The University of Southampton
University of Southampton Institutional Repository

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 (2020) A critical review of 'English' in China's English education: How far can Chinese teachers embrace ELF? Status Quaestionis.

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
Download (266kB)

More information

Accepted/In Press date: 30 October 2019
Published date: 1 November 2020

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: 17 Mar 2024 05:06

Export record

Contributors

Author: Ying Wang
Author: Yang-Yu Wang

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×