From 'Main Course' to 'Side Dish?' Debates about Removing English as a Core Subject for Chinese Students Receiving Compulsory Education

Autor/inn/en	Chen, Ningyang; Gu, Chenyang
Titel	From 'Main Course' to 'Side Dish?' Debates about Removing English as a Core Subject for Chinese Students Receiving Compulsory Education
Quelle	In: Changing English: Studies in Culture and Education, 30 (2023) 1, S.54-65 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Ningyang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2022.2124151
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Required Courses; Educational Change; Student Attitudes; Foreign Countries; Compulsory Education; Language Role; Language Attitudes; National Curriculum; Social Media; Ethnography; Equal Education; Competition; Language Tests; Public Officials; Political Influences; Educational Policy; Elementary Secondary Education; Public Opinion; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pflichtkurs; Bildungsreform; Schülerverhalten; Ausland; Schulpflicht; Sprachverhalten; Soziale Medien; Ethnografie; Wettkampf; Language test; Sprachtest; Political influence; Politischer Einfluss; Politics of education; Bildungspolitik; Öffentliche Meinung
Abstract	China's impressive growth over the last three decades warrants the need to re-evaluate the position and positioning of English in the country's educational system. For long, English has been taught and learned compulsorily alongside Chinese and maths in primary and secondary schools in the mainland of China. It was not until recent years that the legitimacy of English as a core subject started to be questioned, and calls for alternative solutions began to emerge. For a better understanding of the changing role of English in China's compulsory education and its influence on stakeholders and policymakers, this article investigates the public reaction to a recent controversial proposal to remove English as a core subject from the national curriculum. Drawing from social media comments, autoethnographic reflections, and existing research, the study presents major opinions and attitudes that feature complex sentiments and ambivalences intersected by concerns about equity and balance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01