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China's English : a history of English in Chinese education

Author: Bob Adamson; ProQuest (Firm)
Publisher: Hong Kong : Hong Kong University Press, 2004
Series: Asian Englishes today
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
This book traces the history of English education in the People's Republic of China from 1949 to the present day. It uses the junior secondary school curriculum as the means to examine how English curriculum developers and textbook writers have confronted the shifting ambiguities and dilemmas over five distinct historical periods. The study of the processes of curriculum development and the products such as syllabi  Read more...
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Details

Genre/Form: History
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Bob Adamson; ProQuest (Firm)
OCLC Number: 1090049341
Notes: Series statement from book jacket
Electronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries
Restricted admission to print
Description: 1 online resource (viii, 241 s. :) ill., map.
Contents: Barbarian as a foreign language --
The soviet influence, 1949-60 --
Toward quality in education, 1961-66 --
The cultural revolution, 1966-76 --
Modernization under Deng Xiaoping, 1977-93 --
Integrating with globalization, 1993 onwards --
China's English
Series Title: Asian Englishes today
Other Titles: History of English in Chinese education

Abstract:

This book traces the history of English education in the People's Republic of China from 1949 to the present day. It uses the junior secondary school curriculum as the means to examine how English curriculum developers and textbook writers have confronted the shifting ambiguities and dilemmas over five distinct historical periods. The study of the processes of curriculum development and the products such as syllabi and textbooks offers insights into the construction of an 'official' English, as well as what was considered as acceptable content in English. This book addresses fundamental and significant questions concerning the English promoted in China, namely its characteristics; its changes over time and explanations for such changes; and the kind of content that has been viewed as appropriate for textbooks. To investigate these issues, the analysis draws on qualitative and quantitative data, such as interviews with principle stakeholders and analysis of the syllabus and recommended textbooks. Specifically, it looks at the choice and organization of linguistic components, and the orientation and messages of the curriculum"--Dustjacket

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