From Global English to Global Englishes: Implications for a New Reading of the National English Curriculum Standards of China
DOI:
https://doi.org/10.63385/cces.v1i2.219Keywords:
Global Englishes, English Curriculum Standards, English Language Teaching, Linguistic Diversity, Curriculum ReformAbstract
This paper explores the transition from the concept of Global English to Global Englishes and its implications for interpreting the National English curriculum standards of China. It examines the relationship between China’s national English curriculum standards and the Global Englishes Language Teaching (GELT) framework, with a particular focus on the English Curriculum Standards for General Senior High School (2017 Edition, 2020 Revision) and the English Curriculum Standards for Compulsory Education (2022 Edition). Using qualitative content analysis, the study analysed curriculum standards against four key GELT dimensions: target culture, learners’ own languages and cultures, assessment criterion, and source of materials. The findings reveal both alignments and divergences between the two curriculum standards and the GELT principles. While both highlight intercultural competence, cultural identity, and communicative effectiveness, the 2017 ECS (2020 Revision) continues to privilege standard English norms in both curriculum content and textbook development, reflecting a native-speakerism ideology. By contrast, the 2022 ECS demonstrates a stronger orientation toward plural and fluid cultural representations, suggesting a gradual shift toward embracing Global Englishes. The insights call for deeper integration of GELT principles into curriculum content, textbook development, and teacher education to equip learners with intercultural competence needed for effective communication in a globalised world.
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