The Situation, Policies, and Development of Foreign Language Education in Contemporary China

Foreign language education is an important part of Chinese education,but the overall foreign language education in China is still relatively underdeveloped.Foreign language education and policies in contemporary China are closely related to China’s political,economic,and social development.The contemporary Chinese foreign language education and policies,since the establishment of New China in 1949,can be divided into four periods.The first period is a period of domination by the Russian language(1949–1956),the second period is a period of exploration and transformation(1956–1966),the third period is a period of interruption(1966–1978),and the fourth period is a period of development and improvement(1978 to present).Understanding foreign language education and policies in contemporary Chinese universities can contribute to the future development of foreign language education and policies in China.

A Comparative Study of the Value Orientations of Foreign Language Education Policies in China and the United States in the 21st Century

Since the 21 st century, both Chinese Mainland and the United States have formulated foreign language education policiesbased on their national needs. This paper makes a comparative study of the value orientations of foreign language education poli-cies in Chinese Mainland and the United States in the 21 st century and finds that both China and the United States have regardedtheir national interests as the essential value orientation of their foreign language education policies. To be specific,the core valueorientation of foreign language education policies in China is to enhance its cultural soft power.In contrast,the core value orienta-tion of foreign language education policies in the United States is to safeguard its national security. Through the comparison of thedifferent value orientations of foreign language education policies of the two countries, the paper provides some reference for the for-eign language education policy-making in Chinese Mainland.

Studies on China＇ s Foreign Language Education Policies in Multimedia Context ( 1920 -2015)

This paper reviews the evolving foreign language education policies and their interaction with the development of the multimedia education and information technology in China since the 1920 s.Major national foreign language education policies have been cited to analyze their emergence in the multimedia context and their influences on foreign language education.Studies show that foreign language education in China has experienced several ups and downs throughout these years.The policy-making and the education practices maintain a dynamic balance between each other.

Development of International Chinese Language Education in Iran:An Analysis in the Context of Iran’s Foreign Language Policy Characteristics

This paper focuses on examining the relevant policies concerning Chinese language education within Iran’s foreign language education policy framework from the perspective of its historical context.By analyzing the characteristics of Iran’s foreign language policy and the current situation of Chinese language teaching in Iran,this paper studies the future development of international Chinese language education in Iran.

Reflections on Foreign Language Education Policy Reform in China Under the Background of“One Belt and One Road”Initiative

The initiative of“One Belt and One Road”is an important development strategy under the new normal economic background of China,and foreign economic development relies heavily on foreign language talents of the nation.However,the current foreign language education in China has faced problems from a shortage of compound foreign language talents,inadequacy of foreign languages offered,and imbalanced regional development.Given that the initiative has higher requirements for cultivating foreign language talents,we hold that China’s current foreign language education policy may reform from conducting theoretical studies of foreign language teaching,offering more foreign languages and enhancing professional development of teachers.Conversely,China’s foreign language talents can contribute more to the effective and smooth implementation of the“One Belt and One Road”initiative.

Native-speakerism in China:An Investigation of Foreign Language Education Policy and Learners’Attitudes

With the development of globalization,the use of English is no longer restricted to native speaker(NS)but also widely spread to non-native speaker(NNS).The importance of English learning is also acknowledged by Expanding and Outer Circle,and English as a foreign language(EFL)education plays a significant role in China’s education.Admitting the fact that non-native English teachers(NNESTs)take up a large proportion of English teachers,English language teaching(ELT)is still greatly influenced by native-speakerism.This research aims to investigate language ideologies reflected in Chinese foreign language education policy(FLEP)at higher education level,and Chinese English learners’attitudes towards native-speakerism and English teachers.A mixed method of policy analysis and survey is adopted in this research.After conducting analysing two FLEPs in higher education level,it is found that linguistic instrumentalism is the prominent language ideology,although native-speakerism and standard English ideology is implicitly demonstrated.Questionnaire is used to investigate 58 Chinese English learners’attitudes,revealing that most participants do not demonstrate bias towards either NESTs or NNESTs.Instead,the strengths and weaknesses of both NEST and NNEST are identified,though participants adhere to native-speakerism in terms of English variety.Overall,English learner’s attitudes are consistent with language ideologies in FLEPs.This research may provide implications for future studies on addressing native-speakerism in Chinese FLEPs,as well as relationship of students’attitudes and language policies.

Foreign Language Education Policy in China

It is wildly acknowledged that foreign language education policies are extraordinary important to the economic, political,and cultural development of a country. Although, foreign language education in China started very early in ancient time, the devel-opment of foreign language education policy in our country went through rough time. Nowadays, foreign language education careerdevelops at very high speed, scientific policies and outlines were made to keep up with the world trends. Looking back the historywould guide us to the right way. In this paper, the foreign language education policies made in our country since Qing Dynasty areintroduced chronologically and some problems still remaining to be solved are come up according to the world trends.

A Case Study of Language Policies in Hong Kong

Hong Kong belongs to China. However, Hong Kong has been a colony of the British Empire for 154 years and 11 months and it has been under Japan rule for three years and eight years. Hong Kong returned to China in 1997. Its special history has significant influence on the language development in Hong Kong. During the period of British Empire, the popularity of Christianity, the commercial usefulness of English and high prestige in the society have resulted in the widely spread of English.In addition, English-medium education is in a relatively high state under the colonial regime while Chinese-medium education to some extent is not emphasized. The government has ruled that if parents would like their children to be educated in a good government school, they need to receive English-medium education. Consequently, the majority of parents would like their children to be educated by English. Apart from that, English has a legal status as an official language during British Colonialism period in Hong Kong. Lastly, some scholars supported the existence of a new English variety in Hong Kong(Hong Kong English), but others do not believe that. The requirements of language policies and the process of language spread in Hong Kong could be explained using some theories such as‘linguistic imperialism',‘Kachru's concentric circles' and‘Schneider's five stages'. For instance, from Kachru's perspective, the development of English in Hong Kong could be placed at the beginning of the third stage.It will firstly demonstrate some primary language policies in Hong Kong before its‘Handover'to China. And then, it will show several significant language spread theories and focus on relating them to the requirements of language policies and the process of language spread in Hong Kong.

Non-official Languages in Secondary School Education in Cameroon： Attitudes and Prospects

This paper examines the teaching and learning of non-official languages in formal secondary education in Cameroon and the attitudes of learners to these languages. The data consist of a ten-item questionnaire administered in the University of Yaounde I during registration, a period when pupils from the ten regions of the country come to Yaounde to seek admission into this university＇. The informants, who were 432 learners having completed secondary education in Cameroon, were distributed as follows： 180 arts pupils, 192 science pupils and 60 parents. The findings revealed that these languages are compulsory school subjects that most learners hated but had to take them just to pass their examinations. As a result, they had very limited competence in them as most of them reported that they could not hold a three-minute conversation in these languages on completion of secondary education. They suggested that the pool of languages to choose from be increased from the current two languages to many others including Cameroonian, African and Asian tongues. Innovative ways for diversifying the pool of non-official languages and implementation strategies for a smooth integration of such a pool of languages in the school system are outlined.

“一带一路”背景下近十年外语教育政策改革的回顾及前瞻

语言是“一带一路”倡议硬联通、软联通和心联通的沟通桥梁,在共建“一带一路”中具有先行性、基础性作用。“一带一路”倡议提出十余年来,语言研究空间得到了拓展,不同文化之间的沟通交流也得以加深。在此背景下,我国外语教育迎来提质升级的契机,外语教育政策完成了一轮系统性的升级与重构。经教育部统一组织,我国构建了涵盖从中小学到高等学校全学段的以国家外语课程标准、专业类标准和教学指南为核心的新外语教育政策体系。文章认为,我国外语教育政策改革背后的价值逻辑集中体现于立德树人、核心素养和民心相通等三大重要理念在外语教育领域的综合作用。在“一带一路”建设进入第二个十年的背景下,必须密切关注外语教育政策改革的落地实施,以促进国家外语教育水平的不断提升。

“一带一路”背景下国家语言战略能力提升与海南“关键语言”人才培养——基于东盟国家语言政策研究与海南外语教育政策视角

通过对东盟国家语言政策的分析以及对海南外语教育政策的梳理,从国家语言战略能力的视角,提出海南外语教育政策的制定和“关键语言”人才培养策略:外语教育政策的制定和“关键语言”人才培养应服务于国家的语言战略发展需求。“关键语言”人才培养应从基础教育阶段和高中教育阶段着手,继而延伸至大学教育阶段,并注重培养知识融合和学科交叉的新型外语人才,从而促进海南与沿线国家的互联互通,进行国家对外话语的有效表达。

语言政策话语的再情景化:以“取消英语主科地位”为例

作为一种新的理念导向、价值立场和学术路径,语言政策的话语研究路径着眼于话语从事何种实践活动,如何创造、解释和传播特定的语言政策,因此逐渐受到学界关注。本研究以新浪微博热搜语言政策相关事件“取消英语主科地位”的讨论话语为研究对象,采用合理化分析框架,重点考察“取消英语主科地位”如何融入其他社会事件语境中进行“再情景化”。研究结果表明:网民主要采用道德合理化、理性合理化、假设未来合理化三种合理化策略,围绕语言文化、教育资源、国家发展、科技信息四大主题支持或反对“取消英语主科地位”。上述研究发现对于揭示外语教育政策实施过程中的话语冲突及其媒介表征,促进政策话语、学术话语与媒体话语的良性互动,对外语教育政策相关研究具有积极的参考意义。

高职外语教育政策演进及发展规划研究

语言教育规划对语言教育的有效实现至关重要。在厘清语言政策与语言规划概念的基础上,阐述库珀的“八问方案”,运用该理论进一步分析高职外语教育政策的演进以及各阶段的主要特征,并提出以《高等职业教育专科英语课程标准(2021年版)》的颁布为契机,科学规划高职外语教育的建议。

改革开放以来我国外语教育政策变迁的制度逻辑和动力机制——基于历史制度主义分析范式

外语教育政策是为解决外语教育问题和推动外语教育发展而制定的行为准则。改革开放以来,我国外语教育政策发展历经了恢复与发展(1978—1999)、融合式发展(2000—2011)、内涵式发展(2012—)三个阶段,呈现由“社会本位”向“社会本位与个人本位并重”“政府主导”向“政府主导、多元共治”的路径变化规律。1978年的改革开放和2012年党的十八大是引发政策变迁的两个关键节点。外语教育政策价值取向的重塑和时代需求的观照共同构成了我国外语教育政策变迁的动力机制。

“一带一路”背景下地方高校外语人才培养研究——以山西省为例

“一带一路”倡议顺应经济全球化、文化多样化、社会信息化的潮流,给高校人才培养带来了新的机遇与挑战,客观上不仅要求地方高校做好外语教育规划工作,还要做好外语人才培养工作。本文以山西省高校外语教育现状为例,分析了“一带一路”背景下外语人才需求现状与特点以及外语类院校培养国际化应用型人才存在的问题,并提出合理构建大学英语课程体系、推进特色英语专业建设、科学规划小语种专业、加强教师培养等建议,旨在为山西省高校培养国际化、高素质、复合型外语人才提供参考。

日本中小城市的跨文化语言教育实践——以三重县为例

随着外国人在日本中小城市中数量的急剧增加,如:儿童、留学生、劳动者、难民和移民等,这些城市面临着多元文化共存的问题。为了解决这一问题,日本中小城市开始致力于制定顶层设计和协同实施的多元文化语言政策,促进不同文化之间的交流和融合,倡导“共创城市”,为外国人的日语教育提供保障和支持。在这些政策的支持下,产业—政府—学术的协同合作在中小城市中逐渐形成,实现了多元文化共生的目标。这些措施为外国人提供了适应和融入当地社会的更好机会,同时也促进了不同文化之间的交流,体现了文明互鉴、和谐共荣的理念。日本的多元文化共生经验,对于完善我国多元文化共生制度框架和政策体系具有参考和借鉴意义。

中美语言政策和规划对比研究及启示

语言政策和语言规划是社会语言学研究的重要内容。语言政策和规划的基本理论,就中国和美国两个大国的语言政策和规划作较详细的对比,对比主要从民族语言、外语和双语教育几个方面入手。对我国的语言政策和规划,特别是对我国的外语教育政策和规划有一定的参考意义。

试论我国目前的外语教育政策

外语教育政策关系到我国教育工作的全局。本文论述了我国外语教育的现状,通过对我国建国以来外语教育政策的回顾,指出了我国目前外语教育中存在的一些问题和矛盾,并提出相应的解决办法,以期对我国外语教育政策的制定有一定的参考意义。

关于我国目前外语教育政策和规划的思考

外语教育政策和规划关系到我国教育工作的全局。本文结合我国目前外语教育的现状,通过对我国建国以来外语教育政策的回顾以及与美国、澳大利亚、法国外语教育政策的对比分析,尝试性地提出了我国目前外语教育中存在的四对矛盾,并提出相应的解决办法,以期对我国外语教育政策和规划的制定有一定的参考意义。

美国外语教育政策演变对我国的启示

"一带一路"战略构想对我国外语能力提出了新的要求和挑战,完善和调整已有的外语教育政策显得尤为迫切和重要。文章基于美国外语教育政策在不同历史时期的演变,归纳出其走向及特征,勾勒出美国外语教育政策的发展驱动及内涵意义,力图为我国新时期外语教育政策的调整与完善提供借鉴和参考建议。