| There is a close connection between language and society. On one hand, social changes make great impacts on language. On the other hand, language can promote social changes positively. There is no exception with English. The language meaning and function of English are changing with the economic globalization. For a nation, its commercial cooperation and international communication can benefit from the good commanding of English. For individuals, his English level makes difference on his career achievement. The practical application function of English is strengthened. Under such a background, China popularize English education in primary schools to ensure students'right to English learning, realizing social just and advancing social economic development.However, the starting point of students'English learning is unfair due to their different economic capital, cultural capital and social capital. Students differ greatly in English attainment for their different family background. It is generally recognized that children from upper and middle class have advantage over children from lower class in English achievement. Additionally, education systems focus on urban schools and key schools, which cause such gap widened and consolidated.This paper aims to prove the production and reproduction of social distinction in primary students'English education by analyzing a primary school in N city with questionnaire method and interview method. Furthermore, it is going to point out that although the aim of universal English education in compulsory education is to provide adequate entrance opportunities for children from all social stratums to receive English education, various factors inside and outside of the system make it formal equality. The fact that there is social stratums inequality in students'English achievement conflicts with the state's good intention which is to promote personal upward mobility by learning English.
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