Many higher education institutions around the world have established quality control systems to maintain standards. This study reports on the issue of comparing English language curricula by means of an institutional review in a northeast province in China in 2012. The study was essentially a qualitative inquiry with data collected online through documents submitted by the institutions and through semi-structured follow-up interviews. Thirty-seven participants from 12 institutions participated in the study. Research findings indicated that curriculum orientations varied across institutions and were reflected in their curriculum designs. Such a modus operandi, it is anticipated, may shed useful light on the understanding of curriculum reform currently being conducted in China in light of the rising demand for, and the needs of, internationalized and localized curricula, as well as providing an understanding of curricula at various institutions. Copyright © 2017 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy.
CitationZhao, W., Coniam, D., & Xiao, Y. (2017). English language curricula: A comparison of university English departments in a Chinese province. Chinese Journal of Applied Linguistics, 40(2), 125-144.
- English language curricula
- Institutional review
- English major
- Curriculum designs