English Education Policy Research Articles

Comparing the conservative and labour party’s proposals for skills: what’s the problem represented to be?

ABSTRACT This paper critically examines UK skills development policies as articulated in two key policy documents: the Conservative government’s White Paper Skills for Jobs: Lifelong Learning for Opportunity and Growth and the Labour Party’s Learning and Skills for Economic Recovery, Social Cohesion and a More Equal Britain. Employing Bacchi’s ‘What’s the Problem Represented to Be?’ approach, the analysis reveals a shared reliance on human capital theory and a technocratic view of education that prioritises economic outcomes. The paper contributes original insights into how both policies’ over-reliance on market mechanisms risks perpetuating inequalities and eroding the public good aspect of education. It argues that the UK’s consensus around skills remains reliant on Human Capital Theory after 30 years, despite the lack of evidence that this approach effectively addresses social inequalities or enhances economic productivity. By examining these two key policy documents, the paper contributes to the broader literature on the role of Human Capital Theory in British educational policies and skills strategies. It highlights how economistic assumptions have consistently shaped educational outcomes and advocates for a more holistic approach to education policy that integrates broader social and economic considerations, aiming to balance economic productivity with personal development and social empowerment.

Language ideologies and English education policies in Thailand

AbstractDriven by the need to understand ideological discourses surrounding English education in Thailand, this research examines language ideologies underlying English education policies. Utilizing a qualitative research analysis with a diachronic lens, we uncovered language ideologies embedded in four historical eras of English education in Thailand. In the first era (1824–1926), the ideologies of westernization and the hierarchy of language were manifested as the goal of English education was to become westernized. After a significant political shift in the second era (1932–1999), the ideologies of modernization and native‐speakerism became key in education policies to prevent colonialism. During various educational reforms (1999–2020), the ideologies of globalization, regionalization, and native speakerism began to shape English education policies in the third era. In the fourth era (2021–2024), globalization stands out as the leading influence driving current policies. The findings highlight the driving forces underlying English education policy in Thailand.

Challenges in English Language Education in Japan: Policy vs. Practice

This study investigates the challenges in implementing English education policies in Japan, focusing on the gap between policy objectives and classroom practices. Despite significant reforms, such as the introduction of English as a compulsory subject in elementary schools and efforts to promote communicative competence, systemic barriers persist. Using a mixedmethods approach through secondary data analysis, the study evaluates teacher proficiency, curriculum constraints, resource disparities, and student engagement. Data collected from government reports, proficiency indices, and case studies are analysed using visual representations, including graphs and charts, to highlight key findings. The results underscore the need for professional development, curriculum redesign, and resource allocation to align policy objectives with classroom realities. The study concludes with actionable recommendations to enhance English education in Japan.

English Teachers’ Perspectives on the Linguistic Landscape: Implications for Sustainable Language Planning and Policy Making

This study explores how English teachers in Japan perceive the linguistic landscape (LL) and its role in language learning. Utilizing questionnaires and interviews, it examined their experiences and observations. The findings revealed three key themes. Theme 1: The LL is generally monolingual but reflects other languages, Theme 2: The LL contains linguistic errors, and Theme 3: The LL is pedagogically beneficial. The participants shared insights that raise some meaningful points for both English education and language policy. The study recommends that using real-world language from public spaces in English lessons could make learning more engaging. It also highlights the need for more accurate multilingual signage to improve accessibility and support language education in Japan

English Education And Social Development In Pakistan: Investigating Motivation, Challenges, And Future Prospects Among Students

This study investigates the role of English education in Pakistan, focusing on students' motivation, challenges, and future prospects in relation to social development. Using a quantitative descriptive survey approach, the research examines factors influencing students' motivation to learn English, the barriers they face, and potential strategies for improvement. The population of the study comprised secondary and higher secondary students across various regions of Pakistan. A stratified random sampling technique was employed to select a representative sample of 500 students. Data were collected through a structured questionnaire and analyzed using statistical techniques such as mean scores, standard deviation, t-tests, and ANOVA. Findings reveal that cultural exposure (M=4.21, SD=0.75), economic opportunities (M=4.35, SD=0.68), and educational aspirations (M=4.12, SD=0.81) significantly motivate students to learn English. However, students encounter challenges such as inadequate access to quality education (M=3.89, SD=0.92), socio-economic disparities (M=4.05, SD=0.87), and linguistic barriers (M=3.76, SD=0.94). A t-test analysis indicates a significant difference (p<0.05) in motivation levels between students from urban and rural areas, highlighting disparities in access and exposure. ANOVA results further confirm that socio-economic background significantly affects English learning motivation (F=6.87, p<0.01). The study underscores the need for comprehensive reforms in English education policies, emphasizing curriculum enhancements, teacher training programs, and equitable access to resources. The discussion highlights the implications of these findings for Pakistan's social development, emphasizing how improved English proficiency can enhance students' self-confidence, social engagement, and career prospects. The conclusion stresses that targeted interventions in English education can bridge social gaps and foster inclusive development. Keywords English education, social development, student motivation, challenges, Pakistan, future prospects

Beyond Common Sense: An inquiry into Neoliberalism and English as the Medium of Instruction in Taiwanese Higher Education

Abstract This research examines the complex relationship between neoliberalism—an economic ideology—and the adoption of English as the medium of instruction (EMI) in Taiwanese higher education, implemented through subtle language policy mechanisms. Emphasizing internationalization, the Taiwanese Ministry of Education has spurred curriculum innovations across universities, promoting EMI as a key strategy for attaining this goal. However, this push toward English instruction is often influenced by neoliberal ideologies. Examining the early developmental trajectory of Taiwan's English education policy, the study analyzes policy documents to reveal the evolutionary process of English Medium Instruction (EMI) implementation across universities, exploring how these policies are shaped by free-market perspectives and the broader goals of global competitiveness. Highlighting the drawbacks of a market-driven approach, the analysis exposes the neglect of multilingualism, risks of cultural homogenization, and disregard for social costs associated with such policies. Ultimately, the study advocates for a balanced approach to internationalization that preserves linguistic diversity and upholds genuine global engagement while protecting local educational values.

Geopolitics, the British education policy in India, and Indian response 1780–1947

ABSTRACT The British and Indian interaction lasted for 337 years (1610–1947). Out of this, the first 147 years (1610–1756) consisted of business partnerships and the remaining 190 years of British rule. During the period of business partnership, the Indian and the English East India Company (EIC) merchants were partners in trade. When the EIC acquired the territories in India and began to consolidate its power during 1757–1800, its colonies in North America rebelled and became independent. The EIC held back the spread of radical European ideas, and the establishment of colleges led to the loss of colonies. So, it made every possible effort to insulate India from radical European ideas and prevent the establishment of modern schools and colleges for the first 93 years of its administration. The British administration opposed teaching the English language during the last 47 years. This paper analyses how geopolitics guided the British educational policies in India.

Unveiling English language education policies across primary and secondary levels in ASEAN

This paper presents a small part of the results of a bigger research project carried out under the cooperation between Universitas Pendidikan Indonesia and SEAMEO (Southeast Asian Ministers of Education Organization) Regional Centre for QITEP (Quality Improvement of Teachers and Education Personnel) in Language conducted during 2021-2023. The study, unique in its scale and scope, investigates language policy in ASEAN countries involving eleven experts of foreign language teaching and 4,219 students from all ASEAN countries. This paper presents only data on English language education policy in ASEAN, obtained from a Google forms questionnaire addressing foreign language education policy, and a focus group discussion involving eleven language teaching and policy experts in ASEAN countries. The qualitative analysis identified two key themes, including the existence of law on English and their application in primary and secondary education. The results show that all ASEAN countries have distinct legal frameworks for English education, positioning English as the dominant foreign language. While most countries mandate English as a compulsory subject at primary and secondary levels, some also prioritize other foreign languages like French and Portuguese. English frequently serves as a medium of instruction (EMI) alongside local languages, reflecting innovative bilingual and multilingual policy approaches. This study uniquely highlights how ASEAN countries balance the global importance of English with preserving local linguistic identities. It underscores the need for policies that support multilingualism, equitable access to quality education, and culturally responsive pedagogy in diverse contexts, offering new insights into the intersection of language policy and educational equity.

Research on the Impact of Geographical Environment on English Learning Based on Machine Learning

College English course is an important basic course in colleges and universities. The purpose of this study is to better understand the influence mechanism of geographical environment on English learning and provide scientific basis for formulating targeted English education policies. This study uses the method of machine learning to analyze the collected data and explore the influence of geographical environment on college students' English learning. This study constructs a comprehensive data set including students' English learning achievements, academic background and geographical location, and obtains the results through computer model analysis. The results show that geographical environment has an influence on college English learning, which will lead to differences in students' English learning achievements. This study suggests that geographical factors should be considered when formulating English education policies. This study is of great significance to promoting the development of English education and improving students' learning effect.

Factors affecting teacher-student interactions in a foreign language teaching class: a language socialisation theory perspective

The study explored teacher–student interactions in foreign language teaching classes in China, aiming to identify ways to improve these interactions. Data were collected through 180 min of unstructured observations in two teaching classes. The study found that the frequency of interactions varied among teachers. After analysing the data with a language socialisation theory, the study revealed the factors that affected teacher–student interactions in foreign language classes in China: firstly, the concept of an equal teacher–student relationship is the precondition of teacher–student interactions; secondly, paying attention to both language acquisition and culture acquisition is the foundation of teacher–student interactions; thirdly, a good English acquisition context is one of the critical elements of conducting teacher−student interactions. The study delivered suggestions to promote teacher–student interactions based on English education in China. As there are many similarities in the English education policy and pedagogy between countries in Asia, the findings of the current study can be referenced by other Asian countries as well.

Analysis of Cultural and Political Factors Affecting Chinese English Learners to Become Native-like

The EF EPI (English Proficiency Index) ranking survey was carried out in 2020 across 100 countries and areas where the primary language is not English. China was identified as one of the countries with a poor level of proficiency in the measured indicators. English has long received enough attention as a compulsory subject in China, while students cannot master the language well. In order to determine the cause of this occurrence and help Chinese students in their language learning, this essay builds on social-linguistic aspects and analyzes the English language education policy in China prior to higher education. It concludes that the currently prescribed textbooks under the education policy are insufficient for students to learn authentic English. Furthermore, this article recommends that educational government officials and school managers to better improve current jobs and help students achieve more authentic knowledge through several aspects, such as educational policies, suggestions for educational government and school managers.

An Expert System on Flimsy Foundations: Teaching Expertise and the Early Career Framework

ABSTRACT The paper seeks to identify how teacher expertise is implicitly and explicitly conceptualised in current English education policy in respect of the professional development of teachers. We focus specifically on conceptualisations of expertise in the Early Career Framework (ECF), both in terms of the policy documentation produced by the Department for Education and in terms of a selection of publicly available materials produced by the lead providers of the ECF. We aim to locate these conceptualisations in terms of broader sociological and philosophical debates about the nature of expertise and its relationship to professional work, in addition to recent research on the policy context of teacher education and professional development in England. Our analysis reveals the inappropriacy of ‘expert systems’ approaches to expertise in educational contexts, the underlying assumptions embedded in policy in terms of what constitutes high-quality teaching practice and the insufficiency of relying on an appointed advisory group and organisations preferred by government for identifying and iterating criteria for expertise.

Beginning mathematics teachers’ values and beliefs about pedagogy during a time of policy flux

AbstractThis study interrogates how beginning secondary mathematics teachers align their beliefs with their practice when they justify their pedagogical choices in the context of recent English mathematics education policy which is strongly influenced by approaches to mathematics teaching in Shanghai and Singapore currently referred to as ‘mastery’ approaches. It seeks to understand beginning teachers’ perceptions and understandings of these approaches and the extent to which they recognise aspects of ‘mastery’ in practice. In setting the context, pre-service teachers’ beliefs were surveyed and found to be congruent with constructivist approaches to learning. We then draw on qualitative data from semi-structured interviews secondary mathematics teachers in their first year post-qualification. The interviews were designed to interrogate and capture understanding of the features of mastery within their own classrooms. By using vignettes to capture participants’ beliefs, our aim was to present a ‘more nuanced understanding of the phenomena’ (Skilling and Stylianides in Int J Res Method Educ 43(5):541–556, 2019, 10.1080/1743727x.2019.1704243). The analytical framework developed draws on Guskey’s (In: Wright J (ed) International encyclopedia of the social & behavioural sciences, 2015, vol 14, 2nd edn, Elsevier, pp 752–759) interpretation of Bloom’s theory of mastery learning together with features of mastery learning in mathematics articulated by Drury (How to teach mathematics for mastery, 2018, Oxford University Press) and Boylan et al. (Edu Sci 8(4):202, 2018, 10.3390/educsci8040202). This posed a research design challenge given the variation in interpretation of mastery learning as it is understood in practice. The data exposes differences in the interpretation of mastery approaches in the settings where they learn to teach, as well as the tensions that arise between beginning teachers’ beliefs, practice, professional knowledge and agency in their developing classroom roles.

The evolution of China’s English education policy and challenges in higher education: analysis based on LDA and Word2Vec

China proposed the Belt and Road Initiative to strengthen regional connectivity so as to embrace a brighter future together. Since the Initiative was put forward, it has brought many challenges to China’s English education policy. By employing Latent Dirichlet Allocation (LDA) and Word2Vec, this study analyzes the evolution of topics and challenges in China’s English education policy under the Belt and Road Initiative. The results indicate that after the initiative, the policy focus has changed. English education has shifted from testing abilities to cultivating students’ intercultural communication skills in order to meet the needs with countries alongside the “Belt and Road”. Moreover, teaching strategies that were examination-oriented have also changed to emphasizing teaching methods and feedback. The focus and teaching strategies have also undergone great changes. China’s English education policy has shifted from focusing on improving students’ writing skills, English proficiency, and creativity to conducting in-depth research and addressing specific issues, including challenges in linguistics, media influence, educational institutions and programs, online courses, attitudes and self-efficacy, use of multiple languages and globalization, teaching issues, and curriculum design. These findings shed light on how the Belt and Road Initiative changed China’s English education policy and provide further directions for future research.

25년간의 조기 영어교육 관점 변화

Objectives This study analyzed the changes and direction of early childhood English education (ECEE) according to changes in English education policy by analyzing newspaper articles from the conservative newspaper Chosun Ilbo and the progressive newspaper Hankyoreh from the introduction of English curriculum in 1997 to 2022.
 Methods For this purpose, the study utilized historical research methods based on historical data. By searching for the term ‘early childhood English education,’ 285 articles from Chosun Ilbo and 205 articles from Hankyoreh were collected. These were then classified using Bӧhm's (2004) three-step coding method: open coding, axial coding, and selective coding.
 Results The findings reveal a direct impact of changes in English education policies on ECEE. The periods of Noh Moo-hyun and Lee Myung-bak’s governments saw the highest number of newspaper articles on ECEE in both Chosun Ilbo and Hankyoreh, indicating active discussions on the subject. Despite political transitions, this era witnessed the expansion of English education, introducing diverse methods and media for ECEE. However, the English education normalization policies implemented by Park Geun-hye and Moon Jae-in’s administrations proved ineffective due to the prohibition of after-school English classes for kindergartens, daycare centers, and first and second-grade elementary students. This highlights the influence of government policies on the ECEE landscape.
 Conclusions Chosun Ilbo and Hankyoreh exhibited contrasting viewpoints on ECEE, with the conservative Chosun Ilbo and progressive Hankyoreh presenting divergent perspectives. These distinct viewpoints offer valuable insights for future research in the field.

A Study on the Impact of the “Seven-Year Planning Outline for Foreign Language Education” on Foreign Language Education in China

The implementation of the “Seven-Year Planning Outline for Foreign Language Education” has ushered in new development opportunities for foreign language education in China and made positive contributions to cultivating well-rounded foreign language talents and promoting international exchanges and cooperation among countries. This paper analyzes the planning outline to probe into its function, status, and impact in the field of foreign language education in China, in a bid to clarify the importance of formulating reasonable language education policies and plans. It reflects upon China’s English education policies and planning in the context of the current era so as to provide relevant experience and enlightenment for the development of foreign language education in China.

Hewers of wood and drawers of water: English subaltern education from the charity schools to the neoliberal meritocracy of widening participation

British educational ideas and policies towards working-class and minority youth show continuous preoccupations with social status and preparation for labour. In examining this, we link educational discourses and practices in England from the Charity Schools to the contemporary higher education policy Widening Participation (WP). We argue that WP is heir to successive educational programmes that explicitly fit poor and marginalised youth to labour and, contrary to its asserted aims, legitimates social and economic hierarchies. Using major government reports, promotional narratives and data on university expansion and tuition fees, we argue that the ‘disadvantaged student’ in WP is a currency for higher education institutions and student debt is the price of a ticket to ‘success’ within an imagined neoliberal meritocracy. The novelty is that whereas in the past, the costs of subaltern education were covered by philanthropy, today's ‘disadvantaged students’ indebt themselves to maintain their positions in society.

Youth agency and conceptualizations of menstruation in English education policy 1928–2020

ABSTRACT Through the method of tracing-and-mapping, this paper traces the history of how menstruation has been conceptualized in English education policies since 1928, as well as how such conceptualizations have positioned young people. It explains how education policy in England has conceptualized menstruation as a (cis girls’) biological process; a controllable problem; and a process that can be instructed on and learned. The paper unfolds how such conceptualizations positioned young people as passive non-agents. It also draws on feminist relational materialism, critical menstruation studies and childhood studies to experiment with different articulations of menstruation and agency. It concludes by reimagining menstruation education and young people’s role in addressing menstrual stigma.

The Development of China’s English Education Policy in Primary and Middle Schools Within the Framework of Language-In-Education Planning (From 1949 To 2023)

With the burgeoning prevalence of the English language on a global scale, one of the central foci of language-in-education planning research lies in the escalating influence of English on the educational frameworks of virtually all nations worldwide. The intensifying forces of globalization and cultural diversity have contributed to an augmented need for individuals with exceptional levels of English proficiency. Faced with English's preeminence in contemporary society, governments have recognized the critical importance of English instruction in primary and middle schools as a composition of their language-in-education planning. The paper highlights China's English education policy in elementary and secondary schools during the last 50 years. and points out that the evolution of primary and middle school English education has been a process of constant adjusting and modification under the impact of different elements, including national politics, the economy, diplomacy, and society. Based on the characteristics and problems of foreign language education in China today, this paper proposes that policy formulation should increase the participation of local levels, the scope and the depth of the policy content and should also strengthen the supervision and support of policy implementation.

Disentangling the complexities of English language education policies in diverse contexts: A comparative study

This ecologically framed study highlights the complexities of English language education (ELE) policy making in Indonesia, Spain, and Thailand. The primary objectives are, first, to disentangle the complex influences that may have shaped the English language policies in the three contexts through an ecological lens, and second, to compare the crucial elements in their ELE policy making. Using an analytical model consisting of global, supranational, national, sub-national, and pedagogical influences, we conducted a thematic analysis on 18 documents selected for the purpose. The results identified both similarities and differences in the shaping influences of the ELE policies in the three contexts. This demonstrates that ELE policy is shaped by the nation’s unique characteristics. To improve the applicability of ELE policies, therefore, policymakers need to address the influences particular to the context and to be cautious when adopting or adapting policies deriving from other contexts, as there will never be a one-fit-for-all ELE policy.