A Comparative Study on the Foreign Language Education Policies of China and Other Countries1/ÉTUDES COMPARATIVES SUR LES POLITIQUES DE L'ENSEIGNEMENT LINGUISTIQUE CHINOISES ET ÉTRANGÈRES

By Dong, Hai-lin; Wang, Xiao-ling | Canadian Social Science, December 31, 2010 | Go to article overview

A Comparative Study on the Foreign Language Education Policies of China and Other Countries1/ÉTUDES COMPARATIVES SUR LES POLITIQUES DE L'ENSEIGNEMENT LINGUISTIQUE CHINOISES ET ÉTRANGÈRES


Dong, Hai-lin, Wang, Xiao-ling, Canadian Social Science


Abstract: This paper demonstrates that at present the study of foreign languages education policy is not deep enough. But at the same time, it is of great benefit for Chinese government to adapt to foreign languages education policy; to localize the foreign experiences; to regulate foreign languages teaching from the perspective of strategy. Some problems are pointed out when the government is making the foreign languages education policy.

Key words: China and Other countries' foreign language teaching; Education policy; Comparative study

Résumé: Cet article montre qu'à l'heure actuelle l'étude sur la politique de l'enseignement des langues étrangères n'est pas assez profonde. Mais en même temps, il est d'une grande utilité pour le gouvernement chinois de s'adapter à la politique de l'enseignement des langues étrangères; de localiser les expériences étrangères; de réglementer l'enseignement des langues étrangères dans une perspective stratégique. Certains problèmes sont mis en évidence lorsque le gouvernement établit la politique de l'enseignement des langues étrangères.

Mots-clés: enseignement de langues étrangères en Chine et dans d'autres pays; politique de l'éducation; étude comparative

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1.

With the further and more profound development of the reform in foreign language education in the 21st century in China, many insightful scholars turned to pay attention to the foreign language education policy exerted in other countries for our reference. However, generally speaking, the research on the foreign language education policy in China is still in the initial stage. A study on over 20 papers on the subject retrieved from the academic journals shows that 80% of the papers only introduce but not make an overall study on the foreign language education policy in other countries. Until now, the Key Research Base of the Humanities and Social Science of the Ministry of Education in Beijing Foreign Studies University has been the only organization that has conducted a comprehensive project on the research of foreign language education in other countries, studying the progresses of foreign language education (mainly the English language education) of more than 10 non English-speaking countries. Whereas, the project is only concerned about the studies of English education in the non English-speaking countries with no regard to the foreign language education in the English-speaking countries or the comparative studies of the foreign language policy of the target countries.

From a global view, many countries have carried out the comparative study on the foreign language education policies, especially the European Union countries and the Southeast Asian countries, but their studies are limited to the regional comparisons. For example, the European countries manly focus on the research on the foreign language education policies of the European countries, and likewise the Southeast countries' research attention focuses on the ASEAN countries. For the other countries outside their region, they are more interested in researching on the policies of the Anglo-American countries, with less focus on China's foreign language education.

2.

There are several reasons why we should conduct comparative studies on the foreign language education policy in China and in other countries.

1). A more profound study on the foreign language education in other countries will help China to adjust our own foreign language education policy: A better understanding of other countries' national foreign language education policies and plans, their education management system, their teaching time and standards of the foreign language education, and the allocation of the foreign languages will inspire us to reflect on our own policy and management system of the foreign language education, promote the institutional reform on the foreign language education and give a theoretical basis and reference for making a long-term development plan of the foreign language education. …

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