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dc.contributor.authorLi, Minglin
dc.date.accessioned2019-04-03T23:34:36Z
dc.date.available2019-04-03T23:34:36Z
dc.date.issued2016
dc.identifier.issn1469-3739
dc.identifier.doi10.1080/01596306.2016.1141177
dc.identifier.urihttp://hdl.handle.net/10072/123795
dc.description.abstractThe scale of English language education in China is astounding, but recent research has shown that the latest national English education policy for Chinese schools has not been implemented successfully due to various reasons. One reason given for the lack of success is the impracticability of the top-down policy itself excluding teachers’ involvement and neglecting the contextual constraints. Building on the theoretical framework of multi-levelled actors in language planning and language policy, and drawing on some key concepts in relation to power in Critical Language Policy research, this paper explores how a national English language curriculum that emphasizes the international standards and norms in curriculum design has been enacted, ineffectively, by the key stakeholders through analysing the specific roles of three groups of key stakeholders involved in the English as a foreign language curriculum policy implementation.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofpagefrom713
dc.relation.ispartofpageto726
dc.relation.ispartofissue05
dc.relation.ispartofjournalDiscourse: Studies in the Cultural Politics of Education
dc.relation.ispartofvolume38
dc.subject.fieldofresearchEducation policy
dc.subject.fieldofresearchLOTE, ESL and TESOL curriculum and pedagogy
dc.subject.fieldofresearchcode390201
dc.subject.fieldofresearchcode390108
dc.subject.keywordsEnglish language education policy
dc.subject.keywordsMulti-level actors
dc.subject.keywordsPower relations
dc.subject.keywordsCritical language policy
dc.subject.keywordsCurriculum enactment
dc.subject.keywordsChinese schools
dc.titlePower relations in the enactment of English language education policy for Chinese schools
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2016 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse on 05 Feb 2016, available online: https://www.tandfonline.com/doi/abs/10.1080/01596306.2016.1141177
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gro.griffith.authorLi, Minglin


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