The Evolution of Language Knowledge in China’s Compulsory Education English Curriculum Standards (1986–2022)
Changes, Insights, and Implications
DOI:
https://doi.org/10.25159/1947-9417/18467Keywords:
Compulsory Education English Curriculum Standards (CEECS), NVivo, language knowledge (LK), English as foreign language instruction (EFLI), qualitative text analysisAbstract
English as foreign language instruction (EFLI) in China has experienced an extended period of development and refinement, progressively advancing a higher level of sophistication. Due to the amplified global reach of English, China has instigated several educational policy reforms to enhance the quality of English instruction. This study identifies Compulsory Education English Curriculum Standards (CEECS) documents in China from 1986 to 2022 as research materials to comprehensively discern the holistic trajectory and essential impetus of the evolution in language knowledge (LK). Through qualitative textual analysis, it adopts NVivo software to code diachronic and structural changes in LK requisites across diverse levels and curricula, discern thematic elements, and visualise the evolution. The findings indicate that, in response to societal changes, the CEECS have evolved in both content and structure, with a gradual shift in the focus of LK from mere knowledge acquisition to the practical use of language. Drawing extensively from official documents, this study seeks to elucidate the changes of LK across successive iterations of the CEECS, explore underlying considerations, and furnish insights that can steer future directions in curriculum reform and support the upgrading of EFLI in China.
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