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dc.contributor.advisorKirkpatrick, Thomas
dc.contributor.authorQi, Yue (Grace)
dc.date.accessioned2018-01-23T02:16:19Z
dc.date.available2018-01-23T02:16:19Z
dc.date.issued2017
dc.identifier.doi10.25904/1912/3132
dc.identifier.urihttp://hdl.handle.net/10072/365269
dc.description.abstractThe phenomenon of English as an international language has impacted on China in a wide range of ways across educational systems and society. English is seen as an extremely important language; therefore, the Chinese Government has promoted the acquisition of English by their citizens by making it a compulsory subject from Primary Three (Year Three), believing the notion of “the earlier the better” for language learning. Previous studies regarding English language education in China have focused on language-in-education policies and curriculum implementation, and the problems of teaching and learning in tertiary settings, but few studies have been conducted in primary or secondary schools. Although some theoretical concerns about the involvement of micro-level agents, who are also key stakeholders, have been considered, difficulties and challenges faced at a micro-level within communities, in particular the voices of key stakeholders on real needs of English and status of English, have not been studied. Through exploring the attitudes and perceptions of five key stakeholders (parents, students, teachers, principals, and government officials), this present study provides an in-depth understanding of primary school English education in China and considers pedagogical implications for the teaching of English.
dc.languageEnglish
dc.publisherGriffith University
dc.publisher.placeBrisbane
dc.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
dc.subject.keywordsEnglish language education, China
dc.subject.keywordsEnglish as a second language, China
dc.subject.keywordsLanguage education policy, China
dc.titlePrimary School English Language Education in China: Exploring the Attitudes and Perceptions of Key Stakeholders
dc.typeGriffith thesis
dc.date.embargoEnd2018-04-12
gro.facultyArts, Education and Law
gro.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
gro.hasfulltextFull Text
dc.contributor.otheradvisorLi, Minglin
gro.identifier.gurtIDgu1504232904343
gro.thesis.degreelevelThesis (PhD Doctorate)
gro.thesis.degreeprogramDoctor of Philosophy (PhD)
gro.departmentSchool of Humanities, Languages and Social Science
gro.griffith.authorQI, Grace


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