Ethnography Of Primary English Education Policy In Ethic Minority Community

English is an important tool for international communication.Therefore,China has formulated a series of relevant English education policies to systematically develop students' ability in language use.In the process of policy implementation,teachers' teaching ability reflects the interpretation of the policy.This paper mainly studies the interpretation of English curriculum in teachers' practical teaching in minority community.Based on the combination of ethnography and critical discourse analysis,a two-month ethnographic study of language education is conducted in primary schools in Xiangxi,Hunan Province.Data are collected through participatory observation and interviews.The study combines the interpretation and implementation of educational policies at the macro and micro levels.It analyzes the national educational policy texts,school-level discourse texts,teaching discourse and teachers' Interviews.The English Curriculum Standard for compulsory Education(2011 Edition)puts forward the instrumental and humanistic nature of English courses in compulsory education stage.Teachers need to develop students' English language knowledge and skills as well as humanistic literacy.English Curriculum Standards require teachers to organize teaching from five aspects: language skills,language knowledge,emotion and attitude,learning strategies and cultural awareness.According to the analysis of school regular meetings,school level pays more attention to the final evaluation during the implementation of policy,which has obvious influence on teachers' teaching.Through the analysis of teaching discourse analysis,teachers are still the discourse controllers in primary English course.Teacher-student's dialogue only stays on a superficial way and there is no meaningful interaction between teachers and students which is not conducive to the realization of the humanity of English course.Through the analysis of interviews,this kind of teaching process is formed under the influence of invisible examination policy,teachers' work arrangement and teachers' career development,which cause teachers paying more attention to the instrumental input of English curriculum while neglecting the humanism.