Abstract
While ELF research offers implications for English pedagogy in non-native English contexts, research needs to be done to understand the feasibility of ELF-oriented classroom practices in specific local contexts to concretise a proposal for ELF pedagogy. We consider classroom teaching in the educational context where language policy interacts with language perceptions and practices, seeking to understand the extent to which Chinese teachers can embrace ELF. With a focus on teacher agency, the study explores language policy, classroom practice and teacher perspectives on English as a subject matter of English education. The findings point to the discussion of the interaction between teacher agency and policy constraints. The article ends with the suggestion that the approach to English in China's education policy should be reconsidered and that the debates on ELF in relation to Chinese speakers are necessary for possible changes in education policy.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
