Ideologies in Language Education in China: Past, Present and the Future

Abstract

This chapter first revisits the temporal-spatial theoretical framework laid out in previous chapters and encapsulates how it is applied in the examination of ideologies in language education in China. By summarising the English language ideologies exhibited in various educational sectors in China, it explores their social-cultural and educational implications. It suggests that Chinese language policy-makers, educators, ELT practitioners and learners need to redefine the English language education according to the current Chinese situation, as well as its strategic plans in the twenty-first century, so as to develop distinctive forms of intercultural competence, making the Chinese competitive at the modern world system. It also contends that as states are constantly changing their positions in the modern world system, China should not overemphasise the role of English in Chinese education but should take into account the importance of other foreign languages. Furthermore, it suggests that the teachers of English in China should address in a more socially sensitive way in their teaching the local linguistic need and present a more realistic picture of what English brings to the learners’ life and study. The chapter ends with a discussion of the significance and limitation of this study as well as an indication of the relevance of the framework for the study of English language ideologies in other localities.