Individual Agency and Changing Language Education Policy in China: Reactions to the New 'Guidelines on College English Teaching'

Autor/inn/en	Cheng, Jingyan; Wei, Li
Titel	Individual Agency and Changing Language Education Policy in China: Reactions to the New 'Guidelines on College English Teaching'
Quelle	In: Current Issues in Language Planning, 22 (2021) 1-2, S.117-135 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2019.1700055
Schlagwörter	Language Planning; Educational Change; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Administrator Role; Foreign Countries; Educational Policy; Administrative Organization; College Students; Higher Education; Guidelines; Teaching Methods; Classification; Power Structure; Policy Formation; Specialists; Teacher Attitudes; Administrator Attitudes; Public Officials; China; China (Beijing) + Suchen Sie Ihr Suchwort? Sprachwechsel; Bildungsreform; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland; Politics of education; Bildungspolitik; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Politische Betätigung; Lehrerverhalten
Abstract	Cooper's (1989) LPP framework focuses on 'who' the policy planner is and 'who' implements the policy to 'whom.' These are particularly significant factors in a highly centralized education system such as China's, where the effect of different individuals as actors in LPP remains largely unexplored. This article examines the controversy around the predominant status of College English and the resulting adjustments that have been made in a new English education policy -- "Guidelines on College English Teaching" (GCET) -- in 2017, and categorizes the relevant stakeholders into five groups from macro to micro levels and examines their agency roles through investigating their attitudes, interpretations and reactions towards the change in the status of College English in the GCET. The results show that multiple layers of individuals have been endowed with disproportionate powers in status planning. Compared with English teachers and people with expertise, people with influence in society and university administrators constitute the more powerful forces in effecting language policy making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01