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A critical review of 'English' in China's English education: How far can Chinese teachers embrace ELF?

A critical review of 'English' in China's English education: How far can Chinese teachers embrace ELF?
A critical review of 'English' in China's English education: How far can Chinese teachers embrace ELF?
While ELF research offers implications for English pedagogy in non-native English contexts, research needs to be done to understand the feasibility of ELF-oriented classroom practices in specific local contexts to concretise a proposal for ELF pedagogy. We consider classroom teaching in the educational context where language policy interacts with language perceptions and practices, seeking to understand the extent to which Chinese teachers can embrace ELF. With a focus on teacher agency, the study explores language policy, classroom practice and teacher perspectives on English as a subject matter of English education. The findings point to the discussion the interaction between teacher agency and policy constraints. The article ends with the suggestion that the approach to English in China's education policy should be reconsidered and that the debates on ELF in relation to Chinese speakers are necessary for possible changes in education policy
Wang, Ying
dae44497-8e51-48ab-8173-7844f152f6e9
Wang, Yang-Yu
988a81f3-fa69-4601-96c7-eeabc1476663
Wang, Ying
dae44497-8e51-48ab-8173-7844f152f6e9
Wang, Yang-Yu
988a81f3-fa69-4601-96c7-eeabc1476663

Wang, Ying and Wang, Yang-Yu (2019) A critical review of 'English' in China's English education: How far can Chinese teachers embrace ELF? Status Quaestionis. (In Press)

Record type: Article

Abstract

While ELF research offers implications for English pedagogy in non-native English contexts, research needs to be done to understand the feasibility of ELF-oriented classroom practices in specific local contexts to concretise a proposal for ELF pedagogy. We consider classroom teaching in the educational context where language policy interacts with language perceptions and practices, seeking to understand the extent to which Chinese teachers can embrace ELF. With a focus on teacher agency, the study explores language policy, classroom practice and teacher perspectives on English as a subject matter of English education. The findings point to the discussion the interaction between teacher agency and policy constraints. The article ends with the suggestion that the approach to English in China's education policy should be reconsidered and that the debates on ELF in relation to Chinese speakers are necessary for possible changes in education policy

Text
Ying Wang and Yang-Yu 2019 - Accepted Manuscript
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More information

Accepted/In Press date: 30 October 2019

Identifiers

Local EPrints ID: 437379
URI: http://eprints.soton.ac.uk/id/eprint/437379
PURE UUID: 36afe7ee-5279-45b0-9de4-ae8b5a432ad4

Catalogue record

Date deposited: 29 Jan 2020 17:32
Last modified: 22 Nov 2021 07:59

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Contributors

Author: Ying Wang
Author: Yang-Yu Wang

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