TY - CHAP
T1 - English Language Education Policies in the People’s Republic of China
AU - Gil, Jeffrey
PY - 2016
Y1 - 2016
N2 - This chapter views language policy as consisting of language practices, language beliefs and language intervention, planning or management (Spolsky. Language policy. Cambridge University Press, Cambridge, 2004; Spolsky. What is language policy? In: Spolsky B (ed) The Cambridge handbook of language policy. Cambridge University Press, Cambridge, pp. 3–15, 2012), and uses this view to describe and analyze English language education policies in China. Particular attention is given to the evolution of official views, that is the opinions and perceptions of the government, and popular views, that is the opinions and perceptions of the general public, towards English, and official efforts to build English language proficiency through the provision of English language education from the establishment of the People’s Republic of China (PRC) until the present day. This is followed by an overview of the current English language curriculum at the various levels of China’s education system. This chapter also assesses the effects of English language education policy on language practices, in terms of the use of English within China and levels of English language proficiency. Finally, it outlines some policy challenges and possible future trends based on policy outcomes and the broader sociolinguistic situation of China.
AB - This chapter views language policy as consisting of language practices, language beliefs and language intervention, planning or management (Spolsky. Language policy. Cambridge University Press, Cambridge, 2004; Spolsky. What is language policy? In: Spolsky B (ed) The Cambridge handbook of language policy. Cambridge University Press, Cambridge, pp. 3–15, 2012), and uses this view to describe and analyze English language education policies in China. Particular attention is given to the evolution of official views, that is the opinions and perceptions of the government, and popular views, that is the opinions and perceptions of the general public, towards English, and official efforts to build English language proficiency through the provision of English language education from the establishment of the People’s Republic of China (PRC) until the present day. This is followed by an overview of the current English language curriculum at the various levels of China’s education system. This chapter also assesses the effects of English language education policy on language practices, in terms of the use of English within China and levels of English language proficiency. Finally, it outlines some policy challenges and possible future trends based on policy outcomes and the broader sociolinguistic situation of China.
KW - Bilingual instruction
KW - China
KW - Communicative Language Teaching (CLT)
KW - English as a global language
KW - English language curriculum
KW - English language education
KW - Ethnic minorities
KW - Language policy
KW - Language promotion
UR - http://www.scopus.com/inward/record.url?scp=85041816117&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-22464-0_3
DO - 10.1007/978-3-319-22464-0_3
M3 - Chapter
SN - 9783319224633
VL - 11
T3 - Language Policy(Netherlands)
SP - 49
EP - 90
BT - English Language Education Policy in Asia
PB - Springer
ER -
