese Universities

Micro Language Planning for Sustainable Early English Language Education: A Case Study on Chinese Educators' Agency

Reflections on College English Reform in China

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