New Policies Orients Compulsory English Curriculum in China: Interpretation and Implications

Aoyang Jin

doi:10.54097/h493kh96

Authors

Aoyang Jin

DOI:

https://doi.org/10.54097/h493kh96

Keywords:

Compulsory education, English curriculum, curriculum orientations.

Abstract

This study is set in Chinese compulsory education English curriculum after the release of the Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Compulsory Education Students (Hereafter referred to as the Opinions) and Compulsory Education Curriculum Program and Standards. It is based on existing literature to explore the changing curriculum orientations based on the theoretical interpretation of the two policies. The three primary scholarly themes include policy interpretation and identification of changes, orienting the English curriculum with the policies and implications for stakeholders in education. The ongoing change is identified to be a combination of academic-subjected and learner-centered curriculum orientations. This study summarizes the timely efforts required from each side regarding the new pattern of schools’ self-repositioning and teachers’ pedagogical innovation to serve students’ multiple needs, parents’ enhancement of confidence in the policy effectiveness, and students’ transformation of learning modes. These findings may shed some light on the current policy implementation and the follow-up reform in practice.

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