Teaching EFL Writing & the Politics of Globalization-influenced Changes

The article by You discusses the varied effects that globalization has had on the teaching of English as a Foreign Language in China (and other non-English-dominant countries). The influence of globalization has led to changes in the way English is being taught, and further demands of the organizations in power have, by decree, ensured that the specified changes are implemented. In 2004, the Ministry of Education in China published “Teaching Requirements for College English Curriculum,” a decree that specifies changes in curriculum, pedagogy, assessment, and administration.  Included in this decree’s is “the teaching of language learning strategies and cross-cultural communication skills” (190), as well as a change in the way English literacy is defined and quantified. Instead of two levels of proficiency or language ability, with unclear delineations of each level (which had previously been in effect), the new decree outlines three very specific levels of ability that can define a student’s proficiency upon exiting the English program. There is a clear message in the new decree: students who plan to pursue advanced degrees will have to perform at high levels to proceed.  In addition, the decree specifies the expectation of a high level of student proficiency with technology and with independent, individualized learning strategies.  Technological literacy goes hand in hand with language literacy.

I find it interesting that what is happening in the 21^st century in China is not far behind what is happening in the United States. In fact, it has not been that long ago that I was teaching in the computer lab at a Peoria high school, and similar “decrees” were issued (you know how school boards and parent groups can be!), which produced many changes in our school’s curriculum involving student achievement and technology. Just as we experienced (our desire for the changes was not on equal pace with our school’s ability to afford the desired technologies), apparently schools in China are experiencing or have recently experienced. One of the biggest challenges is to make everything that you want happen when you need it to happen. Unfortunately, it takes time (a significant amount of it), and money (a huge amount of it), and terrific planning skills – to make it work, and it does not stop there. Once you get the ball rolling, you must set in place the operations (and the resources) to keep it moving, and moving smoothly.  Yes, English is a necessary “tool for international communication” (190) in our global society, and the changes in curriculum and pedagogy are warranted. However, the problems faced by the institutions in China have been faced by other institutions making similar changes, and these problems/challenges should have been anticipated. The fact that there was dissension in the teaching ranks shows that despite cultural differences, teachers have similar attitudes when placed in similar situations. It also seems apparent that faculty and staff need advance notice and preparation to ensure that anticipated changes are presented in a thorough fashion to all interested (and uninterested, but involved) parties—prior to the changes being implemented. Things usually go smoother when more people are knowledgeable about the way the new equipment/curriculum/ teaching methods are supposed to work.