College English Education Policies Within The Framework Of Language-in-education Planning (from 1978 To 2015)

Studies on language planning and language policies began to gain attention from 1950s. Generally speaking, language planning can be defined as a deliberate effort to influence the function, structure, or acquisition of a language or language variety within a speech community. Language-in-education planning is one of the three major types of language planning. It is usually considered as the most effective and influential means to achieve language change.With the growing popularity of English around the world, one of the research focuses of language-in-education planning is the increasing impact of English in educational systems of almost all countries around the world. The deepening globalization and cultural diversity have led to the increasing demand on talents with high level of English proficiency. Faced with the dominant status of English in the world, nations around the world have taken noticed of the importance of college English education in language-in-education planning as there is an urgent call for the training of college graduates who are competent in both their profession and English. Previously, researches on China’s foreign language education policies mainly focus on primary and secondary education whereas college English education policies have not been well studied.The present study makes an attempt to examine China’s college English education policies in the past few decades within the framework of language-in-education planning, including curriculum policy, methodology and materials policy, evaluation policy and personnel policy. By reviewing China’s college English education policies from the historical perspective, this study not only introduces the historical background of college English education policies and traces main trends and changes in college English education policies from 1978 to 2015, but also summarizes the main characteristics of some of the important policies. Meanwhile, the impact of different college English education policies on individuals and the whole society is also presented.This thesis consists of four chapters. Chapter one presents the historical background of English learning and teaching in China and some previous studies on foreign language education policies. Studies on foreign language education policies both at home and abroad are discussed.Chapter two introduces the theoretical frameworks adopted in this thesis including the descriptive framework of language-in-education planning and Kunnan’s framework of test fairness. The definitions of language planning, language policy and language-in-education planning are presented.Chapter three provides a comprehensive description of college English education policies from 1978 to 2015. In this chapter, efforts have been made to trace main trends and changes in curriculum policy, methodology and materials policy, evaluation policy and personnel policy. College English curriculum policies have undergone gradual changes, along with the teaching methods, textbooks, evaluation policy, and personnel policy.Chapter four begins with a summary of the study and all the major findings of this study. Meanwhile, problems in the current college English education policies are also pointed out. For example, throughout the past four decades, teaching objectives in college English syllabuses remain inconsistent and vague. There is a mismatch between the teaching content and the objective. To conclude, it is essential that the present college English education policy should be adjusted.