China's English: A History of English in Chinese Education

By Bob Adamson | Go to book overview

7 Integrating with globalization, 1993 onwards

Despite the political uncertainties of the late 1980s, economic reforms such as the Open Door Policy continued unabated, which ensured that the trends towards pedagogical developments in the English Language curriculum that stressed communicative competence remained in place. The new curriculum that appeared in 1993 was marked by major innovations that took seven years to materialize for various logistical reasons, so the genesis lay in events that pre-dated the Tiananmen Square incident and the curriculum development was hindered but not stopped by the political turmoil.

The Open Door Policy increased people's dealings with English speakers and was a further significant boost to both the status and role of English. The development of international trade and the tourist industry led to the creation of well-paid jobs for translators and interpreters. Language study also became a form of entertainment, popularized by the increased access to electronic goods and to various forms of mass media in English produced either domestically or imported from overseas. There were increasing opportunities for foreign travel for business, study and, latterly, tourism. More educational institutions were able to import native-speaker teachers, initially at tertiary level and then increasingly at secondary level. China hosted international events such as the Asian Games in 1990 and the International Women's Conference in 1995, put in bids for the Olympic Games (failing in the attempt to win the 2000 Games, but winning the 2008 Games to be held in Beijing), and achieved entry into the World Trade Organization in November 2001. By the turn of the century, English had become a prerequisite for university entrance and for many posts in the civil service. Taxi drivers in major cities had to pass proficiency tests.

An interesting phenomenon that emerged in the late 1990s was Li Yang's 'Crazy English' learning method, which employs various techniques to overcome reticence in speaking English, such as chanting exhortatory slogans. Participants in 'Crazy English' classes are encouraged to 'speak as loudly as possible', 'speak as quickly as possible', and 'speak as clearly as possible'. Li

-169-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
China's English: A History of English in Chinese Education
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Series Editor's Preface vii
  • Acknowledgements ix
  • Note on Transliteration xi
  • 1: Introduction 1
  • 2: Barbarian as a Foreign Language 21
  • 3: The Soviet Influence, 1949–60 35
  • 4: Towards Quality in Education, 1961–66 79
  • 5: The Cultural Revolution, 1966–76 107
  • 6: Modernization under Deng Xiaoping, 1977–93 129
  • 7: Integrating with Globalization, 1993 Onwards 169
  • 8: China's English 195
  • Appendix 211
  • Notes 215
  • References 219
  • Index 227
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 242

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.