English Language Education in China: A Review of Selected Research

Abstract This paper reviews the research output on English language education in China published in 24 international journals from 2001 to 2006 and delineates the nature of this corpus of research. The review covers research in the following areas: the linguistic situations and culture of learning in China in relation to English language education, language policy and planning, developments in English curricula and teaching methodologies and the impact of these developments on the learning of English in bilingual and multilingual circumstances, as well as the professional development of English teachers in China. The paper also identifies the gaps that future research needs to address, such as the dynamic nature of the Chinese culture of learning, the recognition of Chinese English as a variety of English, and teaching and learning in settings including non-elite colleges, secondary and primary schools, and schools for ethnic minorities. It is hoped that this stock of research informs the efforts in similar contexts to adjust national policies and curricula to contextual complexity at a macro level and encourage practitioners to have ingenious responses to their given curricula at a local level. Keywords: cultural identityeducationempowermentEFLlanguage policymultilingualism Acknowledgements The authors would like to thank Dr. Agnes Lam for her advice and Mr Huang Jing for his participation in earlier stages of the project. They are also grateful to the reviewers for their constructive comments. Notes 1. If a paper cited in the text is from the bibliography, its reference detail can be found in the appended bibliography. 2. Wenfeng Wang coordinated the project and the two authors of the paper contributed to the paper equally.