The Strategic Positioning and Implementation Pathways of English Language Teaching in Sino-African Vocational Education Cooperation

-- A Study under the Framework of the Belt and Road Initiative

Abstract

This article investigates the strategic role of English language teaching within Sino-African Technical and Vocational Education and Training (TVET) cooperation under the framework of the Belt and Road Initiative (BRI). As China-Africa collaboration deepens, moving beyond infrastructure to human capital development, TVET programs like Luban Workshops have become pivotal. However, the linguistic barrier, with English serving as the de facto lingua franca and medium of instruction (EMI), has emerged as a critical yet under-examined challenge. This study addresses this gap by conducting a qualitative analysis, including a case study of representative TVET projects in Ethiopia and Kenya, to diagnose the current status and multifaceted needs concerning English language proficiency. The findings reveal a significant “strategic-praxis misalignment,” characterized by a dual dilemma in teaching staff, maladaptation of teaching materials, and a systemic void in policy. To resolve these issues, this paper constructs a new strategic positioning framework, re-envisioning English teaching not as an auxiliary tool but as a “Core Empowerment System.” This system is defined by three core functions: a “cognitive scaffold” for skill acquisition, a “practical bridge” for intercultural communication, and a “value-adding accelerator” for career development. Based on this framework, the article proposes a multi-level implementation pathway, offering systematic strategies for national policy design, institutional program management, and classroom-level pedagogical innovation. The study contributes a novel analytical framework for understanding the role of language in South-South cooperation and provides actionable recommendations for enhancing the quality and sustainability of international TVET collaboration.