AdamsD., & ChapmanD. W. (1998). Education and national development in Asia: Trends and issues.International Journal of Educational Research, 29, 583–602.
2.
AdamsonB. (2001). English with Chinese characteristics: China's new curriculum.Asia Pacific Journal of Education, 21(2), 19–33.
3.
AdamsonB., & MorrisP. (1997). The English curriculum in the People's Republic of China.Comparative Education Review, 41, 3–26.
4.
AndersonJ. (1993). Is a communicative approach practical for teaching English in China? Pros and cons.System, 21, 471–480.
5.
ApplebyR., CopleyK., SithirajvongsaS., & PennycookA. (2002). Language in development constrained: Three contexts.TESOL Quarterly, 36, 323–346.
6.
BaxS. (2004). The end of CLT: A context approach to language teaching.ELT Journal, 57, 278–287.
7.
BiggsJ. B. (1996a). Learning, schooling, and socialization: A Chinese solution to a Western problem. In LauS. (Ed.), Growing up the Chinese way: Chinese children and adolescent development (pp. 147–167). Hong Kong, China: Chinese University Press.
8.
BiggsJ. B. (1996b). Western misperceptions of the Confucian-heritage learning culture. In WatkinsD. A., & BiggsJ. B. (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 45–67). Hong Kong, China: CERC and ACER.
9.
BourdieuP. (1991). Language and symbolic power.Cambridge, MA: Harvard University Press.
10.
BrayM. (1998). Financing education in developing Asia: Themes, tensions, and policies.International Journal of Educational Research, 29, 627–642.
11.
BrintonD. M., SnowM. A., & WescheM. B. (1989). Content-based second language instruction.New York: Newbury House.
12.
BrownH. D. (2000). Principles of language learning and teaching.White Plains, NY: Longman.
13.
BruthiauxP. (2002). Hold your courses: Language education, language choice, and economic development.TESOL Quarterly, 36, 275–296.
14.
BurnabyB., & SunY. L. (1989). Chinese teachers’ views of Western language teaching: Context informs paradigms.TESOL Quarterly, 23, 219–238.
15.
ByramM. (2003). Foreign language education in context. In BourneJ., & ReidE. (Eds.), World yearbook of education 2003: Language education (pp. 61–75). London: Kogan Page.
16.
CanagarajahA. S. (1993). Critical ethnography of a Sri Lankan classroom: Ambiguities in student opposition to reproduction through ESOL.TESOL Quarterly, 27, 601–626.
17.
CanaleM., & SwainM. (1980). Theoretical bases of communicative approaches to second language teaching and testing.Applied Linguistics, 1, 1–47.
18.
ChengH. J., & DeLanyB. (1999). Quality education and social stratification: The paradox of private schooling in China.Current Issues in Comparative Education [Online], 1(2). Retrieved July 3, 2003, from http://www.tc.columbia.edu/cice/articles/hcbd112.pdf
19.
China Education and Research Network. (2001). China to invest 30 billion yuan in basic education.Education in China. Retrieved July 17, 2004, from http://www.edu.cn/20010904/3000223.shtml
20.
Chinese Communist Party Central Committee. (1985). Zhonggong zhongyang guanyu jiaoyu tizhi gaide de jueding [Decision on the reform of China's educational structure]. Beijing, China: Author.
21.
Chinese Communist Party Central Committee & State Council. (1999). Zhonggong zhongyang guowuyuan guanyu shenhua jiaoyu gaige quanmian tuijin suzhi jiaoyu de jueding [Decision on deepening educational reform and promoting quality education]. Beijing, China: Author.
22.
CleghornA., & RollnickM. (2002). The role of English in individual and societal development: A view from African classrooms.TESOL Quarterly, 36, 347–372.
23.
ColemanH. (1996). Autonomy and ideology in the English language classroom. In ColemanH. (Ed.), Society and the language classroom (pp. 1–15). Cambridge, U.K.: Cambridge University Press.
24.
CortazziM., & JinL. X. (1996a). Cultures of learning: Language classrooms in China. In ColemanH. (Ed.), Society and the language classroom (pp. 169–206). Cambridge, U.K.: Cambridge University Press.
25.
CortazziM., & JinL. X. (1996b). English teaching and learning in China.Language Teaching, 29, 61–80.
26.
Curriculum and Teaching Materials Research Institute. (2001). Ershi shiji zhongguo zhongxiaoxue kecheng biaozhun jiaoxue dagang huibian: Waiguoyu juan yingyu [An anthology of primary and secondary English syllabi in the 20th century]. Beijing, China: People's Education Press.
27.
Darling-HammondL. (2003). Standards, accountability, and school reform.Teachers College Record, 106, 1047–1085.
28.
GuY. Q. (2004, March). Bilingualism as policy: What can we learn from the Hong Kong experience? Paper presented at the International Conference on Foreign Language Teaching Methodology in China, Shanghai, China.
Higher Education Research Center of Sichuan Foreign Languages Institute. (1993). Zhongguo waiyu jiaoyu yaoshilu [Chronicle of foreign language education in China]. Beijing, China: Foreign Language Teaching and Research Press.
31.
HoW. K. (2003). English language teaching in East Asia today: An overview. In HoW. K., & WongR. Y. L. (Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 1–32). Singapore: Times Academic Press.
32.
HollidayA. (1994). Appropriate methodology and social context.Cambridge, U.K.: Cambridge University Press.
33.
HuG. W. (2002a). Recent important developments in secondary English-language teaching in the People's Republic of China.Language, Culture and Curriculum, 15, 30–49.
34.
HuG. W. (2002b). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China.Language, Culture and Curriculum, 15, 93–105.
35.
HuG. W. (2002c). English language teaching in the People's Republic of China. In SilverR. E., HuG. W., & IinoM. (Eds.), English language education in China, Japan, and Singapore (pp. 1–77). Singapore: Nanyang Technological University.
36.
HuG. W. (2003). English language teaching in China: Regional differences and contributing factors.Journal of Multilingual and Multicultural Development, 24, 290–318.
37.
HuG. W. (2005). English language education in China: Policies, progress, and problems.Language Policy, 4(1).
38.
HyltenstamK., & AbrahamssonN. (2001). Age and L2 learning: The hazards of matching practical “implications” with theoretical “facts.”TESOL Quarterly, 35, 151–170.
39.
JiangY. J. (2003). English as a Chinese language.English Today, 19(2), 3–8.
40.
JinL. X., & CortazziM. (2003). English language teaching in China: A bridge to the future. In HoW. K., & WongR. Y. L. (Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 131–145). Singapore: Times Academic Press.
41.
JohnsonK. E. (1999). Understanding language teaching: Reasoning in action.Boston: Heinle & Heinle.
42.
KumaravadiveluB. (2001). Toward a postmethod pedagogy.TESOL Quarterly, 35, 537–560.
43.
LeeW. O. (1996). The cultural context for Chinese learners: Conceptions of learning in the Confucian tradition. In WatkinsD. A., & BiggsJ. B. (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 25–41). Hong Kong, China: CERC & ACER.
44.
LeeW. O. (1998). Equity and access to education in Asia: Leveling the playing field.International Journal of Educational Research, 29, 667–683.
45.
LengH. (1997). New bottles, old wine: Communicative language teaching in China.English Teaching Forum, 35(4), 38–41.
46.
LewinK., LittleA. W., XuH., & ZhengJ. W. (1994). Educational innovation in China: Tracing the impact of the 1985 reforms.Harlow: Longman.
47.
LewinK., & WangL. (1991). Access to university education in the People's Republic of China: A longitudinal analysis of the structure and content of the university entrance examinations 1984–1988.International Journal of Educational Development, 11, 231–244.
48.
LiJ. P. (2001, March 12). Kaishe yingyu kecheng jiaoyubu xishuo duanxiang [MOE briefing on primary ELT].Zhongguo Jiaoyubao, p. 3.
49.
LiX. J. (1984). In defence of the communicative approach.ELT Journal, 38, 2–13.
50.
LiuD. Y., & GongY. F. (2000, October). Foreign language education in Chinese schools. Paper presented at the International Symposium on 21st Century Foreign Language Education in Schools, Beijing, China.
51.
LiuY. J. (1993). Book of major educational events in China.Hangzhou, China: Zhejiang Education Press.
52.
MacleanR. (2002). Secondary education reform and educational research in the Asia-Pacific region.Educational Research for Policy and Practice, 1, 78–98.
53.
MaleyA. (1995). English 2000: The landmark review of the use, teaching, and learning of English in the People's Republic of China.Manchester, U.K.: British Council.
54.
Marinova-ToddS. H., MarshallD. B., & SnowC. E. (2000). Three misconceptions about age and L2 learning.TESOL Quarterly, 34, 9–34.
55.
MarkeeN. (2002). Language in development: Questions of theory, questions of practice.TESOL Quarterly, 36, 265–274.
56.
Ministry of Education. (2001a). Jiaoyubu guanyu jiji tuijin xiaoxue kaishe yingyu kecheng de zhidao yijian [Guidelines for vigorously promoting primary English-language teaching]. Beijing, China: Author.
57.
Ministry of Education. (2001b). Quanrizhi yiwu jiaoyu putong gaoji zhongxue yingyu kecheng biaozhun [English curriculum standards for compulsory education and senior secondary education]. Beijing, China: Author.
58.
Ministry of Education. (2004). 2003 quanguo jiaoyu shiye fazhan tongji gongbao [Statistical communiqué on educational development in 2003]. Retrieved November 4, 2004, from http:www.edu.cn/20040527/3106677.shtml
59.
MorrowK. (Ed.). (2004). Insights from the Common European Framework.Oxford, U.K.: Oxford University Press.
60.
NgC., & TangE. (1997). Teachers’ needs in the process of EFL reform in China—A report from Shanghai.Perspectives: Working Papers, 9(1), 63–85.
61.
NiuQ., & WolffM. (2003a). China and Chinese, or Chingland and Chinglish?English Today, 19(2), 9–11.
62.
NiuQ., & WolffM. (2003b). The Chinglish syndrome: Do recent developments endanger the language policy of China?English Today, 19(4), 30–35.
63.
NunanD. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region.TESOL Quarterly, 37, 589–613.
64.
PennycookA. (1994). The cultural politics of English as an international language.London: Longman.
65.
PennycookA. (2000). The social politics and the cultural politics of language classrooms. In HallJ. K., & EggingtonW. G. (Eds.), The sociopolitics of English language teaching (pp. 89–103). Clevedon: Multilingual Matters.
66.
RaoZ. H. (1996). Reconciling communicative approaches to the teaching of English with traditional Chinese methods.Research in the Teaching of English, 30, 458–471.
67.
RichardsJ. C., & RodgersT. S. (1986). Approaches and methods in language teaching: A description and analysis.Cambridge, U.K.: Cambridge University Press.
68.
RossH. A. (1992). Foreign language education as a barometer of modernization. In HayhoeR. (Ed.), Education and modernization: The Chinese experience (pp. 239–254). Oxford, U.K.: Pergamon.
69.
RossH. A. (1993). China learns English: Language teaching and social change in the People's Republic.New Haven, CT: Yale University Press.
70.
SavignonS. J. (2001). Communicative language teaching for the twenty-first century. In Celce-MurciaM. (Ed.), Teaching English as a second or foreign language (pp. 13–28). Boston: Heinle & Heinle.
Shanghai Education Commission. (2003b). Shanghaishi zhongxiaoxue kecheng jiaocai gaige yanjiu jidi xuexiao 2003 niandu kecheng shiyan jihua [2003 curriculum for schools participating in the Curriculum Reform Scheme]. Shanghai, China: Author.
75.
Shanghai Education Commission Teaching Research Section. (2000). Yingyu xueke kecheng biaozhun jianjie [An introduction to the English curriculum standards]. Retrieved July 23, 2004, from http://www.sjys.cn/docs/kcjc_kcgg/yingyu.ppt
76.
ShulmanL. S. (1987). Knowledge and teaching: Foundations of the new reform.Harvard Educational Review, 57, 1–22.
77.
SunJ. D. (2001). A multifaceted look at the upward trend in GRE scores in China.TESOL Matters, 11(3), 19.
78.
Syllabus Revision Taskforce. (2000). Jiunian yiwu jiaoyu quanrizhi chuji zhongxue yingyu jiaoxue dagang shiyong xiudingben peixun tigang [A tutorial on the junior secondary English syllabus]. Retrieved July 21, 2001, from http://www.pep.com.cn/yingyu/syllabus/guide-to-syllabus.htm
79.
TollefsonJ. W. (Ed.). (1995). Power and inequality in language education.Cambridge, U.K.: Cambridge University Press.
80.
TsangM. (2000). Education and national development in China since 1949: Oscillating policies and enduring dilemmas. In LauC. M., & ShenJ. F. (Eds.) China review 2000(pp. 579–618). Hong Kong, China: Chinese University Press.
81.
TudorI. (2001). The dynamics of the language classroom.Cambridge, U.K.: Cambridge University Press.
82.
United Nations Education, Scientific, and Cultural Organization. (1953). The use of the vernacular languages in education (Monograph on Fundamental Education No. 8). Paris: Author.
83.
WeiG. D. (2001). Yuyan jiegou yu yuyan gongneng xiang jiehe: Tan JEFC he SEFC jiaocai de sheji sixiang [Designing principles of the JEFC and SEFC textbook series]. Retrieved May 1, 2001, from http://www.pep.com.cn/yingyu/textbk/wei-jc.htm
84.
WescheM. B., & SkehanP. (2002). Communicative, task-based, and content-based language instruction. In KaplanR. B. (Ed.), The Oxford handbook of applied linguistics (pp. 207–228). Oxford, U.K.: Oxford University Press.
85.
WilliamsE., & CookeJ. (2002). Pathways and labyrinths: Language and education in development.TESOL Quarterly, 36, 297–322.
86.
WuY. A. (2001). English language teaching in China: Trends and challenges.TESOL Quarterly, 35, 191–194.
87.
ZhangL., LinZ. H., WangJ. Q., & WangM. (2003). China: Revitalizing education in the 21st century.Human Rights Education in Asian schools, 3, 103–113.
88.
ZhaoX. Y. (2004, January 5). Hello, shuangyu jiaoxue [Hello, bilingual education].Zhongguo Jiaoyubao, p. 3.
89.
ZhaoY., & CampbellK. P. (1995). English in China.World Englishes, 14, 377–390.
90.
ZhuH. M. (2003). Globalization and new ELT challenges in China.English Today, 19(4), 36–41.