Abstract
This paper examines the formulation of China’s foreign language policy on primary English education issued in 2001, specifically exploring factors contributing to the formulation of the policy and problems in its formulation. Drawing upon official documents, newspaper archives, publications, and an interview with an education official, it identifies five contributing factors and six problems in relation to policy formulation. The paper argues that the policy, jointly shaped by social, economic, educational, linguistic, and political forces, was the outcome of top-down, assumption-based, and hasty policymaking. The Chinese case exemplifies the impact of the global spread of English on foreign language policy in non-English speaking countries.
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Abbreviations
- ELT:
-
English language teaching
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Acknowledgements
I would like to thank Professor Margie Berns for her guidance and support throughout this project. I also thank three anonymous reviewers for their comments and suggestions.
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An earlier version of this paper was presented at the 14th World Congress of Applied Linguistics, University of Wisconsin, Madison, Wisconsin, July 24–29, 2005.
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Hu, Y. China’s foreign language policy on primary English education: What’s behind it?. Lang Policy 6, 359–376 (2007). https://doi.org/10.1007/s10993-007-9052-9
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DOI: https://doi.org/10.1007/s10993-007-9052-9