| Recently, English language teachers have aroused great attention in foreign language community in China. The present study investigates college English teachers'understanding and practice of the current national foreign language education policy: College English Curriculum Requirements. Ninety-two college English teachers from seventeen colleges and universities in Northern China are selected as research subjects. The study aims to explore the situation of college English teachers'implementation of the Requirements and their professional development.The present research findings are three-folded: (1) many college teachers do not know the Requirements at all, and some just know the policy but never actually learn the contents; (2) Although most college English teachers have designed their course syllabus and teaching plans for the course they teach, they do not follow the instruction of the Requirements; the contents of their course syllabus and teaching plans do not cover all the contents of the Requirements; besides, there are some deviations from the Requirements represented in teachers'teaching beliefs, contents and methods; (3) college English teachers do not completely implement and practice their self-designed course syllabus or teaching plans; most of the teachers believe that the Requirements is not the only solution for the contradictions between teachers'teaching practice and policies.The present research is of great theoretical and practical significance. Theoretically, the present research brings teacher development into foreign language education planning and policy and introduces the theories of foreign language education planning and policy in teacher development. Practically, the present research finds that college English teachers'inadequate knowledge of the Requirements is the main reason which causes the gap or differences between the Requirements and its implementation.
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