China's English language policy for primary schools

Abstract

ABSTRACT: This paper explores the implementation of China's English language policy for primary schools in the 2004–5 school year through case studies of four public schools of different types. Data were collected through document reviews, interviews, and observations. The investigation of the four schools illustrates that during 2004–5 the policy has not been universally implemented in school settings – whether a school is able to implement the policy as required is determined by the interplay of various factors, including the school's geographic location, size, administration, availability of teachers, and funding. On the basis of these findings, the paper argues that the policy was issued prematurely, which could have undesirable impact on educationally disadvantaged students, less privileged schools, ELT at the junior secondary school level, and social stratification. Implications may be drawn from the Chinese case for policy‐making regarding primary English education in other Expanding Circle countries.

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