Glocalizing ELT Reform in China: A Perspective from the Use of English in the Workplace

• Published in: RELC journal Vol. 54; no. 1; pp. 149 - 165
• Main Authors: He, Deyuan, Li, David CS
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.04.2023; SAGE PUBLICATIONS, INC
• Subjects: Accuracy; Classroom communication; Communication Skills; Curriculum Development; Education reform; Educational Change; Employee Attitudes; English (Second Language); English as a second language; English as an international language; English for Special Purposes; Foreign Countries; Grammar; Language Research; Language Teachers; Language Usage; Language Variation; Native Speakers; Second Language Instruction; Second Language Learning; Students; Teacher Education Programs; Teaching Methods; Undergraduate Students; Vocabulary Development; Work Environment; Workplace communication; China (Guangzhou); China; English communication; English teacher education; professional English use in China; pedagogical model; ELT reform in China
• ISSN: 0033-6882; 1745-526X
• DOI: 10.1177/00336882211018499

With the largest number of English learners in the world, the influence of the English language teaching (ELT) reform in China cannot be underestimated. This article explores the implications of the actual use of English in China’s workplace for ELT reform in the context of English as a lingua franca (ELF). On the basis of cross-validated data (questionnaire survey and focused interview) collected from 2495 participants, we argue that ELT reform in China should be geared towards using English communicatively in ELF settings –that is, firstly, ELT curriculum and pedagogies should focus more broadly on improving students’ communication skills instead of narrowly measuring whether they have successfully adhered to lexico-grammatical accuracy pertaining to Standard English norms. Secondly, the native-speaker-based pedagogical model of ELT in China should be enriched with judiciously selected indigenized variants as long as meaning is not adversely affected. Last but not least, for ELT reforms to bear fruit, it is absolutely crucial to ensure a steady supply of properly trained and resourceful ELT teachers.