At the edge of a global problem entitled corona: The rooted education policy of China

Yıl 2020, , 157 - 164, 30.06.2020

İlknur Kazaz

https://doi.org/10.24289/ijsser.738487

Öz

While the world is struggling with the coronavirus spreading from China, it brings to mind the question of whether it will bring other problems. Of course, it is unthinkable for a crowded and rooted country like China to stop education. Chinese people continue to hold on to life with all their strengths. So what is the reason for this commitment of the Chinese to education especially in Foreign Languages? What lies beneath? Where does Turkey stand in this situation?

Anahtar Kelimeler

pisa, chinese education system, foreign language education, language policy, the effects of corona

Kaynakça

• Adamson, B., & Morris, P. (1997). The English curriculum in the People’s Republic of China. Comparative Education Review, 41(1), 3-26.
• Biggs, J. (1999, April). Understanding Chinese learners. Paper presented at the Seminar on Focus on the Learner Series, City University of Hong Kong, Hong Kong, China.
• Chen, D., & Drover, G. (1997). Teaching and learning for overseas students: the Hong Kong connection. In D. McNamara, & R. Harris (Eds.), Overseas students in Higher Education – Issues in teaching and learning. London; New York: Routledge.
• Cortazzi, M., & Jin, L. (1996b). English teaching and learning in China. Language Teaching, 29, 61-80.
• Gao, X. (2008). You Had to Work Hard 'Cause You Didn't Know Whether You Were Going to Wear Shoes or Straw Sandals!. Journal of Language, Identity, and Education, 7, 169- 187.
• Haller, C., Fisher, R., and Gapp, R. (2007). Reflection as a means of understanding: ways in which Confucian heritage students learn and understand organisational behaviour. Multicultural Education & Technology Journal, 1(1), 6-24.
• Harmer, J. (2001). The practice of English language teaching. London: Longman.
• Hu, G. (2005b). CLT Is best for China"--An untenable absolutist claim. ELTJ, 59(1), 65-68.
• Jiang, G. (2008). When a “modern” Chinese meets “traditional” American classes. US China Education Review, 5(5), 60-62.
• Kirkgoz, Y. (2005). , in G. Braine (Ed.), Teaching English to the world: History, curriculum, and practice (pp. 159-175). Mahwah: Lawrence Erlbaum Associates.
• Ma, R. (1999). Language learning strategies of a sample of tertiary-level students in the P.R.China. RELC Guidelines, 21(1), 1-11.
• Ouyang, H. (2000). Remaking of face and community of practices: an ethnographic study of what ELT reform means to local and expatriate teachers in today’s China. Unpublished PhD. thesis, City University of Hong Kong, Hong Kong.
• Reynolds, D., & Farrell, S. (1996). Worlds apart? A review of international surveys of educational achievement involving England. London: Office for Standards in Education.
• Richards, J. (1993). Beyond the textbook: the role of commercial materials in language teaching. Perspectives, 5, 43-53.
• Ross, H. (1992). Foreign language education as a barometer of modernization. In H. Ruth (Ed.), Education and modernization: the Chinese experience. Oxford; New York: Pergamon Press.
• Scollon, R., & Scollon, S. (1994). The post-Confucian confusion. Research Report, No. 37. Hong Kong: Department of English, City Polytechnic of Hong Kong.
• Simpson, S. (2008). Western EFL teachers and East-West classroom-culture conflicts. RELC Journal, 39(3), 381-394.
• Spolsky, B. (1989). Conditions for second language learning: introduction to a general theory. New York: OUP.
• Tang, E. (2001). Discourse in the Chinese EFL classroom. Paper presented at the BALEAP PIM on Chinese learners”, Sheffield, UK.
• Wong, R. (2007). Motivation and strategies to learn English: the case of pre-service teachers of Chinese. Asian ESP Journal, 3(2), 68-82.