English in education in China: policy changes and learners’ experiences

Abstract

Since the establishment of the People’s Republic, China has undergone various changes in language policy, both in the standardization of indigenous languages and foreign–language enhancement. This paper focuses on the growing importance of English, in terms of policy emphasis and in learners’ experience. A historical account of six phases of foreign–language education policy is first provided. In the light of such changes, it is to be expected that learners’ experience would vary over time. The second part of the paper presents some survey statistics on the experience of different cohorts of learners from two backgrounds: 214 non–foreign–language specialists and 193 foreign–language specialists. To complement the statistical discussion, excerpts from transcripts of four interviews are provided. The survey and interview data taken together indicate that as policy efforts to promote English in education escalate, younger cohorts of learners have experienced more favourable learning circumstances.

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