Abstract
This study presents comparisons regarding current elementary foreign language programs in China and the USA. The design features a comparative analysis approach combined with deductive thematic analysis to collect, analyze, and compare relevant data. Data were collected from samples such as governmental documents, organizational guidelines, national statistical reports, published scholarly works, audiovisual materials, and textbooks. Preceding the research, primary categories were identified, used to group data, and then look for similarities and differences. Categories for comparison were: (a) program types, (b) curriculum standards, (c) instructional methods, and (d) assessments. Results indicated US programs could benefit from consistency, widespread support and demand, state-to-state organization and/or alignment, equitable teaching materials, and attention to all student populations. China’s program, while organized, could benefit from more authentic, real-life-context, other-culture-oriented practices, flexibility, and deeper, genuine information about English-speaking countries’ cultures. This research contributes to scholarly conversations regarding comparisons of elementary foreign language teaching in China and the USA, while also supporting worldwide comparisons and exchange of ideas.
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