Foreign language education

China's foreign-language education policy has shifted over the years"” from the political orientation of the 1950s that favored Russian, to the economic focus of the our Modernizations that led to English dominance in the twenty first century. Curriculum design has evolved too, and now embraces communicative, student- centered approaches that promote composite skill development. Teacher training, innovative materials, and a creative learning environment should improve the quality of Chinese foreign language education even more. Foreign language education"”and English competency in particular"”plays a vital role in China's modernization drive. Its primary value lies in providing access to modern scientific and technological advancements, but at the same time the expansion of English proficiency among the Chinese population also promotes business and international trade and enhances China's international status in a globalized world. A person who is able to speak English in today's China has social and educational capital, and access to economic capital through improved employment opportunities, higher salaries, increased promotional opportunities, and the possibility of further education. Because English language education has enjoyed a prominent position in China since the 1980s, many aspects of it have been subject to incremental reform and improvement through policy changes, syllabus renewal, curriculum renovation, and revised classroom practices. Prior to the 1950s, however, government policy regarding foreign language education was more erratic"” and course syllabi reflected this.