Preschool English language planning in China
Tensions between policy and practice
Bibliographic Data
| ID | 12113968 |
|---|---|
| Authors | Xuan Li (0000-0003-0366-872X, Institute of Higher Education Anhui University Hefei People's Republic of China, corresponding author), Li Xuan (0000-0001-9638-128X, corresponding author), Jialing Li (0009-0004-3456-3757, School of Education University of Sheffield Sheffield UK) |
| Year | 2024 |
| Volume | 34 |
| Issue | 3 |
| Pages | 905-919 |
| Publication date | 2024-02-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0802-6106 • E-ISSN: 1473-4192 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ijal.12539 |
| OpenAlex | W4391611692 |
| Language | EN |
| Citations received | 2 |
| References cited | 34 |
The earlier starting age for learning English is apparent in the non‐Anglophone world. However, in China, kindergartens are banned from delivering subjects that are designated for primary school level, including English language lessons, as part of reforms to eliminate “schoolification” of preschool education. This qualitative study takes a multi‐level approach to language‐in‐education planning to explore how local education authorities and different types of kindergartens in the city of Hefei, China, interpret and respond to this macro‐level policy. The findings reveal a disparity between officials and school participants in their attitudes toward preschool English language education, as well as divergence between public and private kindergartens in their current English provision. The study probes these disparities and their links to the interplay between the meso‐level local education authority and the different types of kindergartens, as well as the relationship between the government and the market
China · Divergence (linguistics · Government (linguistics · Linguistics · Mathematics education · Pedagogy · Political science · Qualitative research · Social science · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Language-in-Education Planning
Language Conflict and Language Planning
Language Planning
Language Policy
Language Planning in Local Contexts
Thematic Analysis
Early childhood education in English for speakers of other languages
A burden or a boost
English language education among young learners in East Asia
Policy formation for adult migrant language education in England
Policymakers’ agency and the structure
Agency in language planning and policy
Constraints of hierarchy on meso-actors’ agency
Two worlds in one city
Rearticulating the Case for Micro Language Planning in a Language Ecology Context
The inclusion of Slovak Roma pupils in secondary school
Agency in educational language planning
Micro language planning for multilingual education
Agency in language policy and planning
Teaching English to young learners in private sector of Iranian ELT
Public-private domain distinction as an aspect of LPP frameworks
Two countries, one policy
Using thematic analysis in psychology
Successful Qualitative Research
Historical and theoretical perspectives in language policy and planning
Power relations in the enactment of English language education policy for Chinese schools
What Is Agency
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |